POWYS COUNTY COUNCIL School Organisation Review Panel A

POWYS COUNTY COUNCIL

School Organisation Review Panel

A review of sixth form provision at Ysgol Maesydderwen, Ystradgynlais – business case

Date: September 2015 FINAL

CONTENTS Page 1. Executive Summary 3

2. The Strategic Context 5

2.1 Background 5 2.2 Strategic Aims and Objectives 6 2.3 Organisational Overview 7

3. The Case for Change 13 3.1 Investment Objectives 13 3.2 Existing arrangements 14 3.3 Business needs 23 3.4 Potential scope 25 3.5 Main benefits criteria 27 3.6 Main risks 30 3.7 Constraints and dependencies 30

4. Option Appraisal 31 4.1 Potential options 31 4.2 Advantages and disadvantages 33 4.3 Initial evaluation 37 4.4 Further evaluation of short-listed options 39 4.5 Financial evaluation of short-listed options 47

5. Overall conclusion and recommendations 50

1. Executive Summary______

Following a detailed review of sixth form provision at Ysgol Maesydderwen, it is recommended that Option 5 – to develop a local commissioning model, is taken forward.

This option gives Ysgol Maesydderwen the best opportunity to create an attractive post-16 curriculum, without generating additional costs to the school or the Authority. By commissioning provision from a range of providers, the school is not limiting its options as it would in a collaboration with a single provider. Expanding its menu of subjects will increase the learner retention rate, which will in turn will lead to increased funding. It will enable the development of an attractive curriculum that meets the needs of learners in the area, the community and the local economy, and it will ensure that learners from the Ystradgynlais area are not disadvantaged as they are currently.

It meets the Authority’s vision for post-16 education1which is:

 To ensure that all learners in Powys sixth forms have equality of access to the highest-quality teaching and learning experience, both through the medium of English and Welsh  To provide a high-quality, vibrant and diverse 16 - 19 curriculum where the need for excessive travelling is minimised  To provide a progressive curriculum that is responsive to the needs of learners, community and the economy and to ensure that Powys learners are able to progress along their choice of learning pathways.  To ensure that provision within Powys sixth forms is attractive to learners and reduces requirement to travel out of Wales  To create stability and confidence in the wider school communities which will allow the recruitment and retention of high quality teaching staff  To secure the level of resource required to provide a planned sustainable programme of delivery which makes the chosen model of delivery resilient and generates learner confidence  To meet the Learning and Skills (Wales) Measure 2009 for 16 – 19 education in Powys

It also meets the Welsh Government’s latest priorities for school sixth forms, published in August 20152 , in particular the need ‘to break the link between poverty and educational attainment by reducing the number of young people aged 16-18 and 19-24 who are not engaged in education, employment or training (NEET) and increasing the percentage of care leavers in education, training or employment.’ This is particularly relevant to the Ystradgynlais area, given the significant levels of deprivation and poverty in the area.

1 Post-16 Strategic Review – Interim Report July 1st 2014 2 http://gov.wales/topics/educationandskills/learningproviders/post-16-planning-and-funding/planning-and-funding- arrangements-2015-2016/?lang=en

In his priorities letter to local authorities in August 2015, the Minister for Education promotes ‘collaborative working to support learner choice, share good practice and working together in the interests of learners rather than in competition with one another.’

However, whilst there are obvious benefits to developing a local commissioning model at Ysgol Maesydderwen, its success will be very reliant on the school’s ability to increase the number of learners staying on in the sixth form. There is no additional funding available to support the development of the model.

It is therefore recommended that that the model is implemented from October 2015. Progress will be monitored on an annual basis, and reported to the Council’s Transforming Learning and Skills Board – this Board is responsible for overseeing the Council’s Transforming Skills and Learning Programme.

The following table indicates the implementation plan for the proposal:

Year Activity September Cabinet decision ( the rest of the implementation plan is without prejudices to 2015 Cabinet’s decision) October 2015 Launch the post-16 Planning Cycle in the Ysgol Maesydderwen September Initial learner survey 2015 – December 2015 January 2016 Decide what subjects are likely to be purchased in February 2016 Confirm Ysgol Maesydderwen offer including subjects that are not on the core delivery. Formulate the offer to start the marketing campaign February 2016 Agree with external providers what additional subjects are likely to required, how much that will cost and what the delivery model will look like March 2016 Launch the marketing campaign locally with the agreed offer to gain interest April 2016 Hold a sixth form open evening and advertise it locally April 2016 Submit likely sixth form numbers to Powys County Council so funds can be agreed and course numbers can be established May 2016 Plan in detail the curriculum timetable for September 2016 start for the new operating model

2. The Strategic Context______

2.1 Background

The purpose of this review is to consider options for future sixth form provision at Ysgol Maesydderwen, Ystradgynlais. In January 2015, the Cabinet of Powys County Council agreed to commence a Secondary School Reorganisation Programme, in order to develop a sustainable model of delivery for the future. The Programme has two key objectives:

 Reconfiguration of secondary and post-16 education to create a sustainable infrastructure of schools and sixth forms across Powys, enabling a broader range of subjects to be provided from each school site, whilst minimising the need for inter-school travel and transport.  Reconfiguration of Welsh-medium education with the aim of establishing at least one Welsh- medium secondary school in the county, and the consolidation of other Welsh-medium streams into larger units. This will enable schools to provide the appropriate curriculum offer and progression routes for Welsh-medium learners.

The Programme is the result of a review of the Financial Viability of Secondary Schools and Sixth forms in Powys, carried out by PriceWaterhouseCoopers (PwC) The first part of the review, carried out between April and June 2014, concluded that ‘all the schools appear to be reaching a point where their options are extremely limited and there is a tangible risk that schools will become finance-led rather than curriculum-led’; and that ‘in light of the forecasted deteriorating financial position of the whole county provision, even a concerted, joint effort of cost management may not be enough to avoid the requirement to examine structural changes to the education provision across the county’3.

In March 2015, the Cabinet agreed four priorities to be taken forward which were as follows:

 Priority 1 – Beacons Learning Campus  Priority 2 – To review secondary education in Mid Powys  Priority 3 – To review sixth form provision at Ysgol Maesydderwen  Priority 4 – To review secondary education in North Powys

This business case will focus on Priority 3, a review of sixth form provision at Ysgol Maesydderwen. The brief for this work is as follows:

 To determine the advantages and disadvantages of different post-16 delivery models for the area

3 PWC Report into the Financial Sustainability of Secondary Schools in Powys 2014

 To provide a detailed assessment of the financial viability of any new delivery models  To establish the estimated level of investment that would be required  To make recommendations about the future of the sixth form at Ysgol Maesydderwen, including an implementation plan

2.2 Strategic Aims and Objectives

The One Powys Plan4 2014 sets the strategic direction for service delivery in Powys. It is a key strategic transformational plan, which sets out the vision of Powys County Council and key partner organisations, that helps residents to understand what the Council intends to achieve and what results they can expect to see.

‘Transforming Learning and Skills’ is a key priority within the plan, and the Authority’s aim is to ensure that ‘all children and young people are supported to achieve their potential’. The plan states that the Authority needs to ‘re-organise schools (primary, secondary and post-16) to ensure affordability, sustainability and appropriate leadership capacity’.

The following are the Welsh Government’s Priorities for Schools Sixth forms August 2015

 Priority 1 Jobs and Growth

4 http://intranet.powys.gov.uk/uploads/media/OPP_Final_2014.pdf

Employer engagement and employability is a cornerstone of the Welsh Government’s strategy for jobs and growth, ensuring that vocational pathways are based on local market intelligence. The priority also states the need for schools to focus on preparing pupils for the world of work.

 Priority 2 Financial Sustainability Co-investment in skills

 Priority 3 Equality and Equity A key element of this priority is ‘to break the link between poverty and educational attainment by reducing the number of young people aged 16-18 and 19-24 who are not engaged in education, employment or training (NEET) and increasing the percentage of care leavers in education, training or employment. The implementation of the Youth Engagement and Progression Framework remains key to this priority, and Local Authorities, through their Engagement and Progression Co-ordinator (EPC), continue to play a strategic role in its delivery.

 Priority 4 – International Benchmarking The Minister ‘welcomes the generally high standards being achieved across the sector and the strengths that are apparent in teaching, learning and leadership. However, I believe there is still much more scope for collaborative working to support learner choice, share good practice and working together in the interests of learners rather than in competition with one another.’

2.3 Organisational Overview

There are a number of key factors that are putting pressure on the current post-16 education system in Powys, and these are explored below.

Economic Climate Powys is a large rural county occupying approximately 25% of the landmass of Wales. However, with a population of just over 133,0005, Powys contains less than 5% of the Welsh population. The sparsity of Powys is emphasised by the fact that there are only two towns with a population of more than 10,000. The rest of the county consists of smaller market towns and villages. The Powys landscape is typified by upland topography, and is difficult to travel. As a result of Powys’ limited public transport infrastructure, car ownership per head is significantly higher than the national average. It is an area of low wages, with transport and housing pressures leading to high levels of ‘waged poverty’. The economy predominates towards public administration, education and health.

5 Census 2011

The fact that Powys shares a border with eleven other Welsh counties, and two English counties, creates a unique situation for the Council when planning and delivering education. Some schools attract a significant number of learners from outside the county, whilst in other areas, learners choose to travel out-of-county for their education rather than choosing their local school. This is particularly apparent at post-16, with at least 200 post-16 learners from Powys choosing to travel to colleges in neighbouring counties this year.

Similarly to other Welsh authorities, the Council currently faces a serious budgetary situation for the remainder of the decade. In order to continue to be able to deliver services within the current fiscal climate, the Council has committed to change its way of working and the way services are delivered and resources are distributed to reflect the new economic reality.

Falling pupil numbers The table below shows the total number of pupils in Powys schools since 2010, as well as projected pupil numbers up until 20206:

Actual Forecast NOR as NOR as at at January January PLASC PLASC 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 Primary Pupils (includes nursery- aged children) 10301 10293 10257 10350 10362 10250 10396 10449 10523 10636 10642 Secondary Pupils 11 - 16 8998 8766 8493 8306 7992 7870 7664 7599 7584 7588 7620 Total Pupils 19299 19059 18750 18656 18354 18120 18061 18048 18107 18225 18263

There has been a significant reduction in pupil numbers in Powys over the last six years. The Authority monitors school population projections on an annual basis and recognises that school population trends fluctuate dependent on a variety of school and external factors. In addition the local pattern of population demographics will vary across different localities, and may vary from the county-wide pattern. However, the overall age demographic of the Powys population will change significantly in future years. Along with the financial pressures currently facing the Authority, this is likely to lead to a change in priorities with regard to Council funding and spending. Therefore, it will become more important than ever that education is delivered as efficiently as possible, to ensure that schools can continue to improve standards and provide the best possible opportunities for learners.

6 Pupil Level Annual School Census

Number of Secondary School Pupils in Powys 1995 - 2020

10000 9500 9000 8500 8000 7500 7000 6500 6000 5500

5000 Total Pupil Numbers (January) Numbers PupilTotal

Pupil numbers at each secondary school across Powys, according to the PLASC January 2015, along with staying on rates into Years 12 and 13 are shown in the table below:

Staying Staying PLASC Jan.2015 Yr.13 Yr.12 Yr.11 Yr.10 Yr.9 Yr.8 Yr.7 2014/15 on rate on rate Age: 17+ 16 15 14 13 12 11- N.O.R. Yr11-12 Yr12-13 Caereinion 45 38 92 85 88 88 94 530 48% 93% Llanfyllin 111 89 130 143 129 119 151 872 62% 90% Llanidloes 48 49 114 87 95 94 86 573 50% 78% Ysgol Bro Hyddgen 35 30 72 37 51 54 45 324 64% 87% Newtown * 45 63 227 205 193 201 210 1144 30% 85% Welshpool 87 105 178 157 139 139 140 945 49% 79% Llandrindod Wells 31 63 109 100 101 100 91 595 38% 86% Builth Wells 53 76 79 91 86 89 72 546 57% 83% Maesydderwen 29 28 98 76 94 74 69 468 44% 66% Brecon 36 53 121 130 102 100 105 647 46% 85% Gwernyfed 27 55 85 70 87 70 68 462 47% 83% Crickhowell 103 82 111 115 118 115 120 764 84% 90%

14 – 19 Curriculum and Funding Pressures

In January 2015 there were 1,262 learners studying in Powys sixth forms– the average staying-on rate from Year 11 to Year 12 is 50%.

Recent changes to the curriculum and the fact that schools are expected to provide a greater choice of courses for pupils in the 14–19 age range is placing increased pressure on the current education structure. The introduction of the Welsh Baccalaureate Qualification in some schools has also increased the pressure on resources, especially in smaller schools. It is expected that the Welsh Baccalaureate will be ‘universally adopted’ by all schools from September 2015 onwards.

The more recent curricular changes are mainly in response to the Learning Pathways 14–19 initiative and the Learning and Skills (Wales) Measure which was implemented in September 2009. The Learning and Skills Measure requires schools to provide a basic minimum of choice for its learners. An offer of at least 25 Level 2 (GCSE) courses, of which 3 of these should be vocational, should be made available to each 14 – 16 year old.

At post-16, the Measure places a duty on local authorities, schools and further education providers to provide a local curriculum for students aged 16 to 18 which contains a minimum of 30 courses of study at Qualifications and Credit Framework (QCF) and National Qualification Framework (NQF) Level 3. The exact composition of the 30 Level 3 courses may vary with each local curriculum and will be determined according to local priorities and need. However, each local curriculum must offer a minimum of 5 general courses and 5 vocational courses. The vocational courses will fall across a minimum of 3 domains, one of which will be mathematics, science and technology (Domain A). To ensure learners have genuine access to a minimum of 30 courses at post-16, where a course is offered in both Welsh and English in a single local curriculum, this should constitute just one choice.

The Authority meets the Measure through a collaborative arrangement with schools and NPTC Group of Colleges (NPTC). Transport is provided and funded by the Authority to enable learners to access subjects at other schools/institutions- the cost of this is around £220k per annum. Some schools are involved in partnership arrangements with providers in neighbouring local authorities. This reflects the constant challenges that schools in Powys face in light of this legislation. Although courses may be offered to pupils outside their own school location, it is worth noting that experience has showed that pupils cannot attend too many off-site courses before organisational and transport issues become an added burden on curriculum planning and school budgets.

The Authority receives a grant from the Welsh Government for post-16 education. Following the introduction of a new Post-16 Planning and Funding Framework in 2013, the Authority received a significant reduction (10%) to this grant. This resulted in a drop of 31 classes across Powys sixth form sixth forms. A further 5% reduction was received last year, and it is anticipated that there will be year-on-year reduction at this level for the next three years.

Post 16 Funding Arrangements 2015-16

School No. of subjects funded January 15 Learners

Brecon High School 12.00 87 Builth Wells High School 17.50 99 Gwernyfed High School 10.50 85 Ysgol Maesydderwen 11.00 61 Crickhowell High School 24.00 171 Ysgol Uwchradd Caereinion 13.50 80 Llanfyllin High School 27.00 179 Llanidloes High School 15.00 89 Ysgol Bro Hyddgen 10.50 66 Newtown High School 15.70 91 Welshpool High School 23.00 174 John Beddoes School - - Llandrindod High School 12.00 78

To support the 14 – 19 Learning Pathways agenda, local authorities have been receiving a specific grant – the 14 – 19 Grant. In Powys, the Grant has historically funded additional provision, learning coaches and inter-school transport. The Grant has now come to an end. A new grant – the Educational Improvement Grant (EIG) – has replaced not only the 14 – 19 Grant but another 10 specific grants that previously supported all schools – primary, secondary.and special. The EIG is a regional grant. Across Wales, the funding available through the EIG is significantly less than the combined total of the previous grants. A condition of the EIG is that 80% must be delegated to schools. There is no specific requirement that the grant must support 14 – 19 provision. However the LA must continue to demonstrate that it is meeting its statutory obligations under the Learning and Skills (Wales) Measure 2009.

These challenges – legislative and financial – require a new way of looking at post-16 provision in Powys. The aspiration is to have post-16 centres that are able to deliver 25 subjects to meet the Measure with a minimum class size of 12 and above, without the need for inter-school collaboration. Each learner, over a two year period, studies an average of 3.5 subjects (4 AS in Year 12, 3 ‘A’ Levels in Year 13) plus the Welsh Baccalaureate. On an average class size of 12, the size of a sixth form (Years 12 & 13) would be 180. Given Powys’ sparsity, the ideal minimum size of sixth form would be 150.

However, it must be recognised that, in some situations, geographic or linguistic issues make this aspirational target for size of sixth very difficult to achieve, and therefore alternative solutions may need to be considered.

3. The Case for Change______

The case for change in the delivery of post-16 education at Ysgol Maesydderwen can be summarised as follows:

 The need for post-16 re-organisation in the Ystradgynlais area;  The limited breadth of curriculum offered at Ysgol Maesydderwen;  The lack of access to vocational provision both at Ysgol Maesydderwen and within the South Powys Post-16 Partnership;  Lower than (Powys) average staying-on rate into Year 12 and Year 13 at the school;  Significant challenge of delivering a financial sustainable post-16 model based on the current situation.

3.1 Investment Objectives

Investment Objective 1 To provide a viable and transformational post-16 curriculum offer that meets the Learning and Skills Measure and provides the best learning opportunities for all.

Investment Objective 2 To improve learning outcomes for post-16 learners across the ability range

Investment Objective 3 To ensure that learners are able to access a range of appropriate pathways that provide progression into further/higher education or local and national employment markets

Investment Objective 4 To provide a curriculum, both vocational and academic, that is responsive to the need of learners, the community, and the economy and meets statutory requirements.

Investment Objective 5 To further build on the Schools community focus working in Partnership with communities first to raise local aspirations & opportunities and achieve the overall objectives of prosperous, learning and healthier communities, reflecting the strong Welsh ethos and culture of the local area.

3.2 Existing arrangements and business needs

Ysgol Maesydderwen is an 11-18 mixed English-medium comprehensive school maintained by Powys local Authority.

The school serves the small town of Ystradgynlais and the surrounding villages, which are former mining communities.

Although the area has significant levels of Welsh speakers, most pupils attending Ysgol Maesydderwen come from English-speaking homes, with around 8% of pupils fluent in Welsh. Pupils from the area are able to attend Ysgol Gyfun Ystalyfera if they want to choose Welsh-medium secondary provision. Just over 1% of pupils receive support for English as an additional language. The full range of ability is represented in the school. Currently, 26% of the pupils have additional learning needs with around 3% having statements of special educational needs. These are above the local Authority and national averages.

The school is located very close to the county border of Neath Port Talbot CBC, and is less than half a mile away from Ysgol Gyfun Ystalyfera, an 11- 18 Welsh-medium school maintained by Neath Port Talbot local authority. The next closest post-16 provider is NPTC Group of Colleges which has a campus in Neath, twelve miles from Ystradgynlais, which includes both a Sixth Form Academy providing AS/A level provision and a vocational college. Within Powys, the closest post-16 providers are Brecon High School and NPTC Group of Colleges’ Brecon Campus – these are located 30 miles from Ystradgynlais. The current public bus service takes 53 minutes from Ystradgynlais to Brecon.

Ystradgynlais includes some of the most deprived wards in Powys, according to the Wales Index of Multiple Deprivation7, and one Lower Super Output Area (LSOA)s – Ystradgynlais 1 – in the worst 10% of LSOAs among Wales overall. There are another four LSOAs in the area that are in the top 50% most deprived areas in Wales. The area has also been designated as a Communities First area. Deprivation levels are apparent at Ysgol Maesydderwen as just over 22% of pupils are eligible for free school meals – this is higher than both the Powys average of 10% and Wales average of 17%.

Analysis of PLASC 2014 data indicates that 14% of pupils attending Ysgol Maesydderwen lived in the most deprived area, and, overall, 23.9% of pupils lived in the worst 50% areas in Wales. This is significantly higher than most other areas of Powys.

7 https://statswales.wales.gov.uk/Catalogue/Community-Safety-and-Social-Inclusion/Welsh-Index-of-Multiple- Deprivation/Archive/WIMD-2011

Summary of key data

Whilst the focus of this review is the sixth form at Ysgol Maesydderwen, the following data summarises the school as a whole:

Age range 11 - 18

No of pupils KS3 & 4 411

No of pupils post-16 57

Language Category English Medium

2 (Years 7,8,9) No. of teaching groups per year KS3 & 4 3 (Years 10,11)

ALN/SEN 26%

Free School Meals (eligibility) 22% (Powys average 10.9%)

Total number of school places 706

Level of surplus places 239 surplus places (34%)

Teachers 21 Full Time, 2 Part Time

Support Staff 7 Full Time, 17 Part Time

Head Teacher 1 Permanent

Governing Body 18

Condition of School Building A

Pupils from ethnic minorities 10

School’s budget share (Section 52 £2,087m Budget Statement 2015-16)

£4,508 Funding per pupil Powys average: £4,155

Historical pupil numbers per year group 2010 - 2015

Staying Staying on: on: Year 11 Year Yr.13 Yr.12 Yr.11 Yr.10 Yr.9 Yr.8 Yr.7 Total - 12 12-13 Jan-15 29 28 98 76 94 74 69 468 44% 66% Jan-14 28 41 81 101 77 92 71 491 44% 66% Jan-13 23 36 89 89 97 70 91 495 43% 66% Jan-12 24 40 85 93 91 96 71 500 38% 71% Jan 11 Jan-10 34 51 87 93 90 95 93 543 38% 71%

Projected Pupil Numbers 11-16 (based on current situation) (Provisional figures calculated by amending last year’s projections to take account of the actual number on roll in January 2015 compared with the projection for January 2015)

2015/16 2016/17 2017/18 2018/19 2019/20 Years 7 - 11 383 381 364 360 357 Years 12-13 62 62 63 60 52 TOTAL 445 443 427 420 409

Pupil travel patterns If there were no post-16 Delivery at Ysgol Maesydderwen, the next closest school / FE provider of AS/’A’ Levels for years 16-18 pupils based on PLASC 2014 pupils would be as follows:

Closest School /FE Number of Pupils NPTC (Neath) 64 Brecon 3

Quality Profile Date of Estyn Inspection Current Performance Prospects for Improvement November 2010 Adequate Good

National School Categorisation System

A new system of school categorisation was introduced in Wales in 2015. Categorisation shows the schools that need the most help and guidance to improve, those that are doing well but could be doing better and those that are highly effective and can help others.

This new system is not purely data-driven but also takes into account the quality of leadership and teaching and learning in our schools. The system evaluates and assesses schools and places them in a support category by using:  a range of performance measures  a self-evaluation by the school on its capacity to improve in relation to leadership and teaching and learning  an assessment of the school’s self-evaluation by challenge advisers in the regional consortia, agreed with the local Authority.

In the 2014/15 academic year, the school was categorised as follows:

School Category Definition Ysgol Yellow ‘effective schools which: Maesydderwen • have secured good levels of learner outcomes in key performance indicators

• know, understand and take action to address most of the areas in need of improvement

• have many aspects of their performance which are self- improving’.

Current post-16 provision at Ysgol Maesydderwen

Ysgol Maesydderwen is a relatively small school with the smallest sixth form in Powys. Pupil numbers across the school have fallen steadily over the last five years, from 543 pupils in January 2010 to 468 in January 2015. Whilst the numbers in the sixth form have also fallen from 85 in 2010 to 57 in 2015, it must be noted that the percentage of pupils deciding to stay on at Ysgol Maesydderwen for Year 12 has increased – the current figure of 44% is only slightly below the Powys 2015 average of 50%. However, the data suggests

that retention of those pupils into Year 13 is challenging, with the staying-on rate significantly below other Powys schools, having reduced from 71% in 2010 to 66% in 2015.

As it is the only post-16 provider in the Ystradgynlais area, pupils either stay at the school to pursue AS/A level provision or leave to pursue a number of other pathways including full- and part-time college provision at colleges outside of Powys; work-based learning; the army or employment. Destination data for Year 11 is shown in the table below:

Year 11 2012/13 2013/14 Continuing in same School 39 26 Continuing in Other Schools 0 1 College 43 45 Coleg Gwent 1 1 NPTC - Neath Campus 31 31 NPTC - Brecon Campus 5 5 Gower College 5 5 Other College 1 1 Found Work 0 0 Apprenticeships 2 2 Work Based Training 2 2 NEET 2 2 Left Area 1 1 TOTAL 89 89

Ysgol Maesydderwen has seen an improvement in achievement of pupils studying ‘A’ Levels over the last five years. As seen in the table below, the KS5 average wider points score has improved year-on-year since 2010.

Average Key Stage 5 Wider Points Score for All Pupils 1200 1100 1000 2009 900 800 2010 700 600 2011 500 400 300 2012 200 100 2013 0 2014

Provisional A level results at the school for August 2015 show that 57.7% of all pupils entered achieved the equivalent of 2 or more A* - C grades.

Key Challenges

The data supplied in the previous section indicates the challenges of delivering a viable sixth form at Ysgol Maesydderwen. The school is finding it increasingly difficult to provide a post-16 curriculum that is attractive, flexible and meets the needs of young people in the area – this is due to a three inter-related factors:

Financial pressures:

 A reduction in overall post-16 funding received from the Welsh Government which limits the amount of funding allocated to each school;

Curriculum pressures:

 Reduced funding means that the school is limited in the number of subjects that it can offer;  The school delivers a standard ‘core’ curriculum of subjects, limited mainly to traditional academic subjects. This menu of provision may not be attractive to, or meet the needs, of all pupils;

Geography:

 Pupils in the area can easily access other out-of-county further education colleges who are able to deliver a wider menu of options.  Travelling to post-16 providers within Powys requires a round trip of two hours as a minimum. Some learners do not wish to take up the option of travelling and, therefore, their post-16 choices are very limited. In other areas of South Powys, travelling between providers requires shorter journey times, therefore their curriculum choice is more expansive.

These issues are examined in more detail overleaf:

Financial Pressures

A reduction in the post-16 grant received from Welsh Government to deliver post-16 education has led to a cut in the funding available for all schools, including Ysgol Maesydderwen, and as a result the number of subjects delivered at the school has fallen from 12.5 in 2013 to 11 in 2014. The impact on the curriculum is significant, with the school only able to provide a limited number of AS/A level subjects – these are mainly traditional core subjects. There are no vocational subjects offered at post-16 in the school.

The funding for post-16 learning in the Authority’s 12 secondary schools is fully funded through Welsh Government grants of £5,545,000 in the current year. The grant funding received is delegated to schools through the Council’s fair funding formula on the basis of the number of courses funded (91%) and home school learner numbers (9%). The funding is further allocated between direct staffing costs and premises costs. The table below provides a breakdown of the funding delegated to Maesydderwen for the 2015-16 financial year.

Post 16 Post 16 Post 16 Repairs & other Staffing Maintenance Property Total

Ysgol Maesydderwen £ 265,164 £ 5,788 £ 37,738 £ 308,690

The grant funding received by the Authority from Welsh Government is based on learner-led funding of £4.35m and fixed lump sum uplifts in respect of Sparsity, Deprivation and Welsh Medium of £1.20m, with the Sparsity uplift providing the majority (approximately 80%) of the fixed uplifts being received by the Authority. The £308,690 provided to Ysgol Maesydderwen is based on £209,962 (£3,442 per learner) learner-led funding with the remaining £98,728 being allocated from the lump sums.

Under the current terms of the Post-16 Grant condition, a minimum of 97% of the monies must be delegated directly to schools for actual provision. This cannot meet the costs of post-16 home-to-school transport or inter-school transport.

The Authority funds Ysgol Maesydderwen to deliver 11 subjects. The following table shows the subjects delivered at Ysgol Maesydderwen this year, and the funding allocation for the last three years

Funding (2014/15) Subject Offer Number of £ Subjects

Maths, Media Studies, Biology, Welsh, Geography, Art ICT, English Lit/Lang, Physics/Product Design, £308,690 11 Chemistry, History

French has also been included but this is funded separately.

Curriculum and Geographic pressures

The school delivers these 11 subjects as part of the South Powys Post-16 Partnership, which also includes Crickhowell High School; Brecon High School; Gwernyfed High School; Builth Wells High School; Llandrindod Wells High School and NPTC Group of Colleges The purpose of the South Powys Post-16 Partnership is to enable learners to access a minimum of 30 post-16 subjects, which is compliant with the Learning and Skills (Wales) Measure 2009. Schools are unable to meet the requirements of the Measure on an individual basis, due to the numbers of post-16 learners at each school, but they can provide the required

range of subjects through a joint timetable– pupils travel to other schools or to the College to follows specific courses that aren’t available at their own schools.

The following table shows the number of funded subjects in the South Powys Partnership in September 2015:

School No. of subjects funded January 15 Learners

Brecon High School 12.00 87 Builth Wells High School 17.50 99 Gwernyfed High School 10.50 85 Ysgol Maesydderwen 11.00 61 Crickhowell High School 24.00 171 Llandrindod High School 12.00 78

Although pupils can travel to other providers to access other subjects not available at Ysgol Maesydderwen, it is very challenging for them to travel to other Powys providers, given their geographic location. This results in a situation where the actual choice for Maesydderwen pupils is limited, and is not equitable to the choice available for learners elsewhere in the Partnership.

Realistically, the schools that Maesydderwen pupils might access are Gwernyfed High School, Crickhowell High School & Brecon High School. The transport costs are approximately £5000 a year, based on 5 students accessing a collaborative subject. NPTC Group of Colleges provide a range of vocational courses that are timetabled in accordance with schools, but again these are delivered from the Brecon campus which is unachievable in most instances for Maesydderwen pupils.

It can also be noted that learners from the Ystradgynlais area tend to gravitate to the South out-of-county rather than North into Powys. The area is situated right at the top of the Swansea Valley and shares a strong cultural and historical tradition. A number of further education and higher education providers are very close to Ystradgynlais, with excellent transport links e.g. NPTC Group of Colleges, Neath; Gorseinon College; Swansea College – these providers are able to attract post-16 learners from the Ystradgynlais area.

However, cross-border collaboration has been difficult to date, in particular with the closest provider, NPTC Group of Colleges. . Even though Ysgol Maesydderwen is 12 miles from the College’s Campus in Neath, it has been very difficult for both organisations to collaborate due to significantly different timetabling arrangements.

For most Maesydderwen learners, travelling to other schools in the South Powys Post-16 Partnership is not a realistic option. Whilst some pupils are content with the range of subjects available at the school, it can be argued that the curriculum, as it stands currently, isn’t sufficiently attractive for the majority of learners, many of whom choose to access post-16 education vocationally and academically in the Swansea Valley or further afield.

3.3 Business Needs

Investment Objective Current Situation Business Need To provide a viable and  Narrow choice of ‘AS/A’ Level  Increase the range transformational post-16 curriculum provision available at the of academic and offer that meets the Learning and school vocational provision Skills Measure and provides the  Extensive travel implications  Increase the Year best learning opportunities for all. for learners to access a wider 11-12, and Year 12 academic curriculum, limiting – 13 retention rate at ‘real’ choice for learners the school  Vocational curriculum offer  Minimise travel too narrow to meet the needs implications for of all learners and employers learners within the  Learners travel out-of-county school day to access unavailable  Provide a suitable vocational options vocational curriculum to meet the needs of learners and employers in the Ystradgynlais area  Provide a curriculum that encourages enterprise and employability To improve learning outcomes for  School judged to be  To deliver excellent post-16 learners across the ability ‘adequate’ for performance learning outcomes range by Estyn in 2010  Continue to increase  Continual increase in Level 5 the Level 5 Wider Wider Points Score threshold Points Score over the last few years To ensure that learners are able to  Post-16 curriculum limited to  To provide a access a range of appropriate narrow range of academic curriculum that pathways that provide appropriate subjects meets the needs of progression into higher education or all learners

local and national employment  No access to vocational  To deliver vocational markets subjects in the Ystradgynlais provision in the area Ystradgynlais area  To ensure that learners have access to appropriate career advice A curriculum both vocational and  Post-16 curriculum limited to  To provide a academic that is responsive to the narrow range of academic curriculum that need of learners, the community, the subjects meets the needs of economy and meets statutory  Limited access to vocational all learners requirements subjects in the Ystradgynlais  To deliver vocational area provision in the  Learning and Skills Measure Ystradgynlais area only met with extensive additional travel Further build on the Schools  Limited opportunity and  To work in community focus working in learning pathways to suit all partnership with a Partnership with communities first to ability levels at Post 16 number of providers raise local aspirations &  Communities first area in a Communities opportunities and achieve the  Limited partnership working first area to overall objectives of prosperous, outside of the South Powys understand the local learning and healthier communities, consortium. need and design the reflecting the strong Welsh ethos  Border school with limited provision to give 16+ and culture of the local area partnership working year olds the best learning pathways and opportunity available  To deliver Post 16 education in a deprived communities first area  To deliver a number of learning pathways

both academic and vocational to all Ystradgynlais learners

3.4 Potential Scope and key service requirements

This section describes the potential business scope and key service requirements for the project in relation to the above business needs. The business scope and service requirements identified within the two following tables provide the ranges within which options are considered in the Option Appraisal.

Scope Key Service Requirement

Core (minimum)  Curriculum that meets the need of learners, employers and the local community  Curriculum that meets statutory National Curriculum requirements and the Learning Skills Measure  Improve performance and outcomes at post-16  Post 16 vocational performance and outcomes above national comparator  Informal and non-formal learning activities that promote learning, employability and engagement leading to improved outcomes and progressions  Teaching and learning that support the needs of learners and aspirations of the literacy and numeracy framework and digital future  A support programme to ensure learners wellbeing and self- esteem  Development of pupils’ key skills  Provision for ALN/SEN learners within statutory requirements  Support, administrative and technical staff structure  Partnership working (including cross-border)

Desirable  Promotes and enhances links with the business community and world of work (intermediate) (employability, enterprise and entrepreneurship)  Community focussed provision supporting multi-agency working and third sector organisations  Increased curriculum that meets the wider needs of learners, employers and the local community  Continuously Improved performance and outcomes at post-16

Scope Key Service Requirement

 Post 16 vocational performance and outcomes significantly above national comparator  Integrated informal and non-formal learning activities that promote learning, employability and engagement leading to improved outcomes and progressions  Excellent teaching and learning that support the needs of learners and aspirations of the literacy and numeracy framework and digital future  An integrated programme to promote and enhance learners wellbeing and self- esteem;  Integrated planning and promotion of pupils’ key skills across the curriculum  Opportunities for pupil centred learning  Enhanced provision for ALN/SEN learners  Collaboration with the community and partner agencies, e.g. health, Social services  Partnership working (including cross-border)

Optional  Maximised links with the business community and world of work (employability, (maximum) enterprise and entrepreneurship)  Facility with multi-agency delivery which is fully integrated into the community  Optimised curriculum that meets the needs and aspirations of learners, employers and the local community  Sector leading performance and outcomes at post-16  Sector leading Post 16 vocational performance and outcomes  Embedded informal and non-formal learning activities that promote learning, employability and engagement leading to improved outcomes and progression to FE, HE, training or employment  Sector leading teaching and learning  A fully embedded programme to promote and enhance learners wellbeing and self -esteem (ensuring access to specialist support and advice, available to all learners)  Integrated planning and promotion of pupil key skills maximising learning opportunities across the curriculum including pupil centred learning  Enhanced SEN/ALN provision  Extensive collaboration with the community and partner agencies

Scope Key Service Requirement

 Partnership working (including cross-border)  Powys Youth Academy  Apprenticeship Delivery

During the review process it became apparent that there are two strands to transforming post-16 education in the Ystradgynlais area. Firstly, there is the need to provide excellent provision with appropriate pathways to either employment or further/higher education and, secondly, there is the early intervention and robust advice service that runs parallel to the arrangements to make sure learners are provided with the most appropriate advice and support.

3.5 Main benefits criteria

This section describes the main outcomes and benefits associated with implementation of the potential scope in relation to business needs. Satisfying the potential scope will deliver the following high-level strategic and operational benefits:

Investment Objective Measure To provide a viable and transformational post-16 Quantifiable Benefit curriculum offer that meets the Learning and Skills  The learners have access to 25 academic Measure and provides the best learning subjects and 5 vocational subjects opportunities for all.  Increased job satisfaction

Non Quantifiable Benefit

 Ability to access a wide variety of learning pathways  Increased learner choice  To maintain sixth form provision in the Ystradgynlais area

To improve learning outcomes for post-16 learners Quantifiable Benefit across the ability range  Securing positive learning experiences  Improved learning outcomes  Improved engagement with the learning process

 High number of positive learning role models  Equality of opportunity to access excellent reaching and learning experiences

Non Quantifiable Benefit  Inspired learning  Better promotion of key skills  Creating independent learners  Improved self-esteem and well being  Raising aspirations  Benefits arising from a combined school and college learning environment

To ensure that learners are able to access a range Quantifiable Benefit of appropriate pathways that provide appropriate  Enhanced life chances and employment progression into higher education or local and opportunities national employment markets  Opportunities to benefit from a range of key and other learning skills

Non Quantifiable Benefit  Ability to positively contribute to society and the wider community  Ability to have healthy active lifestyles  Develops strategic links with partner organisations in the local community and beyond.

A curriculum both vocational and academic that is Quantifiable Benefit responsive to the need of learners, the community,  Enhanced life chances and employment the economy and meets statutory requirements opportunities

Non Quantifiable Benefit  Increased self-worth  Improved health and well being

 Allows leaners to market themselves in the job market  Stepping stone to higher education  Professional challenge to deliver new subjects  Ensures that staff are fully developed to be able to deliver the fullest range of the curriculum  Courses tailored to local needs  Supports ‘talent’ to stay local  A range of vocational provision increasing access to potential employers trained to a high standards with the skills they need.

Further build on Ysgol Maesydderwen’s community Quantifiable Benefit focus working in Partnership with communities first  Community regeneration and sustainability to raise local aspirations & opportunities and  Reduction in anti-social behaviour and achieve the overall objectives of prosperous, disaffection learning and healthier communities, reflecting the  Improved community and social health strong Welsh ethos and culture of the local area.  Localised access to learning Non Quantifiable Benefit  Learners contributing more positively to society  Improved community cohesion  Opportunities to create an upskilled local workforce  Improved community confidence and a sense of belonging  Securing local provision

3.6 Main Risks

This section considers the key risks that could impact on the successful delivery of the project and sets out what actions needed to be taken to minimise risk:

Risk Detail Owner Mitigation 1. Stakeholder support Transformation To provide regular communication and updates Manager to all those affected in the process. 2. Lack of Resources Transformation To plan accordingly so that resources are made Manager / School available to implement any agreed model Head Teacher 3. Decrease in post-16 Transformation To have regular communication and dialogue Funding Manager with Welsh Government to make sure the Authority is aware of any future changes that may occur. 4. Population figures Transformation There needs to be constant communication and being on the decline Manager direction of travel so that Ysgol Maesydderwen knows what is expected of them in terms of a sixth form and what is viable

3.7 Constraints & Dependencies

Constraints:

 Current and future financial climate in the public sector, including local authorities, further education colleges and work-based training sector  Further reductions in local Authority post-16 funding, predicted at a 5% annual reduction for the next three years

Dependencies:

 Political endorsement from Powys County Council’s Cabinet  Continued availability of post-16 funding from Welsh Government

4. Option Appraisal______

This section outlines the range of options that have been considered in response to the scope identified within the Strategic Case.

All elements have been assessed against the following Critical Success Factors (CSFs):

Key CSF How well does/is the option: CSF 1 Strategic Fit and - Satisfy the investment objectives and business needs? Business Needs - Optimise the identified benefits? - Align with and promote national, regional and local strategies? CSF 2 Value for Money - Optimise the resources available for the delivery of learning? - Provide value for money in the delivery of learning?

CSF 3 Potential - acceptable to key stakeholders> achievability - Politically acceptable at local, county and national level? - Achievable within current legislation? - Operationally achievable /physically achievable? CSF 4 Supply-side - Secure sufficient appropriate resources and expertise to be deployed capacity and capability within Powys to achieve the investment objectives? CSF 5 Potential - Affordable within the forecasted revenue of participating organisations? affordability

4.1 Possible options

Having considered the investment objectives and business needs, the following options have been identified:

 Option 1 Status Quo

This would mean remaining in the current model which is the delivery of 11 ‘AS/A’ level Subjects with access to the South Powys Post-16 Partnership subjects delivered at the other schools in South Powys

 Option 2 Further enhance the South Powys Post-16 Partnership

Consider digital learning opportunities in addition to the current South Powys Post-16 Partnership

 Option 3 Collaboration with other local school(s) out-of-county

Forming a collaboration or partnership where by a joint menu of provision would be made between schools that may be close to each other. However, this option is limited to a potential partnership with Ysgol Gyfun

Ystalyfera as it has a sixth form – all other feasibly located school in Neath Port Talbot are 11 – 16 schools. This option may be limited by the fact that Ysgol Gyfun Ystalyfera is a Welsh-medium school, although some subjects are taught bilingually.

 Option 4 Collaboration with other Further Education Colleges

Forming a collaboration or partnership where by a joint menu of provision would be made between institutions that may be close to each other. In this case the possible Further Education institutions are Coleg Sir Gar, NPTC Group of Colleges and Gower College

 Option 5 Develop a local commissioning model

Ysgol Maesydderwen manages a local commissioning arrangement, whereby additional provision is procured from other providers to expand the menu available at the school. In accordance with general commissioning models, the provision will be based on an assessment of need. Operationally, delivery could take place at Ysgol Maesydderwen or learners could infill on existing courses at other providers. It may be possible to work with local employers to provide practical experience for specific subjects. As this model develops, there may opportunities related to adult education, work-based training and apprenticeships.

 Option 6 Close the sixth form, pupils transfer to other post-16 providers

The school is redesignated as an 11 – 16 school. Pupils transfer to other post-16 providers at age 16.

4.2 Advantages and Disadvantages of Options

Option Sub Option Advantages Disadvantages Option 1 Do  No disruption to pupils or  The current 6th from has nothing (status staff a low staying-on rate so quo)  Continuity of good access to funding is community interface reducing  Doesn’t address surplus places  Limited post-16 curriculum  The current South Powys offer does not fully meet the requirements of Maesydderwen learners so there is high probability of learners going elsewhere, removing credit for their achievement from Powys. Option 2 – Further  No disruption to pupils or  Same as above enhance the staff South Powys  Continuity of good Post-16 community interface

Partnership Option 3 – a)Ysgol  Increased curriculum  Language barriers (Ysgol Collaboration with Gyfun choice Gyfun Ystalyfera is a local school(s) out Ystalyfera  Minimised travel distance Welsh-medium school of county between sites and Ysgol  Continued school Maesydderwen is an provision English-medium school)  Limited access to more funding due to sharing the learner across two locations

 Time tabling Option 4 – a)NPTC  Minimised travel distance  Time tabling Collaboration with Group of between sites  Increased travel costs a Further Education Colleges  Possible half way model College for learners who would like to do a mix of academic and vocational courses

b)Coleg Sir  Better curriculum choice  Increased travel costs Gar  Better access to vocational subjects

c)Gower  Same as above  Same as above College

Option 5 – Develop  Potential unique  Unknown if this will a local partnership model with increase the staying-on commissioning delivery partners rate model comprising of colleges,  Lack of marketing and school and commercial take up could make the organisations putting model fail Maesydderwen learners’  Still have to be part of post-16 education and South Powys to meet the future aspirations at the Learning skills measure hub of our plans. in the first instance  The potential to offer a wide ranging and significantly increased offer of both academic and vocational courses resulting in an increased stop on rate which gives you more access to funding.

 Where learner numbers are insufficient to deliver in-house, potential to use digital learning to deliver provision  Potential links with adult education leading to community benefits  Better engagement and ability to work with community groups and employment groups within the locality to optimise opportunities for our pupils arising from this expanded delivery model.  Significant reduction in travelling for the Maesydderwen post-16 learner and those from nearby schools resulting in personal benefits and cost saving benefits  Potential to up skill staff utilising expertise and knowledge sharing across the partnership organisations to maximise pupil experience and achievement.  Potentially no additional costs to the Authority beyond setting up costs

I.e. marketing, project management

Option 6 – Closure  Post-16 learners will be  Increased travel costs to of sixth form at able to access a wider the Authority Ysgol range of academic and  Staff morale may be Maesydderwen vocational provision at affected with an impact other providers on quality of teaching and  Ysgol Maesydderwen learning can focus on improving  Potential negative impact learning outcomes at on a deprived KS3 and KS4 Communities First area  Provides clear learning  Consequential risk to pre- pathways 16 viability if sixth form removed  Large geographic area of South Powys without post-16 provision  Loss of post-16 funding to the Authority

4.3 Initial Evaluation

Each option was evaluated against the investment objectives and the extent to which it met the CSFs. This results in options either being discounted, carried forward for further consideration in the short list or identified as a preferred way forward.

The long list of options have been scored against the investment objectives and the critical success factors. A simple scoring system has been used:

√√ - strongly meets the criteria √ - meets the criteria ? – may meet the criteria X – does not meet the criteria

Option 1 Option 2 – Option 3 – Option 4 – Option 5 – Option 6 – Status Quo Enhance Collaboration Collaboration Develop local Closure of South with a local with a commissioning sixth form Powys school(s) Further model Partnership out-of-county Education college Investment Objectives 1 - √ √ √√ √√ √√ √√ 2 - √ √ √ √ √ √ 3 - √ √ √√ √√ √√ √√ 4 - x x √√ √√ √√ √√ 5 - √ √ √ √ √√ x Critical Success Factors 1 - X ? √√ √√ √√ √√ 2 - X ? ? ? ? ? 3 - X √ √ √ √ ? 4 - X √ √√ √√ √√ √√ 5 - X X ? ? ? ? Discounted Discounted Short-listed Short-listed Short-listed Short-listed

As a result of the scoring exercise, the following options were short-listed for further investigation:  Option 3 Collaboration with local school(s) out-of-county  Option 4 Collaboration with Further Education colleges  Option 5 Local commissioning model delivered from Maesydderwen High School.  Option 6 Closure of the sixth form at Ysgol Maesydderwen

4.4 Further Evaluation of Short Listed Options

Option 3 – Collaboration with another local school (Ysgol Gyfun Ystalyfera)

Ysgol Maesydderwen would form a partnership with Ysgol Gyfun Ystalyfera. Ysgol Maesydderwen would continue to offer the 11 academic ‘AS/A’ levels and would remain in the South Powys Post-16 Partnership but, where possible, learners could travel to Ysgol Gyfun Ystalyfera to access academic or vocational courses to enhance their choice of subjects.

SWOT Analysis

Strengths Weaknesses

 No significant additional transport costs  Language barrier - Ysgol Gyfun Ystalyfera as learners could walk between sites, as is a Welsh-medium school and Ysgol they are less than a mile apart Maesydderwen is an English-medium  Increased curriculum choice school so any shared provision would  Optimise class sizes have to be taught bilingually, limiting  Reduces duplication in the wider options for Ysgol Maesydderwen learners. Ystradgynlais area  Ysgol Gyfun Ystalyfera may not support a  Increased curriculum choice perceived a bilingual model, and there may be a negative impact on the Welsh  Accessibility - both schools are less language ethos of the school. than a mile apart  Timetabling challenges  Cross-border partnership to deliver the best education for learners  No additional funding available to support the model  Encourages good community interface between schools  Need to attract a significant amount of learners to stay in the sixth form to be able  Widens the opportunity of learners who to increase the provision and attract more may want to study at Ysgol funding. Maesydderwen  Meeting the Learning Skills measure – it  Reduction in the number of young would still be a challenge for Ysgol people NEETs Maesydderwen school to meet the

Learning Skills measure as the subjects taught through the medium of Welsh would be unlikely to be offered to the

Ysgol Maesydderwen bilingually so therefore they would be at a disadvantage and it would be a viable option choice for them which again limits the choice to the Ysgol Maesydderwen learner.  Delivery continues on more than one site

Opportunities Threats

 Improved curriculum choice  Financial pressures on Ysgol Gyfun Ystalyfera  Improve bilingual opportunities for Ysgol may limit ability to collaborate Maesydderwen learners  Unique sixth form partnership in the Upper Tawe Valley

Option 4 – Collaboration with a Further Education College (NPTC Group of Colleges)

Ysgol Maesydderwen would form a partnership with a local Further Education provider whereby learners would travel between sites to access academic and vocational provision. The closest post-16 provider to Ystradgynlais is NPTC Group of College with a campus at Neath, twelve miles away. It offers a wide range of subjects including ‘A’ levels and Vocational subjects.

With this option, Ysgol Maesydderwen would retain learners in the sixth form but they would have the options of academic/vocational provision at NPTC Group of Colleges, and would be able to in-fill onto courses.

SWOT Analysis

Strengths Weaknesses

 Increased curriculum choice – NPTC  Increased travel and transport costs Group’s sixth form Academy has a wide  Timetabling difficulties range of subjects, and the College has  No additional funding available to support expertise in providing a wide range of the model vocational subjects as well  Need to attract a significant amount of  Optimise class sizes learners to stay in the sixth form to be able  Accessibility – NPTC’s Campus in to increase the provision and attract more Neath is twelve miles from funding. Ystradgynlais, with established  This model would pose limitation when transport links applying for other grants as its working  Cross-border partnership to deliver the together will a single provider rather than a best education for learners multi-agency approach. Grants are more  Encourages good community interface likely to be available by working with all between schools the organisations/ employers / learning  Widens the opportunity of learners who providers in the Ystradgynlais area in a may want to study at Ysgol multi-agency approach so that the needs Maesydderwen of the community can be properly assed in  Provides a bridge for learners between terms of employability skills, learning school and college experiences pathways, adult learning, academic and  Reduction in the number of young vocational need in the area and much people NEETs more.

Opportunities Threats

 Improved curriculum choice  Financial pressures on NPTC Group of Colleges

may limit ability to collaborate

Option 5 – Develop a local commissioning model

Ysgol Maesydderwen would develop a commissioning arrangement and would be able purchase provision from other providers, but with delivery at Ysgol Maesydderwen. This could extend the menu of subjects available locally, meeting the need of learners and the local economy. The following is an illustration of how the model could operate:

Gower Neath College Coleg Sir Gar College

Maesydderwen Net Teach Ysgol Gyfun (Online Ystelyfera Post 16 Delivery Hub Delivery)

Powys Training Various training (Apprenticeships, suppliers, Local various youth training Employers, Commercial and development Provider relationships programmes)

The potential partners could be Gower College, Coleg Sir Gar, NPTC Group of Colleges, Ysgol Gyfun Ystalyfera, Net Teach and Powys Training. Discussions have taken place with all providers to ascertain the feasibility of the model. The cost of buying provision from these providers is approximately £45 per hour, if the provision was delivered at Ysgol Maesydderwen. This equates to approximately £12,500 per course. Learners would also have the option of in-filling on courses at a chargeable rate of approximately £1000 per learner, depending on the course.

SWOT Analysis

Strengths Weaknesses

 No additional transport costs  Language barriers (if Ysgol Gyfun  Potential unique partnership model with Ystalyfera are a key partner) delivery partners comprising of  Still have to be part of South Powys to colleges, school and commercial meet the Learning skills measure in the organisations to meet the needs of first instance which may cause timetabling learners, local community and the issue. economy  No additional funding available to support  Increased and varied curriculum offer the model  Increased flexibility within the  Need to attract a significant amount of curriculum learners to stay in the sixth form to be able  Vocational subjects available within to increase the provision and attract more Ystradgynlais for 16 – 19 year olds funding.  More attractive curriculum offer, leading to increased learner retention rate, in turn leading to increased funding.  Improve staff skills and knowledge by utilising expertise and knowledge sharing across the partnership organisations to maximise pupil experience and achievement.  Reduction in the number of young people NEETs

Opportunities Threats

 Potential for linkages with adult education  Partner organisations aren’t willing to that could lead to wider community benefits participate due to their own financial challenges  Better engagement and ability to work with  Lack of marketing and take up could make the community groups and employment groups model fail within the locality to optimise opportunities for our pupils arising from this expanded delivery model.

 Potential to explore digital learning to enhance the curriculum  Opportunity to explore additional grant funding through ESF channels - tackling all learners through intervention and widening the ability to learn or enter the world of work through many pathways. Currently extra grant funding is unknown but is something that would be explored through the implementation process

Option 6 – Closure of the sixth form at Ysgol Maesydderwen

This option would require the school to be re-designated as an 11 – 16 school. Pupils would complete their statutory education at Ysgol Maesydderwen and would be able to access post-16 provision from their chosen providers. The school would focus on delivering high quality education at KS3 and KS4.

The Authority would not receive any post-16 funding for learners from the Ystradgynlais area if they accessed provision out-of-county, but would still be responsible for funding transport to their closest provider. In this case, NPTC Group of College’s campus in Neath is closer than any alternative provision within Powys.

SWOT Analysis

Strengths Weaknesses

 Post-16 learners will be able to access a wider  Increased travel costs to the Authority range of academic and vocational provision at  Staff morale may be affected with an impact other providers on quality of teaching and learning  Provides clear learning pathways  Potential negative impact on a deprived Communities First area  Large geographic area of South Powys without post-16 provision  Loss of post-16 funding to the Authority  Increases surplus capacity at Ysgol Maesydderwen (already at 34%)

Opportunities Threats

 Ysgol Maesydderwen can focus on  Consequential risk to pre-16 viability if improving learning outcomes at KS3 and sixth form removed KS4

4.5 Financial Evaluation of Short-listed options

Options 3, 4 and 5 are focused on extending the provision at Ysgol Maesydderwen through collaboration with either a single provider or multiple providers.

No. of Funding Potential number of courses learners (including that could be provided on uplifts) this allocation Current post-16 funding allocation 61 £308,690 11 Potential funding 80 £375,360 15 Potential funding 100 £440,758 17 Potential funding 120 £513,040 19

Option 6 – Close the sixth form at Ysgol Maesydderwen. The following section will give an estimate of the financial impact on the Authority if the provision was closed and learners left to attend:

 Other post-16 provision within Powys  Other post-16 provision in other authorities In both cases the transport figures are calculated on the basis of the Authority providing the transport but with learners paying towards the cost at £10 per week per learner.

Financial Impact of Closure of Maesydderwen sixth form

Funding / Expenditure Area Transfer to other Transfer to provision in Powys provision Other LA Loss of WG Learner Funding (0) (209,962) Loss of WG Lump Sum Funding (estimated) (49,364) (98,728)

Total Loss of Income (49,364) (308,690)

Increase / (Decrease) in Net requirement of Schools Delegated budget 43,526 (265,164) Estimated Cost of Transport 76,000 76,000 Learner Contribution to Transport (30,400) (30,400)

Total Increase / (Decrease) in Expenditure 89,126 (219,564)

Total Increase / (Decrease) on Revenue Budget 138,490 89,126

5. Overall Conclusion and Recommendation______

Option 3 - A single collaboration with Ysgol Gyfun Ystalyfera is possible from a geographic perspective, but the language barrier is a significant difficulty. It can be argued that this option would not improve the staying-on rate at Ysgol Maesydderwen sufficiently for it to be sustainable.

Option 4 - Collaboration with NPTC Group of Colleges is more feasible, as the College could potentially deliver subjects at Ysgol Maesydderwen or learners could in-fill on courses at Neath or Brecon. There are operational constraints such as joint-timetabling, which in turn this could limit the curriculum offer.

Option 6 - Closure of the sixth form at Ysgol Maesydderwen. This would enable learners to access a wider range of provision, although there would be additional travel required - however, post-16 learners from Ystradgynlais already travel to NPTC Group of Colleges in Neath for academic and vocational provision, and transport links are already established. The main disadvantage of this option is that there would be a significant cost to the Authority if the sixth form at Ysgol Maesydderwen were to close. It can also be argued that there is a strategic need to maintain sixth form provision in the area, given that the neighbouring Authority delivers a tertiary model at post-16, with only two sixth forms in the Authority (one in a Welsh- medium school, one in Catholic school). This enables Ysgol Maesydderwen to be in unique position geographically and provides an alternative choice for parents and learners who wish to have school-based post-16 provision.

The preferred option is Option 5 – to develop a local commissioning model. This will give Ysgol Maesydderwen the best opportunity to create an attractive post-16 curriculum, without generating additional costs to the school or the Authority. By commissioning provision from a range of providers, the school isn’t limiting its options as it would in a collaboration with a single provider. Expanding its menu of subjects will increase the learner retention rate, which will in turn will lead to increased funding. It will enable the development of an attractive curriculum that meets the needs of learners in the area, the community and the local economy, and it will ensure that learners from the Ystradgynlais area are not disadvantaged as they are currently, and will have the same equality of choice as learners in other areas of Powys and wider.

It meets the Authority’s vision for post-16 education, as noted earlier in this business case, which is:

 To ensure that provision within Powys sixth forms is attractive to learners and reduces requirement to travel out of Wales  To create stability and confidence in the wider school communities which will allow the recruitment and retention of high quality teaching staff  To secure the level of resource required to provide a planned sustainable programme of delivery which makes the chosen model of delivery resilient and generates learner confidence  To meet the Learning and Skills (Wales) Measure for 16 - 19 in Powys

It also meets the Welsh Government’s Priorities for School sixth forms, in particular the need ‘to break the link between poverty and educational attainment by reducing the number of young people aged 16-18 and 19-24 who are not engaged in education, employment or training (NEET) and increasing the percentage of care leavers in education, training or employment.’ This is particularly relevant to the Ystradgynlais area, given the significant levels of deprivation and poverty in the area.

In his letter to local authorities in August 2015, the Minister for Education promotes ‘collaborative working to support learner choice, share good practice and working together in the interests of learners rather than in competition with one another.’

The following table indicates the implementation plan for the proposal:

Year Activity September 2015 Cabinet decision ( the rest of the implementation plan is without prejudice to Cabinet’s decision) October 2015 Launch the post-16 Planning Cycle in the Ysgol Maesydderwen September 2015 – December Initial learner survey 2015 January 2016 Decide what subjects are likely to be purchased in

February 2016 Confirm Ysgol Maesydderwen offer including subjects that are not on the core delivery. Formulate the offer to start the marketing campaign February 2016 Agree with external providers what additional subjects are likely to required, how much that will cost and what the delivery model will look like March 2016 Launch the marketing campaign locally with the agreed offer to gain interest April 2016 Hold a sixth form open evening and advertise it locally April 2016 Submit likely sixth form numbers to Powys County Council so funds can be agreed and course numbers can be established May 2016 Plan in detail the curriculum timetable for September 2016 start for the new operating model