BRISTOL CITY COUNCIL Cabinet 6 December 2007 Report Of: Director

ITEM 6

BRISTOL CITY COUNCIL Cabinet

6 December 2007

Report of: Director of Children and Young People’s Services

Title: Post-consultation Report on Residential Provision for Pupils with Special Educational Needs Ward: Citywide

Contact officer: Ian McDowall Programme Director – Safeguarding and Specialist Support

Contact telephone number: 0117 9037940

Recommendation

That approval is given to

• publish statutory notices proposing the closure of Kingsdon Manor School with effect from 31 August 2008.

• publish statutory notices to re-designate Florence Brown Community School with effect from 1 September 2008.

• Any revenue savings (approximately £1m) resulting from the closure of Kingsdon Manor School will be re-invested in day BESD provision within the city.

Summary

This report outlines responses received to the recent consultations in respect of the proposals. It recommends the publication of statutory notices to close Kingsdon Manor School and re-designate Florence Brown Community School.

• The proposals are linked to the principles identified in the SEN Specialist Provision Strategy.

• Significant shortage of day provision for pupils with behavioural, emotional and social difficulties (BESD).

• Under utilisation of both residential BESD schools.

• A need to make better use of existing residential provision by reducing overall numbers to better match demand, obtaining better value for money and improving provision.

• Pupils requiring day BESD provision referred for extended periods to Pupil Referral Units due to a lack of day placements.

• The cost of vacant places cannot be shared with other authorities and so the cost to Bristol to send pupils to its residential schools has been far higher than for other authorities.

• The development of Florence Brown School as a BESD resource is crucial to the plan to create additional day BESD provision for the south of the city.

• Consultation raised concerns over the proposal to close Kingsdon Manor particularly the balance of the consultation document and the effect on pupils.

Policy

1. The proposal set out in this report supports the following Council priorities:

• Raising educational attainment; • Providing new and better schools;

Consultation

Internal:

• Legal Services • Corporate Finance and Procurement

External:

2. The consultation process started on 17 September 2007 and concluded on 9 November 2007. Copies of the consultation documents were sent to:

• Parents, staff and governors of Kingsdon Manor and Florence Brown Community Schools

• Other special schools

• All secondary schools

• Education stakeholders

3. The consultations were also publicised by publication of information on the Council’s website and a press release. Responses to the consultation could be made on a pro-forma response form in hard copy, via e-mail, or by letter.

4. 5 consultation meetings were held during the consultation period. Meetings were held for the staff and governors of each school, for parents of each school and other interested parties. A further meeting was requested and this was open to parents and other interested parties for both schools.

5. Appendix A gives a summary of the responses received to the proposal to close Kingsdon Manor School.

6. On Kingsdon Manor School, 28 written responses were received. 5 were in favour of the proposal to close the school and 22 were not in favour. 1 response did not indicate whether they were in favour or not. 13 responses were from members of staff and 5 from parents.

7. A number of responses raised concerns over the accuracy of information contained in the consultation document and the balance of points made in relation to Kingsdon Manor and Notton House Schools. In particular there was a feeling that the strengths, both in terms of the standards of care and achievement of pupils at Kingsdon Manor had not been presented. There was also a view that the differences in accessibility for pupils travelling from Bristol to the 2 schools had been over-emphasised.

8. There were also a number of responses which were concerned about the disruptive effect on pupils, particularly those currently in Year 10 who will need to move schools for their last year should the school closure be implemented.

9. The staff and governors meeting held for the Kingsdon Manor School proposal was attended by a total of about 35 people. The parents and public meeting was attended by 7 people, including 1 parent and 2 members of staff from Kingsdon Manor. The points raised at the meetings included the concerns about information in the consultation document, the effect on particularly Year 10 pupils.

10. 5 written responses were received on the proposal to re- designate Florence Brown Community School. 3 of these supported the proposal. 1 was from the governors of Florence Brown School, 1 from a parent whose child is currently in a satellite class at Brislington Enterprise College and 1 from the Headteacher of Notton House School, on behalf of the school.

11. The governors of Florence Brown School, whilst supporting the proposal were concerned about that the balance of pupils with differing needs is considered. They also sought clarification that the change of designation was not a closing or re-opening and that staff would not have to re-apply for jobs. This was confirmed. There was also concern about the lack of personnel support for staff. The HR Manager (CYPS) feels that there no staffing implications in the current proposal. There is a recognition that support will need to be available during the transition period and a comprehensive training programme is being put in place. It is also recognised that further developments at Florence will require full staff consultation.

12. The staff and governors and the parents and public meetings held at Florence Brown School were attended by a total of about 55 people. In general, both the meetings were supportive of the proposal. There were concerns regarding the suitability of the school buildings in the short term to cope with more BESD pupils

Consultation with Trade Unions

13. A consultation meeting took place with the trade unions on 8th October 2007 to discuss the SEN Strategy and the proposals in respect of both Florence Brown and Kingsdon Manor Schools. Representatives from ATL, NUT and UNISON attended the meeting. Concerns were expressed over the rationale for the Kingsdon Manor closure. This was clarified at the meeting.

14. Since the consultation meeting on 8th October, it has emerged that the consultation on the proposal in respect of Florence Brown had not been circulated to trade union representatives. However, the proposal in respect of Florence Brown does not have any staffing implications.

The proposals contained within this report were discussed at the CYPS DJCC held on 22nd November 2007. At the meeting, the National Union of Teachers (NUT) expressed concerns about the proposals. Officers clarified the consultation arrangements and that there would be detailed consultation on any future statutory proposals that will be made in relation to Florence Brown. These will have staffing implications. UNISON sought reassurances that comprehensive staff consultation would take place if the closure proposal for Kingsdon Manor is approved. Assurances were provided.

15. The NUT submitted an initial response. The document on Florence Brown was not sent directly to the Trade Unions and so the NUT have indicated they will respond more fully direct to Cabinet. However, this matter has been the subject of further discussion with the trade unions at the DJCC as highlighted above.

Context

16. The reasons for the proposals are linked to the principles identified in the SEN Specialist Provision Strategy. The following principles should be applied as far as possible to the development of specialist provision in Bristol and the systems by which children are placed. All of the main points are based on the commitment to:

a. Retain and develop further inclusion opportunities for children in specialist provision and

b. Enable close partnership working between specials and mainstream schools in order for planned inclusion opportunities to be a natural part of each child’s experience.

The main principles are:

I. Provision should be developed as close to the child as possible so that:

• providers can work with other area and locality practitioners to join up services for vulnerable children and those with complex needs

• young people have the widest range of curriculum options and inclusion opportunities possible

• travel time is reduced and more independent travel arrangements can be made where possible

• the target for children in care to be educated within a 20 mile radius can be achieved.

• families can more easily develop good relationships with schools

II. Specialist provision should wherever possible be part of area level arrangements which include:

• special schools and their inclusion classes

• resource base provision managed by mainstream schools 6

• pupil referral units

• specialist services and provisions including those within health, social care and other Partnership agencies.

III. Specialist providers need to be included in the development of Children’s Trust arrangements and Extended School Partnerships.

IV. Area level (and citywide) specialist arrangements should be based on joint responsibility for meeting children and young people’s needs so that:

• resources for children with complex needs are kept within the city as far as is possible rather than being diverted to out of authority providers

• any moves between provision are planned and seamless and take children and young peoples’ views into account

• pupil referral units and some other specialist facilities become interim provision from which children and young people move back into school as quickly as possible.

• children’s health and safety is guarded and all placements are adequately monitored and quality assured.

17. There is a significant shortage of day provision for pupils with behavioural, emotional and social difficulties (BESD) together with an under utilisation of our two residential BESD schools. Both schools are located some distance from Bristol: Kingsdon Manor School in the village of Kingsdon in Somerset and Notton House School, near Laycock in Wiltshire. Our only day, secondary BESD school is Bristol Gateway School in Lawrence Weston. It currently has 77 pupils, which is an increase from its original planned place number of 70, and it is always full.

18. This lack of day BESD places has led to some pupils who require placement in a day BESD school travelling long distances on a daily basis to our residential schools. Whilst the numbers are

relatively small this practice has continued for some years at an approximate daily rate of between £70-£90 per taxi and £30 per escort. This also impacts on the pupils themselves who spend considerable amounts of time on a daily basis travelling between home and school.

19. There are also a number of children with Statements inappropriately attending Pupil Referral Units and other hard to place pupils, who are not in full time provision, awaiting placement at a day BESD school. There are two behavioural Pupil Referral Units: the Whitehouse Centre in Hartcliffe and St. Matthias Park in St. Werburgh’s. These Units have a number of pupils with statements for day BESD provision referred for extended periods due to a lack of day placements which is inappropriate and reduces places for others.

20. In recent years both Notton House and Kingsdon Manor schools have operated significantly under their planned places for pupils, between 50-80% at Kingsdon Manor School and at around 81% at Notton House School, with the result that in the most recent academic year the planned places number at Kingsdon Manor has been reduced to 33 pupils. At Kingsdon Manor School 7 pupils are referred from other authorities. At Notton House School, from a planned place number of 58, 6.5 places are from other authorities.

21. There is a need to make better use of existing residential provision by reducing overall numbers to better match demand, obtaining better value for money and improving provision. The Local Authority has not been able to share the cost of vacant places with other authorities. The impact has been that the cost to Bristol to send its pupils to the schools has been far higher than for other authorities. The average costs for other authorities are £32,339 at Kingsdon Manor School and £37,505 at Notton House School. However, the actual costs to Bristol for each pupil are £61,798 and £52,369 respectively.

22. Kingsdon Manor School has been identified as the most appropriate school for closure. It is in the village of Kingsdon in Somerset which is less accessible from Bristol than Notton House School which is near Laycock in Wiltshire.

23. All of the pupils, currently at Kingsdon Manor School (except those leaving at the end of the academic year 2007/8) will have individual reviews during the course of the year to identify the most appropriate day or residential provision and parents/carers as well as the pupils themselves will have opportunities to contribute to this decision. Those Bristol pupils who require residential provision will be able to transfer to Notton House School which has good accommodation, including a new classroom wing, new sports hall and offices and extensively refurbished pupil bedrooms. It is now well placed to receive additional pupils. Pupils from other authorities will also be subject to review with their home authority responsible for ensuring appropriate provision.

24. There is a need to develop day BESD provision in the south of the City. This will increase overall provision and reduce travel times for pupils who live in the south who currently have to travel to Woodstock or Bristol Gateway Schools. Any revenue savings (approximately £1m) resulting from the closure of Kingsdon Manor School will be re-invested in day BESD provision within the city.

25. The development of Florence Community Brown School, which is in the heart of the Knowle area of south Bristol, as a BESD resource is crucial to the plan to create additional day BESD provision. The proposals are also consistent with the principles outlined in the SEN Specialist Provision Strategy of developing more community based provision with the advantages this has for travel times for pupils, developing closer relationships with parents/carers and developing closer links with the Extended School Partnerships.

26. Florence Brown Community School will also continue to provide for pupils with learning difficulties and associated behavioural difficulties. However, its current designation for pupils with moderate learning difficulties does not adequately describe the range of its provision, with an increasing number of children referred with learning difficulties as well as associated behavioural difficulties. There has been a decrease over time in the number of pupils referred by mainstream schools solely because of their learning difficulties.

27. Increasingly mainstream schools have developed their skills and provision for pupils with moderate learning difficulties which has resulted in Florence Brown Community School being under utilised as a school. Currently there are 37 vacancies from a current planned place of 170 and this has been the case for a number of years.

28. Florence Brown Community School buildings are in very poor condition and are to be rebuilt, as part of Building Schools for the Future (BSF) Wave 4 developments.

29. It is also envisaged, at a later stage, to establish a small, either 15 bed hostel provision attached to a day BESD school or a 2 x 8 bed hostel attached to each of our day BESD secondary schools. This would satisfy any potential need for respite provision and also be more cost effective. Adding hostel provision to a school is an alteration which will require further consultation and the publication of statutory proposals.

30. Florence Brown Community School plans to develop a strong vocational focus and is in the process of seeking specialist school status for business and enterprise. Its Key Stage 2 pupils (age 7- 11) will be in accommodation which is separate from the secondary accommodation but it will mean they can access improved specialist teaching and resources. Pupils, particularly those aged 14+, can develop skills and vocational opportunities which will lead to more successful transitions and improved outcomes at the end of Key Stage 4 and higher retention rates in education, post 16. Courses will have a significant practical bias and be taught by tutors skilled in the management of pupils with BESD. The limited but successful post 14 curriculum already in place at the school attracts pupils with special educational needs from mainstream schools in south Bristol and the BSF developments will help to maintain and develop these links.

31. Florence Brown Community School also includes a unit for secondary age pupils with learning difficulties and physical impairments who are vulnerable from the inappropriate mix of an increasing number of pupils referred with challenging behaviour. The BSF proposal will improve the level of support available to

these pupils by transferring the Courtlands Unit to Brislington Enterprise College. The Unit is being purpose built at the College as part of the BSF rebuild and will offer an excellent resource for pupils.

32. It is proposed that in order to provide continuity during the first, transition year staff currently at Florence Brown Community School accompany pupils to the new site which will remain part of Florence Brown Community School. However, subject to further consultation and statutory proposals at a later date, it is proposed to transfer the leadership and management responsibility for the staff and pupils at the Unit, from September 2009, to Brislington Enterprise College as part of its mainstream specialist provision. This will enable Florence Brown School to develop its BESD expertise and reduce the breadth of special educational needs for which it is responsible. Additionally as part of Brislington’s mainstream, specialist provision it will be easier for pupils in the Unit to have an entitlement and access to a broader range of qualifications and a range of inclusion opportunities

Proposal

33. To publish statutory notices proposing the closure of Kingsdon Manor School on 31 August 2008.

34. To publish statutory notices proposing the re-designation of Florence Brown Community School as a provision for pupils with learning and associated behavioural difficulties and for pupils with behavioural, social and emotional difficulties.

35. If the recommendations are agreed statutory notices would be published for a six week period from 14 December, ending on 25 January 2008.

Other Options Considered

36. A number of options have been considered in relation to Kingsdon Manor School. Discussions were held with Somerset County Council about the possibility of the school being transferred to the responsibility of Somerset. They decided they did not wish to pursue this option. The Local Authority was also approached by a potential private provider who expressed an interest in leasing or purchasing. It was concluded however that to maximise value

to the Local Authority if a decision were made to close, sale of the site on the open market would be the value for money option.

37. The only other option considered for Florence Brown Community School is not to re-designate the school. This would leave the school with an inappropriate designation for the needs of pupils needing to be placed there.

Risk Assessment

38. A risk assessment has been completed for this project. A summary of the major risks is detailed in Appendix D.

Equalities Impact Assessment

39. On the consultation response form specific questions were asked about whether there would be implications for race equality, children with special needs, access or disability equality. The responses to these questions can be found in Appendices B and C.

Legal and Resource Implications

Legal

With effect from 25 May 2007 a new statutory framework, introduced by the Education and Inspections Act 2006, applies to school organisation proposals including those for special educational provision. This involves Consultation; Publication; Representations; Decision (by the LA or schools adjudicator). The proposals set out in this report will need to follow the statutory process. Any proposals relating to school organisation will require close liaison with Legal Services to ensure that all legal requirements are met throughout the process.

Genny Seneque – Senior Solicitor – Legal Services

When a school is closed the staff employed at the school are at risk of redundancy. The Council should ensure that the three step statutory dismissal procedure is followed for any dismissals resulting from the closure of Kingsdon Manor Special School and that collective and individual consultation takes place at the appropriate time. Although 12

the Council cannot require other schools within the Local Authority to employ staff from a closing school it should ensure that, where possible, redeployment opportunities are made available to such staff to ensure that the school has complied with its obligation to reduce or minimise the effects of redundancy.

The training requirements of staff at Florence Brown Community School should be assessed in order to assist them to work with greater numbers of pupils with BESD. Advice should be sought from HR and if necessary, Legal Services to ensure that changes to duties and responsibilities are not sufficient to amount to changes in terms and conditions and/or to create a redundancy situation.

Kate Fryer - Solicitor

Financial

Revenue

The closure of Kingsdon Manor will give rise to savings in the school’s share of the dedicated schools grant in the region of £1m pa. This is after offsetting the income received from the other Local Authorities that purchase places. The savings will be used to fund additional SEN places in Bristol schools in accordance with the SEN Provision Strategy. Any proposal to use part of the savings to fund prudential borrowing will require agreement with the Schools Forum.

Capital

An estimated £850k of any Capital Receipt received as a result of the sale of Kingsdon Manor will be required to fund the costs of redundancy and severance of the Kingsdon Manor staff (assuming no staff are redeployed owing to distance). A further £100k is required for minor improvements to Notton House, this leaves a balance available for the extension of Florence Brown.

Gerry Mead – Strategy Leader – Finance

Land

The Florence Brown and Kingsdon Manor sites are within the Councils ownership and managed through Children and Young People’s Services.

The closure of Kingsdon Manor will result in the site being declared surplus and being sold. This will generate a Capital Receipt.

The Florence Brown Community School is subject to investment as part of the BSF Wave 4 Capital Programme. As part of this development consolidation of the built 0footprint will result in part of the site being surplus to requirement and will be sold to generate a Capital Receipt.

Mick Branaghan – Strategy Leader – Capital, Assets and School Organisation

Personnel

Florence Brown Community School

There are no personnel implications in respect of the proposal

Kingsdon Manor School

If the proposal is adopted, formal consultation will commence with employees and trade union representatives on the closure of the school. All staff at the School will be at risk of redundancy. Given the location of the school and the fact that many staff live in close proximity to the school or in tied accommodation, it will be difficult to secure the redeployment of staff to other Bristol Schools. Officers are in discussion with Somerset County Council to see if they will assist in supporting voluntary redeployment to Somerset Schools.

Advice from Mark Williams – HR Manager (CYPS)

Appendices:

Appendix A SEN Specialist Provision Strategy Appendix B Consultation response summary – Kingsdon Manor Appendix C Consultation response summary – Florence Brown Appendix D Risk Assessment Appendix E Equalities Assessment

ACCESS TO INFORMATION Background Papers

Consultation documents Consultation meeting notes Consultation responses received

APPENDIX A

SEN Specialist Provision Strategy

Section One: Background

The development of specialist provision is a key element of the council’s Special Educational Needs Strategy. The strategy outlines proposals to ensure that a broad range of provision is in place to meet the needs of local children, including special school reorganisations.

The strategy of the city council is, wherever possible one of inclusion in mainstream provision or co-location on a mainstream site, so that children on the roll of special schools benefit from mainstream inclusion opportunities whilst receiving the specialist support they require.

We want our children and young people to achieve and feel included by whatever school or setting they attend; though we recognise that we are most likely to achieve that by developing a broad range of provision in response to the shifting pattern of children’s needs which includes the valuable contribution made by our special schools. The SEN Strategy states:

Many of our special schools already manage a portfolio of provision, often on mainstream sites; working in partnership with mainstream schools who have an increasing expertise and role in providing for a broader range of pupils with AEN. We expect these trends to continue and develop further.

(Section 2 of the SEN Strategy, from which this paragraph is drawn, is attached as Appendix A.)

The development of Change for Children arrangements provides an opportunity to review how specialist provision can link strategically with other services at citywide, area and locality level to offer a more joined up approach to meeting children’s needs. Factors to be considered are:

1. the increase in the numbers of children with profound, complex learning and medical needs

2. an increase in the diagnosis of autism and the current shortfall in secondary age provision

3. a decrease in the requirement for residential behavioural, emotional and social difficulties [BESD] places but a shortage of day, BESD provision

4. the increase in independent provision – especially for children with autism, severe learning difficulties and challenging behaviour and those with BESD.

The document that follows seeks to add detail to the co-location strategy. It sets out:

• the principles for development of specialist provision

• by need type, the existing and proposed specialist provision in the city’s 2

portfolio

• the scheme for resourcing specialist provision and the proposals for ongoing review of the scheme

$ the current decision-making process for making placements in specialist provision.

Section Two: Principles for the development of specialist provision

The following principles should be applied as far as possible to the development of specialist provision in Bristol and the systems by which children are placed:

1 Provision should be developed as close to the child as possible so that:

• providers can work with other area and locality practitioners to join up services for vulnerable children and those with complex needs

• young people have the widest range of curriculum options and inclusion opportunities possible

• travel time is reduced and more independent travel arrangements can be made where possible

• the target for children in care to be educated within a 20 mile radius can be achieved.

• families can more easily develop good relationships with schools

2 Specialist provision should wherever possible be part of area level arrangements which include:

• special schools and their inclusion classes

• resource base provision managed by mainstream schools

• pupil referral units

• specialist services and provisions including those within health, social care and other Partnership agencies

3 Specialist providers need to be included in the development of Children=s Trust arrangements and Extended School Partnerships

4 Area level (and citywide) specialist arrangements should be based on joint responsibility for meeting children and young people=s needs so that:

• resources for children with complex needs are kept within the city as far as is possible rather than being diverted to out of authority providers

• any moves between provision are planned and seamless and take children and young peoples’ views into account

• pupil referral units and some other specialist facilities become interim provision from which children and young people move back into school as quickly as possible.

• children’s health and safety is guarded and all placements are adequately monitored and quality assured

Section Three: Existing and proposed specialist provision in the city’s portfolio

Current and proposed provision, by need type, are explained and set out in table format which is attached as Appendix B.

A) Provision for children with Severe Learning Difficulties (including those with autistic spectrum disorder) and Profound and Multiple Learning Difficulties

A1.The newly established specialist base at Redland Green School will provide the secondary provision for those leaving Claremont School’s primary department. As an outcome of a formal process which included public consultations, Claremont school has been designated a 2-19 provision for children with physical impairments and attendant learning difficulties, as well as for those with severe and multiple and profound learning difficulties. The new specialist base will be managed by Claremont school.

A2. The specialist base is intended to provide for two groups of children: those with PMLD/SLD leaving Claremont School (some of whom had been placed as very young children on the closure of Henbury Manor School) and those children at the most severe end of the complex learning difficulties spectrum on the roll of Kingsweston School.

A3. However, Kingsweston School as well as Claremont School has a proportion of its population with Statements which identify severe learning difficulties as the primary need .This will continue to be a feature of the school’s overall population although those children with the most complex and severe learning difficulties will attend Claremont school. At one stage there were proposals to close the main site of Kingsweston School but numbers have increased and this is no longer a viable option. However, the school requires improvements to its accommodation and has a number of temporary buildings.

A4. Trends indicate that the number of places in our original portfolio of SLD provision will continue to meet our need in the medium term (although the 4 proportionate severity of need has gradually but steadily increased). However, the delay in the establishment of the specialist base at Redland Green School has had a significant impact on Briarwood School in the east of the City. A number of the young children with PMLD , currently at Briarwood School [east Bristol ], live in north Bristol. Up until now the nearest secondary special school for children attending Claremont School has been Briarwood School.

A5. This has meant that:

• Briarwood has had more children on roll than we would wish, and a disproportionate number of the city’s children who have PMLD;

• some of our most complex children are travelling undue distances across the city from home to school;

• both of these factors have lent weight to some applications to SENDIST for places at out-of-authority residential schools.

A6. The opening of Redland Green will act as a pressure valve for Briarwood School, offer an opportunity to place children at the school in their home area and reduce home to school travelling time. In due course this should also even out the currently disparate spread of need between the three SLD specialist sites.

A7.In south Bristol, New Fosseway special school co-located its foundation and key stage one department in the early 1990s onto the site of Ilminster Avenue Nursery School. The Nursery’s commitment to the leadership and management of the provision led to the department being transferred to the management of the nursery school; New Fosseway School is therefore KS2-5 provision only.

A8. In 2004, the key stage 2 department relocated to the site of Ilminster Avenue Primary School, though is still managed by New Fosseway school. It is proposed that the secondary department relocates to a purpose-built 50 place provision on the site of the new Hartcliffe Engineering College. Additionally, subject to a feasibility study, the primary department could also be transferred to the Hartcliffe Campus site which would release the current site for use by the Hospital Education Service which needs to vacate its premises at Littlemead School.

A9. Neither Ilminster Avenue Nursery school nor Bluebell Valley nursery, its equivalent provision in north Bristol, is included in the LMSS scheme (see below). It is proposed that they be included in the coming review of the scheme.

A10. Summary of Recommendations.

1. Briarwood School [east], Claremont School [north] and New Fosseway School [south] to develop a more balanced intake of SLD and PMLD pupils in order to increase the number of referrals from the local area and reduce travel times for children.

2. Whilst there are plans for New Fosseway School’s secondary department to be moved to the Hartcliffe Campus consideration should be given to the whole school moving on to one site. The site vacated would then be used by the Hospital Education Service, currently sited at Littlemead School.

3. Improvements to the accommodation at Briarwood School should be completed and proposals developed to improve accommodation at Kingsweston School

4 Review funding of our resource base provision and to consider proposals on whether Illminster Avenue and Bluebell Valley Nurseries are included in the LMSS scheme.

B) Provision for children with Physical impairment and learning difficulties:

B1. Claremont School has a mix on roll of children with severe learning difficulties and those whose primary need is physical but who have significant learning difficulties in addition. It is intended that these children will also remain at Claremont School.

B2. Secondary provision for children with PI and LD has historically been made at the main site of Florence Brown Special School in South Bristol. This department will be co-located on the rebuilt site of Brislington Enterprise College, enabling young people on roll to benefit from pre and post-16 vocational options.

B3. Increasingly children with physical impairments are attending their local schools as the programme of new builds for our primary and secondary provision enables full access to an increasing number of schools. This is likely to have implications for the number of children who will attend the planned 20 place Courtlands Unit provision on the Brislington Engineering College site. However, given the proposed change to the designation of Florence Brown School as a provision for children and young people with behavioural, social and emotional difficulties [BESD], there is a need for its most vulnerable children with moderate learning difficulties [MLD] to also transfer as part of the Courtlands provision. This would then result in a more effective use of this provision.

B4. Additionally, given the significant implications for Florence Brown School in becoming a BESD school which will also include provision for children with learning difficulties and associated challenging behaviour, the management of the Courtlands Unit should transfer to Brislington Enterprise College but not until the provision has been adequately established by staff from Florence Brown School.

B5. Summary of Recommendations

5. The 20 place Courtlands Unit to move on to the site of Brislington Enterprise College.

6. Management of the Unit to transfer from Florence Brown School in the academic year 2009/10. 6

C) Provision for children with autistic spectrum disorder (who do not have severe learning difficulties

C1. Bristol’s specialist provision for children with autism has historically been associated with our provision for children with learning difficulties; the development of co-located provision has given us opportunities to recognise the range of autistic spectrum disorder and to provide a broader range of opportunities. The complexity of the spectrum is matched by the significant increase in diagnosis of autism over the last five years.

C2. At present we have one primary setting (Gay Elms Primary School resource base) and one secondary setting (the autism department of Kingsweston Secondary School) within the city. (There is also a small number of primary children with autism at Kingsweston School’s main site). The diagnosis of autism has increased significantly in recent years, and whilst our Communication and Social Interaction Team [COSI ] supports pre-school and school children with autism in mainstream settings, a number of parents prefer specialist provision for their children.

C3. A Targeted Capital Fund bid has enabled us to establish a parallel resource base to Gay Elms in the north of the city on the site of Shirehampton Primary School. This will give us capacity to:

• relieve the pressure on Gay Elms, which is taking number of children slightly above its service level agreement due to the level of demand

• relocate the small number of primary children with autism at the Kingsweston site

• place the small number of children who are either finding mainstream provision particularly difficult to manage or who are already waiting for primary specialist placements

• increase the range of inclusion and curriculum opportunities for these children

C4. A new 36 place department has also opened on the newly built site of Portway Community School for secondary aged children with autism.

Both of these additional provisions will initially be managed by Kingsweston School.

C5. However, this will leave a gap in our provision in terms of secondary places in the south of the city. There is a need for an additional 20 place provision by September 2008 and following discussions with Brislington enterprise College this would be the preferred option as it is well located, has a strong inclusive ethos and the provision would require fewer alterations than other, possible, sites..

C6. In addition there are pupils on the autistic spectrum with very challenging behaviour and severe learning difficulties. Currently these children attend Briarwood, 7

New Fosseway and Kingsweston Schools. However, there are additionally 20 children who are in the independent sector at an average annual cost of ,171,117 per child based on 2006/7 fees. One of the main reasons for this is the lack of any respite/residential provision, linked to one of these schools. The development of this kind of provision would reduce the number of applications for independent school provision and enable pupils to remain in the City for their education and much of their care. This would also serve to reduce travel times and costs for pupils who find school transport a stressful experience.

C7. Summary of Recommendations

7. Establish a secondary, mainstream specialist provision for pupils with autism at Brislington Enterprise College by September 2008 which is able to cater for a wide range of ASD pupils with access to inclusion opportunities and a range of curriculum and accreditation options.

8. Identify the most suitable site in order to establish a 15 place respite/residential provision for pupils with autism who have challenging behaviour and associated learning difficulties.

D) Provision for children with sensory impairment:

D1. Provision for Deaf children and children with hearing impairments has historically been delivered in separate settings in Bristol. Recently, improvements in cochlear implant techniques have led to a number of parents wanting their children to have access to both signing and hearing environments; there have been some cases where children have moved between Deaf and hearing impaired settings and even had concurrent part-time placements at both, which children and families have found difficult.

D2. Overall numbers of places required for Deaf children and those with hearing impairment remain steady; fluctuations in demand between the different provision types add weight to the case for amalgamation.

D3. The decision was taken following the secondary review to establish new provision for both Deaf and hearing impaired children, which could offer a range of approaches best tailored to the needs of individual children, on the site of the new Fairfield Secondary School. The provision is managed by Elmfield School for the Deaf. The existing secondary Hearing Impaired Resource Bases (HIRBs) will not take additional children and will remain open only whilst existing children on roll work through.

D4. The intention is to replicate this arrangement in a primary setting. The original proposals to expand the Sefton Park School included a proposal to investigate the possibility of relocating provision for primary age pupils from Elmfield School and the primary HIRBs, and co-locating this with the expanded provision on the Sefton Park site. This option was judged overly expensive and new proposals require development which would create primary HIRB provision and the Elmfield primary 8 department on a mainstream school site in the catchment area of Fairfield School.

D5. Children of primary age with visual impairment are placed in mainstream settings with high levels of individual support. Where specialist provision is required at secondary transfer, Bristol purchases places from Bath and North East Somerset Council at the resource base attached to Broadlands Secondary School in Keynsham.

It is not proposed that the city maintains its own specialist provision for children with visual impairments.

D6. Summary of Recommendations

9. Concentrate BSL/ bilingual provision for secondary age Deaf pupils and those with hearing impairments on the Fairfield School site, managed by Elmfield School.

10. Develop proposals to concentrate primary age HIRB provision and the primary department of Elmfield School on the site of a mainstream school in the Fairfield School catchment area.

E) Provision for children with moderate learning difficulties, including specific learning difficulties:

E1. Bristol maintains two schools with places for children with moderate learning difficulties; Florence Brown Special School and Kingsweston Special School. Both have had success in running inclusion classes in local mainstream schools in both primary and secondary phases.

E2. Children with lower levels of learning difficulty have been successfully included in mainstream schools; as a result the complexity of need of children on roll of these two schools has increased in recent years.

E3. Kingsweston School has a significant number of children with more complex/severe learning difficulties and has developed its expertise in the education of autism. It has also developed a portfolio of co-located departments and inclusion classes at Sea Mills Infant and Junior Schools and at Henbury School. The inclusion classes are very successful and make an important contribution to the development of inclusion opportunities. Florence Brown School has similar inclusion, satellite provision at Brislington Enterprise College and this has been successful in broadening the range of Key Stage 4 opportunities for pupils.

E4. The inclusion class arrangements of both schools will need to be consolidated and where possible developed but with clear agreements about funding and inclusion opportunities.

E5.As the more traditional MLD pupil numbers decline in our special schools, particularly in the primary phase, Florence Brown School has developed a specialism in meeting the needs of children with behavioural, emotional and social difficulties - 9

both with and without learning difficulties (mainly at secondary). It is now felt that the school should specialise in these two areas in two separate parts of its campus. A PFI funding bid has been successful which will enable the completion of this plan.

E6. A resource base for children with specific learning difficulties is based at the site of Monks Park Secondary School. The base closed temporarily at the end of summer 2006 due to the difficulties in recruiting a suitably qualified teacher; and alternative arrangements negotiated for individual children. However, a new appointment has been made and the provision has been re-opened. Despite this a number of pupils are still leaving the City to attend independent provision. The reasons for this require a review which should also include how our current provision is utilised.

E7. Summary Of Recommendations

11. Develop the provision at Florence Brown School as a BESD provision.

12. Establish a review to make recommendations on the specific learning difficulties provision at Monks Park School.

F) Provision for children with Behavioural, Emotional and Social Difficulties:

F1. Bristol currently has two day and two residential special schools designated for children with BESD. The City is short of local day BESD provision and our only secondary age, mixed, BESD School in the north of the City is always full. The two residential schools are located outside Bristol, both have a number of pupils admitted from other Local Authorities yet are operating at less than their capacity. At the same time, our use of out of authority placements has increased.

F2. Kingsdon Manor School, located in Somerset, is less accessible from Bristol than Notton House School which is near Laycock in Wiltshire. Notton House School has also recently opened a new classroom wing and is now well placed to receive additional pupils. To reduce our overcapacity in residential provision it is proposed that Kingsdon Manor School is closed at the end of the academic year 2007/8 and the site released in order to augment the day, behavioural provision available within the city boundary.

F3. In order to increase day provision; it is proposed to redesignate Florence Brown School, in the south of the City, as a special school for children with BESD and for children with learning difficulties. The BESD provision will be for children from Key Stage 2 to Key Stage 5. The school is a part of the PFI Wave 4 Programme and it is envisaged that the school will be rebuilt with a design which reflects its proposed new designation. An important aspect of the design will be to separate the key stage 2 provision from the rest of the school.

F4 Additionally, the development of a small, either 15 bed hostel provision attached to a day BESD school or a 2 X 8 bed hostel attached to each of our day BESD secondary schools would reflect any potential need for respite provision and be more 10

cost effective.

F5. Pupils can become increasingly reluctant to attend residential provision at Key Stage 4. This leads to an increase in fixed term exclusions and pupils inappropriately referred to Pupil Referral Unit provision. In addition there are a number of pupils with Statements and non Statemented young people who, from the age of 14+ are not in full time education and for whom the Pupil Referral Service has responsibility. It is proposed that discussions take place between the Learning Skills Council, City of Bristol college and the Local Authority to consider the proposal for developing a vocational centre, managed by a special school, to meet the needs of these groups, located as part of day provision in the City.

F6. Woodstock School is designated currently for key stage 2 pupils only, but will start to take key stage 1 pupils when capacity allows. However this provision will, from 2008 be augmented by Key Stage 2 provision in the south of the city at Florence Brown School. Since September 2006 they have also admitted girls and there are current discussions on ways in which this valuable resource can be used more flexibly to include dual registered, non Statemented pupils as well as an outreach function.

F7. Primary BESD provision is augmented by Greenfields Primary School resource base in the south and Filton Avenue Junior School Resource Base in the north; both of these will remain but it is proposed that a review is undertaken to make recommendations on whether there can be a more flexible use of the resource bases in order to respond to an increase in the number of primary aged exclusions from mainstream schools.

F8. Trends over the past five years indicate that as the requirement for secondary residential places falls, the need for day places has correspondingly increased. Bristol Gateway School has now relocated to the site of the former Lawrence Weston Secondary School and has taken over the key stage 4 places formerly managed by the Fulford Centre Pupil Referral Unit. It is co-located with the City of Bristol College on its Lawrence Weston site.

F9. Pupils are currently referred to Bristol Gateway School whose primary need is BESD but who are also on the autistic spectrum. For this small group of pupils the Kingsweston provision at Portway School isn’t appropriate and pupils find the environment of a BESD school challenging without additional support. In order to ensure their needs are adequately met it is proposed that City of Bristol College is approached in order that one of its rooms, adjacent to Bristol Gateway School, is refurbished in order that these pupils remain on the roll of the school but have a base which is more suited to their educational needs.

F10. Summary of Recommendations

13. Consult on the proposal to close Kingsdon Manor School with effect from the end of the academic year 2007/8

14. Complete a feasibility study on the establishment of a vocational centre for disaffected pupils within the City.

15. Review the Resource Base provision at Greenfield and Filton Avenue Schools to maximise their effectiveness in response to an increase in the number of primary aged exclusions.

16. Consult with City of Bristol College on the establishment of a resource base for pupils with challenging behaviour on the autistic spectrum at Bristol Gateway School.

17. Redesignate Florence Brown School as a BESD and MLD with challenging behaviour provision from September 2008.

18. Establish a 15 place or 2X 8 place hostel provision

19. Review Easton Language Unit provision in order to maximise its use and target its resources more effectively.

G) Provision for children with Speech and Language Difficulties:

G1. We currently maintain a resource base for 30 children aged 5 to 11 on the site of Easton CE Primary School. At present it is significantly undersubscribed, because the number of children with solely or primarily speech and language needs has fallen. There is a need to develop the base - possibly in partnership with other specialist provision - so that children with more complex needs which include speech and language difficulties - can benefit from specialist support. A review of the base is recommended.

Section Four: Scheme for resourcing specialist provision and the proposals for ongoing review of the scheme a) Local Management of Special Schools (LMSS)

The LMSS funding scheme was completely revised at the end of 2003. The previous system of funding schools by categories based on need types had become too rigid; the categories which constituted each school=s planned places no longer reflected the complexity of the need types which make up the rolls of many schools. Nor did the single amount of funding for each need type reflect the variation in the level of children=s needs within each category. As a result, ad hoc arrangements had developed to address these issues.

It was agreed by the Special Education Partnership to revise the formula to one where the planned places in each school are >banded= to reflect the amount of adult support each child requires - regardless of their need type.

A single place at each band was costed using the adult support levels reflected in the band descriptors, together with average Bristol special school funding costs for:

• a teacher with two SEN points, and • a learning support assistant with one SEN point.

On placement and at annual Statement review, schools and the local authority agree a band for each child on their roll against agreed descriptors. Vacant places - the difference between the number of children on roll and the planned place number are banded in the same proportions as the children on roll. These are added in to give the total planned places at each band for each school.

Over time, the numbers of children placed at higher bands has risen; heads are aware that it may be necessary in due course to topslice the value of the higher bands in order to contain the scheme within its budget envelope. A minor review of the system will take place in autumn 2006 to recommend how this might be done if necessary, and to look at other issues which have arisen, such as the difficulty for small schools of maintaining any contingency to support high band children who might be placed in year. b) Inclusion funding

A formula is being developed, for discussion by the Schools Forum, by which additional support can be offered to special school pupils when they are included in mainstream lessons. The formula needs to be applicable across any school which will be supporting inclusion arrangements.

The key aspects of the formula will be:

• the likely level of inclusion (expressed as an average percentage) for each key stage of the special school=s pupils

• the staff to pupil ratio (again averaged by key stage) by which a special school pupil would normally expect to be supported. The proposal is that this same ratio should be available to support a pupil or group of pupils in a mainstream lesson

• the point where the existing resources of the special schools can themselves be diverted to support inclusion. c) School travel project

Following the success of an initial pilot, a project team has been formed to provide dedicated capacity to expand this initiative.

The objectives are to work with 80-100 young people who have Statements of Special Educational Need (including for specialist provision) and their parents and carers, to:

• Enhance their opportunities for social inclusion by accessing a range of supported travel 13

• Improve the cost effectiveness of their travel support arrangements by extending their choice of options away from the traditional door to door transport provision.

As a consequence, save ,500k by the end of March 2007 through changing existing transport arrangements and establishing new supported travel options.

Section Five: Decision-making process for making placements in specialist provision

Allocating placements most appropriate to children=s needs and making best use of our specialist provision depends on a robust decision-making process around the issue and review of Statements of Special Educational Need.

The process is currently under review to ensure that it maintains the confidence of parents, schools and other stakeholders, and several actions are being taken to improve its quality. These include:

• The Resource Allocation Panel is now chaired on a rotational basis by the SEN Management Team (4 SEN Inclusion Managers) which provides capacity for the panels to meet weekly & ensure a shared approach.

• Headteachers and SENCos are being recruited to attend the panels on an ongoing basis to bring a school perspective to decisions, provide peer review and challenge and provide more transparent decision making.

• Information & Guidance: The SEN Manual has been re-written and updated. The SEN 'Bright' database has been upgraded to improve reporting and to open up the facility for remote access from schools. Panels are now provided with reports of previous decisions for children with similar needs to support ongoing consistency. Further work will be progressed with the Finance team to ensure that full placement costs (including transport) are well understood and 'signed-off' at the point of decision.

• A panel member 'contract', setting out panel member roles & responsibilities, is being developed to improve accountability & ownership of the decisions being made (to include tribunal responsibilities).

• Training for all panels on disability equality and inclusion issues which includes visits to provision in order to better understand what they can offer.

Summary of Recommendations.

2. Whilst there are plans for New Fosseway School’s secondary department to be moved to the Hartcliffe Campus consideration should be given to the whole school moving on to one site. The site vacated could then be used by the Hospital Education Service currently at the Little Mead Site.

3. Improvements to the accommodation at Briarwood School should be completed and proposals developed to improve the accommodation at Kingsweston School.

4 Review funding of our resource base provision and to consider proposals on whether Illminster Avenue and Bluebell Valley Nurseries are included in the LMSS scheme.

5. The 20 place Courtlands Unit to move on to the site of Brislington Enterprise College.

6. Management of the Unit to transfer from Florence Brown School in the academic year 2009/10.

7. Establish a secondary, mainstream specialist provision for pupils with autism at Brislington Enterprise College by September 2008 which is able to cater for a wide range of ASd pupils with access to inclusion opportunities and a range of curriculum and accreditation options.

8. Identify the most suitable site in order to establish a 15 place respite/residential provision for pupils with autism who have challenging behaviour and associated learning difficulties.

9.. Concentrate provision for secondary age pupils with hearing impairments on the Fairfield School site.

10. Develop proposals to concentrate primary age HIRB provision and the primary department of Elmfield School on the site of a mainstream school in the Fairfield School catchment area.

11. Develop the provision at Florence Brown School as a BESD provision.

12. Establish a review to make recommendations on the specific learning difficulties provision at Monks Park School in order to reduce referrals to independent schools

13. Consult on the proposal to close Kingsdon Manor School with effect from the end of the academic year 2007/8

14. Complete a feasibility study on the establishment of a vocational centre for disaffected pupils within the City.

15. Review the Resource Base provision at Greenfield and Filton Avenue Schools to maximise their effectiveness in response to an increase in the number of primary 15 aged exclusions.

16. Consult with City of Bristol College on the establishment of a resource base for pupils with challenging behaviour on the autistic spectrum at Bristol Gateway School.

17. Redesignate Florence Brown school as a BESD provision from September 2008.

18. Establish a 15 place or 2X 8 place hostel provision.

19. Review Easton Language Unit provision in order to maximise its use and target its resources more effectively.

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Appendix B

Proposal to close Kingsdon Manor School

1. Responses

28 written responses were received. 3 of these agreed with the proposal to close the school, 24 were not in agreement with 1 not stating whether they agreed or not. Responses which did not agree with the proposal included a response from the whole teaching staff and one from all the support staff. Many of the written responses contained similar comments and similar points were also made at the consultation meetings These have been summarised below, together with officer’s comments:-

Consultation Document

• A number of responses raised concerns over the accuracy and balance of the document. In particular there was a feeling that the strengths, both in terms of the standards of care of Kingsdon Manor had not been presented.

• Data in different formats for the two residential schools.

• Costs per student distorted by using reduced place figure for Kingsdon which has only been in place for this year.

• Description of Kingsdon Manor being less accessible from Bristol is misleading. This is dependent on where the pupils are coming from.

• Recent building developments at Kingsdon Manor were not mentioned to balance those described at Notton House. The school has a new science lab, new music room, refurbished fitness room, ICT suites and improved facilities in the PE area. There has also been substantial development of the care resources including partitioning larger bedrooms into singles, upgrading of bathrooms and lounges and renovation of the kitchen garden.

• A request was made that the Consultation paper be withdrawn and amended with more balance data and a revised timeline and more of changes to Kingsdon which would allow it to continue.

• The paragraph referring to future hostel provision at one or more BESD schools within Bristol does not have a timescale and is there to influence interested parties (Secondary school Headteachers, Parents, KMS Governors etc…) who are concerned at a loss of this sort of provision. The paragraph should not be in a document unless it is part of a specific plan.

• Anyone reading document would think that Kingsdon has worse provision. Kingsdon also has improved accommodation.

Officers Response:

The reasons for the proposals to close Kingsdon Manor School were not predicated on issues of standards of care. The LA recognises that both schools have had good reports from CSCI about standards of care.

The differential illustration of data in the consultation document relating to percentage capacity was intended to demonstrate the greater historical variability of filled places at Kingsdon Manor School. This data was to illustrate the issue of over capacity of residential BESD places and the under utilisation of these places.

Planned places at Kingsdon Manor School have fallen from 50 to 33 and are not full. The LA costs for places are higher at Kingsdon Manor School as we have to pay for the unfilled vacancies.

The Local Authority holds that access to Notton House School from Bristol by using M32 & M4 is more straightforward and takes less time than travel to Kingsdon by A37.

Capital developments at either school are recognised. Building refurbishment work at Kingsdon Manor School has occurred recently and independently and major investment in classroom capacity at Notton House School could provide future opportunities to meet existing and increased planned places. External interest in Kingsdon Manor School has indicated the need to make significant capital investment in order to make necessary improvements.

It is the judgement of the Local Authority at this stage in the consultation process that the proposal to close Kingsdon Manor School is consulted upon widely and refers to both Kingsdon Manor School and Notton House School.

The SEN Provision Strategy refers to increased local day BESD provision in Bristol at Bristol Gateway School in the north and Florence Brown Community School in the south. This increase in local day provision, as a result of reconfiguration of residential provision with the proposed closure of Kingsdon Manor School, will be supported by hostel provision linked to the 2 day school provisions. Any developments in that provision will require separate public consultation processes. Whilst the development of the hostel provision awaits confirmed capital support, it is a feature of the overarching SEN Provision Strategy and as such, a salient issue to raise in the proposal to close Kingsdon Manor School.

Information on developments at Notton House was included to show that the school was suitably positioned to receive any additional pupils placed there should the closure of Kingsdon Manor be implemented.

Process

• There was a suspicion that the decision had already been made due to the perceived imbalance of the consultation document, that there were informal statements last school year that Kingsdon Manor was to close and that new referrals should not be made and that current pupils were to be interviewed by the school’s Educational Psychologist to make an assessment for transfer.

Officer response:

There has been no formal or informal position taken by any officers of the LA. The proposals are part of implementing the SEN Provision Strategy and the consultation represents due process in that matter. SEN officers, social workers and Educational Psychology Service representatives have been working with the Head Teacher and staff of the school to review the possible future placement needs of Bristol pupils should the proposal to close the school be agreed by the LA. These plans reflect due care for the pupils and are being undertaken irrespective of the outcome from the proposals. The needs of children & young people are paramount.

Keep the School Open

• A number of respondents thought that more consideration should be given to retaining both of the residential schools. It was felt there was perhaps a weakness in differentiating their roles at a strategic level and that addressing this could reduce the number of pupils currently given placements outside Bristol. A response sent on behalf of all the teaching staff stated that the LA should have insisted on placing pupils at the residential schools even when the Headteachers were reluctant to accept them.

• That there is evidence to suggest that secondary schools Headteachers in Bristol believe there is a need for more residential places but that KMS has not been fulfilling its duty in accepting students. Bristol should ensure through its admission policy that the school operates at full capacity in particular taking in those students presently being educated at high cost in other LAs.

• The unique and advantageous position of KMS at the heart of four Counties (Bristol, Somerset, Dorset and Wiltshire) could be used to make it a ‘Centre of Excellence’ which could be self-financing, taking both Bristol residential students and students from other LAs. This

would also reduce the need for a residential provision within Bristol). The school would have to take on board transport costs.

• School could be a fantastic resource, were it to be operating 52 weeks per year.

• The LA should have used its powers and insisted on placing pupils at Kingsdon.

• Is there a strategy to reduce the numbers of out of Bristol placements and could capacity at Kingsdon and Notton House be utilised in some way?

Officer response:

The number of Bristol pupils placed in independent non maintained out of authority school placements is insufficient to sustain and keep open Kingsdon Manor School. It is also held that pupils placed out of Bristol had all either been refused or been initially in attendance at either of Bristol’s residential schools. Indeed it is the continued over capacity of planned places within existing residential provision, together with other factors mentioned, that is the reason for these proposals and consultations. This is further supported by secondary schools’ head teachers advocating a greater provision of day BESD provision within the city. For example, Bristol Gateway School has 70 planned places and is operating at 77. There are pupils with SEN statements attending Pupil Referral Service provision, which is inappropriate for them and denying access to the service for those pupils properly requiring it. Both Notton House and Kingsdon Manor schools have pupils from other Local Authorities. Even with these referrals current residential provision is unable to meet its planned place numbers.

Standards and Care for Students

• One respondent submitted a copy of a letter from the Director of CYPS congratulating the school on its positive Ofsted report of May 2007. The report recognised the schools strong focus on academic achievement, good team work between education and residential care staff and good quality teaching and learning.

• Students’ relationships with their families are maintained and strengthened by staff attending regular home visits, easily achieved with the good road systems to and from Bristol. Parents find it easy to visit the school. Parents reported to Ofsted and the Care standards that developing good relationships with the staff was encouraged by the school.

• The school offers students who have failed in other schools the opportunity to develop their full potential. They are given great opportunities to maintain and establish links with outside organisations and agencies.

• The care staff have grave concerns that should we close in 2008, it would leave the current, very needy, year 10 students, although being possibly placed in alternative schools feeling in the wilderness at a particularly vulnerable time in their lives.

• If the school must close it should be in 2009 to allow the present Year 10 to complete their GCSE and college courses. This could be with a reduced staff, immediately saving a substantial amount in staff salaries, ensuring the Year 10s have a fair deal and still allowing sale of the site.

• The February 2007 Care Standards report states that ‘the school provides excellent care for the young people. The needs, diversity and challenges posed by a very mixed group of young people were addressed competently by care staff led by Senior Managers. The school also provides a valuable independence unit to prepare the year 10/11 students for the inevitable time when they enter the problems and challenges faced for their future after Kingsdon Manor. The school is very fortunate to have a committed, experienced, loyal and extremely competent care staff that would be almost impossible to replicate anywhere else’.

• KMS offers 9 subjects to GCSE level in KS4 + ASDAN + CITB (through Soundwell College). At KS3 there are 14 subjects taught. It would be hard for any student in a BESD school to match this in terms of curriculum and inclusion. Also a range of activities offered in the evening to ensure inclusion in society.

• I think my son would be in care or prison by now without the school.

Officer response:

Both Kingsdon Manor & Notton House schools have received positive reports on their care and standards. The consultation and proposals are about the reconfiguration of BESD provision from an over capacity of residential to one of an improved mix of residential and local day provision to better meet pupils needs and deliver improved outcomes. Both schools provide a broad curriculum but a larger school will be able to build on this for all relevant key stages.

Relationships between staff of the school and families and other stakeholders are recognised as positive. Strategically the SEN Provision Strategy proposes that reconfigured provision will better align with other significant rearrangements across extended scholl partnerships and social care services. This will

provide for improved local relationships and proximities of advantage to school, pupils, parents/carers and other stakeholders.

Year 10 pupils are recognised as a vulnerable group in the light of these proposals. That is why every care is being taken to ensure timely planning arrangements to design appropriate continuity of education towards examinations. There are 8 Bristol pupils in year 10 (of whom 2 are Children In Care) and there are preparatory planning arrangements in place between the school and the Educational Psychology Service.

Future reconfigured BESD provision will be able to offer pupils accreditation opportunities and these will not be reduced by these proposal being agreed.

Effect on Pupils

• Our son has learned so much…very angry he will have to move. Move will upset him and set him back.

• Closure will be extremely detrimental to many pupils. School is only stability they have.

• Closure would be around time Year 11 take GCSEs and Year 10s will be half way through the syllabus.

• Children will struggle to cope and will need a lot of support to readjust.

• These pupils struggle with change. Re-settling in other schools could be traumatic.

• All boys in Y10 would find it difficult to move for their last year especially as they have built up good relationships and trust.

• I am worried knowing how my son reacts to change that all the good KMS has done for him will be ruined.

• If school is to be closed it would be worth keeping skeleton staff for Y10 to continue their education.

Officer response:

The Local Authority understands and respects the concerns expressed by and on behalf of individuals and are making every effort to plan to ameliorate the effects of closure if that is the outcome. Strategically the authority has a responsibility to plan provision and linked services to continue to and better meet the needs of pupils and improve outcomes for children, young people and families.

Effect on Staff

• Closure means loss of talented and dedicated team.

• Caused a great deal of stress with uncertainty and increased workloads as jobs have not been filled.

• I believe it will be very difficult to find another job because of my age.

• Have had rumours for 2 years and fell victimised by BCC.

Officer response:

Other Comments

• Concerns over the future of the building. Important that future planning decisions preserve the village as a quiet rural community.

Officer response: Any future planning decisions relating to the site would be handled by the local council.

• This school has lacked sound leadership and due to this a lack of parental support. Please give Kingsdon a second chance.

Officer response:

The Local Authority recognises that the school has enjoyed and experienced varying levels of parental support over the last few years. The issue is about ensuring the right provision is in the right place for those pupils that need it and can continue where possible to be in an improved relationship with their family and locality opportunities.

Responses in favour of the proposal

Comments from those in favour of the proposal included

• The proposals will allow for the development of more appropriate provision for more students with BESD on a day basis, within Bristol, which is an urgent requirement

• The proposal to close Kingsdon Manor will enable finances to be used in a much more cost effective manner to meet the needs of more students

2. Monitoring data

1. Total written responses received: 28

2. Number of responses from:

Parents total 5

Staff total 13 (7 x teachers inc. 1 from ‘whole teaching staff’) (6 x support inc. 1 from ‘KMS staff’

Governors total 2

3. Do you consider yourself to be a disabled person?

Yes 17 No 0

4. Male 5 Female 12 Not Identified 11

5. Numbers of responses from different ethnic groups:

17 respondents replied to this part of the form. All of these identified themselves as White British. No other ethnic groups were identified.

(NOTE: People may be included within one or more of the above categories or may not have responded at all to some questions)

Appendix C

Proposal to re-designate Florence Brown School

1. Responses

5 written responses were received. 3 of these agreed with the proposal to re- designate the school, 2 did not state whether they agreed or not.

1 response was received from the governors of Florence Brown School and was in support of the proposal as the governors felt that Florence Brown is ideally situated to serve the needs of young people in South Bristol with MLD/associated difficulties and ESBD. They felt it was a very positive step for Bristol to recognize the specific needs of these pupils at KS 5 and support a specialist provision for them.

There was some concern about the balance of pupils with different needs and the training needs of staff required.

Clarification was sought that the change of designation did not constitute a closure and re-opening and that staff would not have to re-apply for jobs.

Officer Response: The school will not be closing or re-opening as consequence of the proposals being adopted.

The governors would like to take the opportunity to change the name of the school.

The governors also wanted to register a criticism regarding the lack of input from human resources section. They felt that officers had not been available at the consultation meeting or since to offer advice and that this had contributed to staff anxiety about changes at the school. For some staff who have worked at a special school for physically impaired and learning difficulty youngsters for over 25 years the change of designation to include young people with ESBD is a major concern they felt this has not been addressed formally by officers in the CYPS.

Officer Response: There are no staffing implications arising from the proposal. A senior school improvement officer attended the staff meeting and explained the support available during the transition period. A comprehensive training programme is being put in place.

1 response received was from the NUT and was an initial response. The document on Florence Brown was not sent directly to the Trade Unions and so the NUT have indicated they will respond more fully direct to Cabinet. However, this matter has been the subject of further discussion with the trade unions at the DJCC as highlighted above.

About 45 people attended the staff and governors meeting and about 5 parents attended the parents/public meeting

• I feel this presents an opportunity to more fully integrate the current SEN provision for BESD pupils.

• Concern over the mixing of pupils with different needs, those with behavioural problems with those who may be significantly affected by poor conduct.

Officer Response: new build will offer opportunities for separation and flexible class arrangement.

• Concern over the size of the school and currently BESD schools rarely exceed 50-60 pupils.

Officer Response: Initially concerned but spread of key stages will help and new build will offer opportunities for social areas and flexible class arrangements which will help.

• The Headteacher explained that the proposal had been discussed at School Leadership Group. The school welcomes the focus on need type. There is a feeling that the school has covered too wide an area. It is a good move to have more focus and welcome the opportunity to develop Key stage 5.

• Proposal means a reduction in planned places. Would this mean a reduction in budget?

Officer Response: Would need to model funding. Appropriate banding may mean that funding is evened out despite lower numbers.

• If the redesignation is effective from 2008, will the school be overwhelmed with BESD pupils?

Officer Response: Need to plan properly to ensure to success. If Kingsdon Manor closes pupils would transfer to a number of schools depending on individual reviews including Florence Brown, Notton House and Gateway. Placement would be on an individually planned basis.

• Document says accommodation at Florence Brown is unsuitable so would some BESD be placed in 2008?

Officer Response: Standard of building is why the school is in BSF programme. There will not be significant investment before that but could look at transitional staffing levels and there is some additional funding for training.

• Would all staff transfer into new build?

Officer Response: Yes.

• Are you able to say that the jobs of those staff transferring to BEC are secure?

Officer Response: Further consultation is required on the BEC proposal. The need will still be there and talking to BEC about principles. There would also be access to individual HR advice if necessary.

• How does re-designation fit in with BSF Wave 4 funding.

Officer Response: Whatever the designation, we will need to continue with BSF proposals. The SEN strategy has been approved and is now in place. It is an outline and this is the detail.

• What about pupils on the Autistic Spectrum?

Officer Response: Have Gay Elms provision in south and Kingsweston/ Portway in north. We have also talked to Brislington Enterprise College about provision for those can access mainstream. Also need to look at provision for those that cannot access mainstream.

• What about Key Stage 1 BESD provision?

Officer Response: Overall numbers for KS1 specialist BESD provision are low. Have approached Woodstock but preference would be to put support into current school. We are not thinking of spreading out specialist BESD provision at KS1.

• What will happen about units in mainstream settings and transition KS2 from Woodstock?

Officer Response: Also have Greenfield provision and yes, would need to look at transition as no rationale in keeping pupils in the north of the city.

• Would like clarification on which pupils will attend BEC provision?

Officer Response: Those with Physical Impairment and those pupils already attending inclusion provision at BEC.

• Would Moderate Learning Difficulties students go to mainstream?

Officer Response: This is already happening and there are less now in special schools but there will be some who would still need to attend specialist provision at BEC.

• Would pupils with MLD be in the same classes as those with BESD?

Officer Response: Size of school will allow for more flexibility in the make-up of classes to ensure pupils are placed appropriately.

2. Monitoring data

1. Total written responses received: 4

2. Number of responses from:

Parents total 1

Staff total 0

Governors total 0

3. Do you consider yourself to be a disabled person?

Yes 2 No 0

4. Male 2 Female 1 Not Identified 1

5. Numbers of responses from different ethnic groups:

2 respondents replied to this part of the form. All of these identified themselves as White British. No other ethnic groups were identified.

(NOTE: People may be included within one or more of the above categories or may not have responded at all to some questions)

APPENDIX D

RISK ANALYSIS –CLOSING KINGSDON MANOR

EMPLOYMENT RISK

RISK IMPACT/PROBABILITY RISK MITIGATION All employees are at risk of redundancy. High Impact If the proposal is adopted, formal consultation will Given the location of the school and the High Probability commence with employees and trade union fact that many staff live in close proximity representatives on the closure of the school. or in tied accommodation, it will be Officers are in discussion with Somerset County Council difficult to secure the redeployment of to see if they will assist in supporting voluntary staff to other Bristol Schools. redeployment to Somerset Schools.

ENVIRONMENTAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION Closed school becomes target for Medium Impact The property should be disposed of quickly. vandals. Medium Probability

FINANCIAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION Cost of redundancy payments cannot be High Impact Costs will be met from Capital Receipts. funded. Low Probability

Vacated building cannot be sold. High Impact Ensure appropriate marketing. Low Probability

POLITICAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION Poor publicity for Cabinet members due Low Impact Close liaison with colleagues in Corporate to sensitivity about closure of special Medium Probability Communications. schools

LEGAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION Closure process does not follow proper High Impact Close consultation with Legal Services at all stages of the process. Low Probability process.

BUSINESS CONTINUITY RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified.

PERFORMANCE RISK

RISK IMPACT/PROBABILITY RISK MITIGATION Pupils who have to move schools do not High Impact Movement of pupils will be well managed, with each pupil cope well and their results are lower than Medium Probability having an individual review of their statement to assess expected. the most appropriate alternative placement.

MEDIA RISK

RISK IMPACT/PROBABILITY RISK MITIGATION Poor publicity due to sensitivity about Medium Impact Close liaison with colleagues in Corporate

closure of special schools High Probability Communications.

HEALTH AND SAFETY RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

RISK ANALYSIS – NOT CLOSING KINGSDON MANOR

EMPLOYMENT RISK

RISK IMPACT/PROBABILITY RISK MITIGATION School continues to have vacant places Medium Impact Numbers of funded places at the school would need to be and this money is unable to be used for High Probability reduced in line with falling demand for places under the the benefit of other pupils. schools current designation

ENVIRONMENTAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None Identified

FINANCIAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION Vacant places continue to cost the LA. High Impact Numbers of funded places at the school would need to High Probability be reduced in line with falling demand for places under the schools current designation

Opportunities to re-invest capital receipt High Impact Alternative sources of funding found or investment not

from sale of site are lost. High Probability made.

POLITICAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

LEGAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

BUSINESS CONTINUITY RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

PERFORMANCE RISK

MEDIA RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

HEALTH AND SAFETY RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

RISK ANALYSIS – RE-DESIGNATION OF FLORENCE BROWN SCHOOL

EMPLOYMENT RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified for this proposal (Further consultation will be required for longer term plan to transfer management of Courtlands Unit to Brislington Enterprise College).

ENVIRONMENTAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None Identified

FINANCIAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

POLITICAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION

None identified

LEGAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

BUSINESS CONTINUITY RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

PERFORMANCE RISK

RISK IMPACT/PROBABILITY RISK MITIGATION Mixture of BESD and pupils with other High Impact Careful management of pupil placement and additional needs affects standards and/or Medium Probability training for staff will help in the short term. Longer term behaviour. plans to re-build the school will offer opportunities for appropriate separation and class staructures.

MEDIA RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

HEALTH AND SAFETY RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

RISK ANALYSIS – NOT RE-DESIGNATING FLORENCE BROWN SCHOOL

EMPLOYMENT RISK

RISK IMPACT/PROBABILITY RISK MITIGATION Less staff required as pupil numbers Medium impact Management of Change procedures would need to be decline as more pupils with MLD are Medium probability adopted. accommodated in mainstream schools

ENVIRONMENTAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None Identified

FINANCIAL RISK

POLITICAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

LEGAL RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

BUSINESS CONTINUITY RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

PERFORMANCE RISK

RISK IMPACT/PROBABILITY RISK MITIGATION BESD pupils continue to be placed in High Impact Would need to review numbers to make additional BESD inappropriate provision – PRUs, day High Probability provision at Gateway raising financial and planning attendance at residential schools etc issues.

MEDIA RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

HEALTH AND SAFETY RISK

RISK IMPACT/PROBABILITY RISK MITIGATION None identified

Equalities Impact Assessment Appendix E Proposal to close Kingsdon Manor School

Baseline data and Differential Impact? How will impact be Consultation Further changes to research (from analysis of data addressed? Who, when, how and policy arising from - what is and research). (detail any policy key result. consultation. available? modifications). - what does it show? Women and men or January ’07 Pupil Closure will impact on Each pupil will have an All parents, staff and None girls and boys census. boys as all pupils are individual review of their governors of the school All pupils are boys, boys. statement top assess were sent consultation aged between 10 and the most suitable documents. 16. alternative placement. Consultation meetings Personnel information Residential places will were held for staff and as at 14 November be available at Notton governors and parents 2007 showed that 15 of House for those pupils and public. The the staff were male and who require this. responses to the 22 female. Places will be available consultation are in at schools within the reported in the report to city for pupils who which this is an require a day BESD appendix. placement. Racial groups January ’07 Pupil Only 2 pupils are not Each pupil will have an All parents, staff and None census. White Bristish individual review of their governors of the school Of 30 pupils statement top assess were sent consultation 28 are White British, the most suitable documents. 1 is mixed white alternative placement. Consultation meetings Caribbean Residential places will were held for staff and 1 is other white be available at Notton governors and parents Personnel information House for those pupils and public. The as at 14 November who require this. responses to the 26 white British Places will be available consultation are 11 undisclosed in at schools within the reported in the report to

city for pupils who which this is an require a day BESD appendix. placement. Disabled people No data for pupils None For staff 25 are not disabled, 1 is disabled, 1 refised to disclose and 10 are undisclosed Lesbians, gay men and No data - - - - bisexuals Younger people or older January ’07 Pupil Each pupil will have an All parents, staff and None people census. individual review of their governors of the school All pupils are boys, statement top assess were sent consultation aged between 10 and the most suitable documents. 16. alternative placement. Consultation meetings Residential places will were held for staff and be available at Notton governors and parents House for those pupils and public. The who require this. responses to the Places will be available consultation are in at schools within the reported in the report to city for pupils who which this is an require a day BESD appendix. placement.