CITY COUNCIL

EDUCATION SERVICES

THIS IS A FORMAL CONSULTATIVE DOCUMENT IN RELATION TO A NEW CAMPUS ON THE ST BRENDAN’S PRIMARY SCHOOL SITE

Proposal:

(i) To close Primary School and Primary School (including Thirlstane Day Nursery) and build a new non denominational Primary School as part of the campus on the St Brendan’s Primary School site.

(ii) To close Kelso Nursery School and build a new, extended day, 52 weeks a year, Early Years establishment as part of the campus on the St Brendan’s Primary School site.

The new campus would be new-build; encompassing a new St Brendan’s Primary School, a new non-denominational primary school and a new early years establishment. The campus would also include a day/evening community facility, managed by Glasgow Life, which would incorporate a dance studio, fitness suite, and a separate changing and reception facilities. There would also be evening and weekend access to the multi-purpose games hall and exterior all-weather pitch.

Schools Ward(s) Strategic Learning Communities Planning Area Garscadden Primary Yoker Primary 13 North West St Brendan’s Primary Kelso Nursery School St Thomas Aquinas Thirlstane Day Nursery

REPORT BY EXECUTIVE DIRECTOR OF EDUCATION

This document has been issued by for consultation in terms of the Schools (Consultation) () Act 2010.

The Ordnance Survey map data included within this document is provided by Glasgow City Council under licence from Ordnance Survey in order to fulfil its public function in relation to this public consultation. Persons viewing this mapping should contact Ordnance Survey Copyright for advice where they wish to licence Ordnance Survey mapping/data for their own use.

1. BACKGROUND

1.1 Garscadden Primary School was opened in 1931; it is part of the Knightswood Learning Community. It is a single and double storey brick construction with a mixture of pitched slated roofs and flat-felt roofs, roughcast external walls, timber windows and curtain walling. The current condition of the school is assessed as being D condition and the current suitability rating, as provided by the school, is D (see appendix A for information on condition and suitability ratings).

1.2 Yoker Primary School was opened in 1973; it is part of the Knightswood Learning Community. It is single storey with flat-felt roofing, roughcast external walls, timber windows and fascia. When surveyed in 2008/09 the building was assessed as being in C condition and the current suitability rating, as provided by the school, is C. Thirlstane Day Nursery is located within Yoker Primary School. It is noted as being in C Condition; it is also part of the Knightswood Learning Community. There are currently no nationally established suitability criteria for Early Years establishments.

1.3 St Brendan's Primary School was opened in 1962; it is part of the St Thomas Aquinas Learning Community. It is a two storey building with a mixture of brick and roughcast external walls, timber windows and fascias. When surveyed in 2008/09 the building was assessed as being in B condition. However, it is now estimated as being closer to C condition now. The current suitability rating, as provided by the school, is B. Kelso Nursery School is located within St Brendan's Primary School. It is evaluated as being in C Condition; it is also part of the St Thomas Aquinas Learning Community. There are currently no nationally established suitability criteria for Early Years establishments.

1.4 The current rolls/capacities and predicted future rolls/capacities are detailed in appendix C; see also 3.2

2. DETAILS OF THE PROPOSAL

2.1 The proposal is to ‘merge’ Garscadden primary School with Yoker Primary School in a new-build non denominational school on a campus (on the current St Brendan’s site) along with a new-build denominational St Brendan’s Primary School. It is also proposed that there would be an extended day, 52 weeks a year, Early Years provision within the campus.

2.2 If the proposal is approved the current Garscadden and Yoker schools (including Thirlstane early years provision) and Kelso Nursery School would be closed. A new-build St Brendan’s Primary, a new-build non denominational primary, and new-build early years facility would be constructed (initial working title is the New-Build3 Campus) adjacent to the current St Brendan’s Primary School. Upon completion of the new campus buildings the current St Brendan’s building would be demolished.

2.3 If the proposal is approved the new-build non denominational primary school would be part of the Knightswood Learning Community. The new- build St Brendan’s primary school and the new-build early years centre would be part of the St Thomas Aquinas Learning Community.

2.4 The proposal also includes providing a day/evening community facility, managed by Glasgow Life, which would include a dance studio, fitness suite, and separate changing and reception facilities. There would also be evening and weekend access to the multi-purpose games hall and exterior all-weather pitch.

3. ROLL PROJECTION METHODOLOGY

3.1 Planning for the demand for future school places is reviewed annually. Future school rolls are predicted taking into account the following factors:

• Birth rates in Glasgow. • Housing needs assessment, contained in strategic and local plans. • Migration of children in and out of Glasgow. • The progression of children through each stage (P1 to S6). • The impact of placing requests (parental choice).

3.2 Projected rolls and capacity for St Brendan’s School and the new merged Garscadden/Yoker School are attached (Appendix C). Should the proposal go ahead then the children who live within the respective catchment areas for the schools (see appendix B) would be given priority, and only when all children resident within the catchment areas had been allocated a place would placing requests be granted using the criteria as set out in the council’s guidance on placing requests. Children currently attending any of the schools via a placing request would be guaranteed a place in the appropriate new-build school when it opened.

4. EDUCATIONAL BENEFIT STATEMENT FOR THE PROPOSAL

4.1 The Children

4.1.1 Children attending any of the primary schools (St Brendan’s, Garscadden, and Yoker) would benefit from continuing their secondary school education within the same learning community as their current primary school. In this way, teachers within the schools would be able to continue to plan with teachers from their associated secondary school (Knightswood or St Thomas Aquinas) to ensure that there was continuity in children’s learning from primary through to secondary school. Transition from early years to primary would be supported through regular staff meetings and the extended day, 52 week a year, facility would support parents/carers in the community.

4.1.2 St Brendan’s, Garscadden, Yoker, Kelso, and Thirlstane Day Nursery provide very good learning and care for children. However, their buildings are no longer suitable in the medium to long term in relation to supporting Curriculum for Excellence and continuous improvement. It would benefit the children to attend new schools. Headteachers of new schools in Glasgow report that new school buildings support children's learning. They indicate that children are more motivated to learn, are more engaged in their learning, and apply themselves with greater purpose. Headteachers also indicate that a great benefit to children in new schools is the positive effect on behavior, which allows better learning. These benefits would be anticipated for children from St Brendan’s, Garscadden, Yoker, Kelso, and Thirlstane Day Nursery.

4.1.3 The proposals would provide the platform to improve the depth, breadth, coherence, relevance, challenge, and enjoyment provided by the curriculum. New school buildings allow for greater depth in the curriculum. Children would benefit from being able to investigate in an environment that drives new thinking and change. Children would benefit from the breadth of the curriculum being extended and allowing a full coverage of all primary school subjects including those, such as science, art and drama that may be constrained by older buildings. Within the new environment there would be benefits to children making their learning coherent, and giving them opportunities to join up the strands of learning they experience.

4.1.4 The modern facilities would provide enhanced opportunities for greater personalisation and choice in learning. For example; the use of information and communications technology allows for individual progression. Headteachers of new schools again report that in new school buildings children realise the relevance of their learning and better apply themselves because of this. The headteachers further indicate that children are challenged more and that this challenge leads to better learning and to increased achievement. The children from St Brendan’s, Garscadden, Yoker, Kelso, and Thirlstane Day Nursery would benefit from a higher level of enjoyment and excitement in the curriculum they experience in a new school/campus environment.

4.1.5 The modern, purpose-built campus would also underline the value that the council places on the importance of the ethos and condition of the learning environment. The proposals would ensure improved equality of opportunity for all within an inclusive and accessible educational environment. The possibility of inclusive education would bring great benefits to the children involved. These are values included in the council's plans for the future of Glasgow.

4.1.6 The children would benefit from Glasgow City Council being able to manage the campus efficiently and deliver best value for the foreseeable future.

4.2 The Campus Facilities

4.2.1 The high quality campus provision would facilitate children and staff from St Brendan’s, Garscadden, Yoker, Kelso, and Thirlstane Day Nursery participating in a wider range of activities with other schools, both on-site, and across their respective Learning Communities. For example:

• Joint staff development for teachers • Transition arrangements and partnership working • Developing a positive ethos • Setting high expectations • Joint in-service days on Curriculum for Excellence • Shared sports and cultural events • Improved access to suitable areas for assemblies/school shows • Enhanced information and communications technology infrastructure • Improved social areas • Enhanced indoor and outdoor sports facilities (including community facilities) 4.2.2 The new campus would be designed to support learning within the capacities and contexts of Curriculum for Excellence. It would integrate with the community and provide a strong focus for the community and the children to further develop the existing community strengths. In addition it would comply with accessibility legislation to ensure equity of access to facilities. 4.2.3 The new campus facility would provide an environment that was inclusive, provide flexibility within the curriculum, and support active, outdoor activities, learning, and pursuits for children and the wider community. It would be constructed to an extremely high standard and meet the most demanding environmental and sustainability requirements. Children from St Brendan’s, Garscadden, Yoker, Kelso, and Thirlstane Day Nursery would benefit from the proposed environment. 4.2.4 The larger management team across the campus would facilitate close working relationships and a broader range of opportunities for both staff and children. The larger staff group in the non denominational school would support enhanced collaborative working to support continuous improvement. The campus would allow flexibility and be responsive to future changes in education. These changes would be led by senior management who can work together and learn from each other. The removal of ‘isolated leadership’ is a strong benefit of the proposal. 4.2.5 Having the early years centre within the campus would support parents/carers in relation to access to work, training, and community opportunities. It would also support parents/carers who had children in both early years and primary stages.

4.3 Other users of the schools

As the new campus would have increased and improved facilities, for example, a synthetic pitch for games, fitness suite, and dance studio, the facilities available for both school and community use would be greatly increased; including for those who currently use the existing school buildings. This would be a school at the heart of the community and have the benefit of being able to expand and enhance current use. The building would have a range of services, activities and facilities to make a difference to people's health and well-being, to sustaining economic growth, and would bring a vibrancy to the community. All bring educational benefits in the widest sense.

4.4 Future users of the provision

As the changes proposed would improve the facilities as detailed in 4.3 there would be no detriment to future users of the provision.

4.5 Other schools/establishments in our authority

The proposal would not impact adversely on other schools or establishments.

4.6 Our assessment of any other likely effects of the proposal (if implemented)

4.6.1 The new non denominational school would have an increased management team and a larger staff team. This would allow for greater sharing of best practice, enhanced opportunities for curricular choice. Both the new non denominational school and St Brendan’s school would have increased opportunities for outdoor and active learning. A benefit of the campus model would be that the staff from both the primary schools and the early years establishment would have increased opportunities to work collaboratively on the curriculum and transition planning.

4.6.2 Children at primary school would be eligible for free transport to school in line with council policy, that is, if they live more than 1.2 miles from their primary school.

4.7 How we would intend to minimise or avoid any adverse affects that may arise from the proposal (if implemented)

4.7.1 Education Services has a duty to secure improvement in education. Through our quality assurance and improvement policy, Education Services monitors the quality of education being delivered in all its establishments. This policy would be used to monitor the quality of education being delivered in both of the new primary schools and the early years facility to ensure that there was no detriment to the quality of education being delivered.

4.7.2 Quality Improvement Officers would support the establishments prior to, during, and after moving to the campus in order to ensure continuity of learning was not compromised.

4.8 The benefits, which we believe would result from implementation of this proposal

In addition to the benefits detailed in 4.1 to 4.7, this proposal would support the commitment of Glasgow City Council to ensure that schools and communities have access to high quality resources in order to enhance opportunities and aspirations. Education Services and Glasgow Life would work closely to ensure that children and the wider community fully benefited from the extensive facilities available.

5. EQUALITY STATEMENT

5.1 An Equality Impact assessment will be undertaken as part of the consultation exercise to assess if the proposal discriminates against anyone on the basis of;

• Age • Gender • Religion • Racial Group • Disability • Sexual Orientation

In carrying out the equality impact assessment we will take account of (and address) any equality issues raised in written or oral representation made as part of the consultation process. The result of the equality impact assessment will be included in the consultation response document and will also be available on the Glasgow City Council website.

6. PROPOSED DATE FOR IMPLEMENTATION OF THE PROPOSAL

6.1 It is intended that the proposal would be progressed, if approved, as soon as possible; with the new build campus completed around Autumn 2015.

7. THE CONSULTATION PROCESS

7.1 Where a Council brings forward proposals to close schools there is a requirement to carry out a public consultation within the statutory framework defined by the Schools (Consultation)(Scotland) Act 2010.

7.2 The following arrangements have been put in place:

Consultation papers have been distributed to a wide range of stakeholders and interested parties including:

• Parents/carers/children (establishments affected by the proposals) • Appropriate staff • The Archdiocese of Glasgow • The Scottish Catholic Education Service • West Council • Trades Unions • Community Councils • Area Partnerships • Groups formed under Part 2 of the Local Government in Scotland Act (2003) • Other users of the school premises • In addition a notice to advise of the consultation arrangements has been placed in the Press and a dedicated page has been set up on the Council website for both information, and to enable interested parties to respond to the proposals.

Web site address: http://www.glasgow.gov.uk/schoolconsultations e-mail address: [email protected]

The indicative timetable for the consultations is as per the table below Date Action 2 May Executive Committee 13 May Conclusion of council call-in period 16 May Start of Public Consultation period (Advert) 4, 5, and 6 June respectively Public Meetings at 7pm in Garscadden, Yoker, and St Brendan’s schools 30 August End of Public Consultation period 6 September Information to HMI/Education Scotland for report (3 week period) 8 October Consultation response report published at least 3 weeks prior to Executive Committee November Report to Executive Committee

7.3 Arrangements have been put in place to ensure the inclusiveness of the process e.g. a plain English/easy-read version of the document has been produced, crèche facilities (upon prior request) will be available at the public meetings.

7.4 As stated above public meetings will be held to discuss the proposals. Anyone wishing to attend the public meetings is welcome to do so. The meetings will be an opportunity for attendees to:

• Hear more about the proposal. • Ask questions about the proposal. • Have their views noted so that they can be taken into account as part of the consultation response process. • Ask officers about the various ways in which they can respond to the proposal.

7.5 Involvement of HMI/Education Scotland

A copy of the Proposal Document has been sent to Education Scotland (HMI) by Education Services. Education Scotland (HMI) will also receive a copy of any relevant written representations that are received by Education Services from any person during the consultation period or, if Education Scotland (HMI) agree, a summary of them. Education Scotland (HMI) will also receive a summary of any oral representation made to Education Services at the public meetings and a copy of any other relevant documentation. Education Scotland (HMI) will then prepare a report on the educational aspects of the proposal not later than 3 weeks after Education Services has sent them all representations and documents as mentioned above. In preparing their report, Education Scotland (HMI) may visit the affected establishments and make such reasonable enquiries of such people there, as they consider appropriate, and may make such reasonable enquiries of such other people as they consider appropriate.

7.6 Preparation of Consultation Report

Education Services will review the proposal having regard to the HMI Report, responses to the consultation, and oral representations made at the public meetings. Education Services will then prepare a consultation response report for consideration by the Council’s Executive Committee. This consultation response report will be published in electronic and printed formats and will be available on the Glasgow City Council web site, Education Services, City Chambers East Building, 40 John Street, Glasgow G1 1JL and at the affected centres free of charge. All those who received direct notification of the consultation will be sent either a full or summary response document. All those who responded and provided contact details through the consultation process will also receive a copy of the full or summary response document as appropriate.

7.7 The response report will include a record of the total number of written representations made during the consultation period, a summary of the written representations, a summary of the oral representations made at the public meetings, the Authority’s response to the HMI Report and any other relevant information, including details of any alleged inaccuracies and how these have been handled. The report will also contain a statement explaining how it complied with the requirement to review the proposal in light of the HMI report and representations (both written and oral) that it received. The Consultation Report will be published at least 3 weeks prior to the Executive Committee making a decision.

7.8 Reasonable requests for alternative forms of consultation papers or response documents will be accommodated wherever possible e.g. audio or by interpreted support. Should you wish a copy of this consultation paper or response document in any other format please contact Education Services;

• Online at [email protected] • At Education Services, City Chambers East Building, 40 John Street, Glasgow G1 1JL • Or by calling 0141 287 4327

7.9 Note on Corrections

If any inaccuracy or omission is discovered in this Proposal Document and/or during the consultation either by Education Services or any person, Education Services will determine if relevant information has been omitted or, if there has been an inaccuracy. Education Services will then take appropriate action, which may include the issue of a correction or the reissuing of the Proposal paper or the revision of the timescale for the consultation period as appropriate. In that event, relevant consultees and HMI will be advised.

8. CONCLUSIONS FROM THE CONSULTATION EXERCISE

8.1 The outcome and conclusion of the consultation exercise will be presented to the Executive Committee.

9. SCOTTISH MINISTERS CALL IN

9.1 The Schools (Consultation) (Scotland) Act 2010; If the proposal is approved (i.e. to close schools) there is a three week period, which begins on the date the decision is made, for anyone to make representations to Scottish Ministers requesting the case to be called in. There is then a further three week period for Ministers to reach a decision on whether or not to call in the case. Once a decision has been reached, the local authority in question and each individual who had requested a call in will be notified of the decision.

Appendix A Explanation of Condition and Suitability The Condition and Suitability ratings used in this document are generally as defined in the Guidance provided by the Scottish Government publications "The Core Fact" and Suitability Core Fact." Copies of the Guidance publications can be downloaded from the Scottish Government website http://www.scotland.gov.uk/Topics/Education/Schools/Buildings/commitments . The Suitability and Condition ratings used, in line with the Guidance given, represent the whole building average and does not reflect the individual elements or components that make up the final score.

Scottish Government Definition - Condition Glasgow City Council Convention A: Good – Performing well and operating efficiently. A: Good – Performing well and operating efficiently.

B: Satisfactory – Performing adequately but showing minor deterioration. B: Fair – Performing adequately but showing minor deterioration.

C: Poor – Showing major defects and/or not operating adequately. C: Poor – Showing major elemental defects that could be repaired.

D: Very Poor – Showing major elemental defects requiring full D: Bad – Life expired and/or serious risk of imminent failure. replacement.

E: Bad – Life expired and/or serious risk of imminent failure. E: Distressed – Life expired and/or serious risk of imminent failure. Note; For reporting on the Core Facts return to the Scottish Government and Audit Scotland Glasgow's D and E conditions are reported as D.

Scottish Government Definition - Suitability Glasgow City Council Convention A: Good – Performing well and operating efficiently (the school buildings and grounds support the A: Good – Performing well and operating efficiently (the school buildings delivery of services to children and communities) and grounds support the delivery of services to children and communities)

B: Satisfactory – Performing well but with minor problems (the school buildings and grounds B: Satisfactory – Performing well but with minor problems (the school generally support the delivery of services to children and communities) buildings and grounds generally support the delivery of services to children and communities)

C: Poor – Showing major problems and/or not operating optimally (the school buildings and C: Poor – Showing major problems and/or not operating optimally (the grounds impede the delivery of activities that are needed for children and communities in the school buildings and grounds impede the delivery of activities that are school) needed for children and communities in the school)

D: Bad – Does not support the delivery of services to children and communities (the school D: Bad – Does not support the delivery of services to children and buildings and grounds seriously impede the delivery of activities that are needed for children and communities (the school buildings and grounds seriously impede the communities in the school) delivery of activities that are needed for children and communities in the school)

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Appendix C

School Roll Projections based entitlement on

Education Services 21st February 2013

School Roll Projections

Actual Rolls Projected Rolls Establishment 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 St Brendan's Primary School 169 172 182 190 204 215 216 233 233 233 234 235

Garscadden Primary School 202 197 200 205 208 217 220 220 222 222 223 223 Yoker Primary School 111 117 123 128 133 143 147 151 153 154 154 155 Garscadden/ Yoker Primary Combined Roll 313 314 323 333 341 360 367 371 375 376 377 378 *Please note - the roll projections shown above are based on the 2011 School Roll Projections and have been moderated based on the 2012 data.

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Education Services Proposed New Catchment Area for Date: 25/02/2013 Scale: 1:10,000 40 John Street, Glasgow G1 1JL Garscadden and Yoker Primary Schools Prepared By: cameronl10 Ref: