Public Document Pack

YOUNG PEOPLE POLICY ADVISORY COMMITTEE

Date : Tuesday, 30th June, 2015 Time : 10.00 am Venue : Trelawny Room, Cornwall Council, County Hall, Truro TR1 3AY

Agenda

1. Apologies for Absence

2. Election of Chairman

3. Election of Vice-Chairman

4. Declarations of Interest

5. Minutes of the Meeting Held on 12 May 2015 (Pages 1 - 7)

6. Questions from the Public to the Portfolio Holder

An opportunity for Members of the public to ask a question to the Portfolio Holder. (A period of fifteen minutes is allocated for this purpose). Questions to be received by the Monitoring Officer by 12 noon on 25 June 2015.

7. Questions from Members to the Portfolio Holder

An opportunity for Members of the Council to ask a question of the Portfolio Holder. (A period of fifteen minutes is allocated for this purpose).

8. Children's Community Health Services Commissioning Arrangements (Pages 8 - 23)

9. Committee Work Plan (Pages 24 - 33)

10. HeadStart Kernow Update (Pages 34 - 42)

Cornwall Council, County Hall, Truro, Cornwall, TR1 3AY Tel: 0300 1234 100 www.cornwall.gov.uk 11. Education Impact Assessment on proposal for new Tertiary / FE Provision in North / North East Cornwall (Pages 43 - 83)

12. Oral Update from the Portfolio Holder

An opportunity for the Portfolio Holder to brief the Policy Advisory Committee on major issues they are working on and the content of their section of the Cabinet Work Programme.

13. Any Other Business that the Chairman Considers to be of Urgency

The Local Government (Access to Information) Act 1985 prohibits the consideration of any items which have not appeared on the agenda for the meeting unless the Chairman is prepared to certify that a proposed item is ‘urgent’. An urgent item dictates that a decision must be made and, if this is the case, it must be as a result of a formal written report. If urgent, the special circumstances which make it so must be spelled out to the meeting.

Richard Williams Monitoring Officer

Enquiries on this agenda to Vickie Hacking, Democratic and Governance Officer or email at [email protected]

Committee Membership

Liberal Independent Conservative Labour UKIP Mebyon Unaligned Democrat ( 3) ( 3) ( 1) ( 0) Kernow ( 0) ( 0) ( 3)

Councillors: Councillors: Councillors: Councillors: Councillors: Councillors: Councillors:

P Rogerson Hawken J Bastin H Toms (None) (None) (None) Batters Burden Evans Frank Heyward J Mustoe

Substitutes

Liberal Independent Conservative Labour UKIP Mebyon Unaligned Democrat ( 3) ( 2) ( 3) ( 0) Kernow ( 0) ( 0) ( 4)

Councillors: Councillors: Councillors: Councillors: Councillors: Councillors: Councillors:

Ekinsmyth May Dyer Atherton (None) (None) (None) Parsons Penny Gorman Kirk Sleeman J Thomas M Moyle Taylor Where a Member of a Committee is unable to attend a meeting he may arrange for a substitute to attend from his Party Group, drawn from the list of substitutes approved by the Council. The Democratic Services Officer nominated by the Democratic Services Manager to service a committee must be notified, normally by the Member of a committee to be substituted, orally or in writing of the substitution before the commencement of the meeting. If this requirement is not met, the substitute shall not be permitted to participate in the meeting. We want to ensure that your needs are met. If you would like this information in another format or language please contact:- Vickie Hacking, Democratic and Governance Officer, on 01209 614385 or e-mail [email protected] Agenda No. 5

CORNWALL COUNCIL

YOUNG PEOPLE POLICY ADVISORY COMMITTEE

MINUTES of a Meeting of the Young People Policy Advisory Committee held in the Trelawny Room, Cornwall Council, County Hall, Truro TR1 3AY on Tuesday 12 May 2015 commencing at 2.00 pm.

Present:- Councillors: P Rogerson (Chairman) Hawken (Vice-Chairman)

Batters, Evans, Frank, Heyward and Penny (for Burden).

Also in Councillors: Ekinsmyth and Wallis. attendance:- Apologies for Councillors: Burden, S Mann, H Toms and Williams. absence:-

DECLARATIONS OF INTEREST (Agenda No. 2)

There were no declarations of interest.

MINUTES OF THE MEETING HELD ON 2 APRIL 2015 (Agenda No. 3)

It was moved by Councillor Evans, seconded by Councillor Batters and

RESOLVED that the Minutes of the Young People Policy Advisory Committee meeting held on 2 April 2015 were correctly recorded and that they be signed by the Chairman.

QUESTIONS FROM THE PUBLIC TO THE PORTFOLIO HOLDER (Agenda No. 4)

There were no Public Questions or Statements received.

QUESTIONS FROM MEMBERS TO THE PORTFOLIO HOLDER (Agenda No. 5)

Two questions had been received from Members and they were noted as follows:-

Councillor Heyward questioned whether it was normal practice for a temporary building within a school to be purchased by the Council and planning permission to be applied for without the school being informed.

The Portfolio Holder for Young People advised that the situation referred to was complex and he confirmed that he would meet with her and the relevant officer outside the meeting to discuss the issue.

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The Access and Infrastructure Manager advised that the temporary building had been previously rented and due to the costs involved, the Council had purchased the building. It is usual in these circumstances to apply for change of planning permission, i.e. from temporary to permanent. The Access & Infrastructure Manager stressed that the building is still intended to be a temporary fixture on the school site and in the future will be able to be used for other school expansion schemes. The Council is meeting with the Headteacher and Chair of Governors to clarify of the school in relation to the purchase of the building and the change to planning permission.

Councillor Batters raised concerns in relation to the construction of the new classroom at Lanivet School and requested an update on the current position.

The Access and Infrastructure Manager responded on behalf of the Portfolio Holder for Young People and advised that the original building had been identified as needing a large amount of refurbishment and was included as part of the Council’s Schools’ Backlog Maintenance Programme. The school put forward a proposal to add their own funds to the Council’s funding to allow a new build rather than refurbishment. The contractor appointed by the school to undertake the building work had gone bankrupt and had left the site without completing the required works, prior the bankruptcy the contractor was significantly behind schedule for completion of the works. The Council has had to step in to ensure that the building can be completed so that children can return to the Lanivet School site for education as currently some are being taught in the village hall. The Council has had to provide significant additional financial and project management support to ensure the building is completed for the start of September 2015.

The Access & Infrastructure manager advised that any future proposals from maintained schools to undertake their own building works would only be approved if the works were deemed urgent and identified within the Schools Backlog Maintenance Programme and subject to the school appointing an approved contractor from the Council’s Framework.

SPECIAL EDUCATIONAL NEEDS (SEN) STRATEGY 2014-2016 (Agenda No. 6)

The School Improvement Officer – SEN outlined the report and highlighted the key points as being:-

i The Multi-Agency Board had been established and had been working well. The Terms of Reference were going to be amended to allow a representative from the Young Peoples Board to sit on the Multi-Agency Board;

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ii There were six work streams, each of which had their work monitored by the Board and there were clear details of how each if the work streams contributed to the strategic picture; iii The Strategy had been reviewed in Autumn 2014 following a change in legislation and would be reviewed on an annual basis.

The Portfolio Holder for Young People commented that there had been a huge amount of work completed in a very short period of time and the Council had been a Pathfinder and a Champion for the work completed prior to the schemes coming to an end.

It was moved by Councillor Frank, seconded by Councillor Evans and

RESOLVED that:-

The refreshed Special Educational Needs (SEN) Strategy 2014 – 2016 as attached as appendix 1, and the processes for the strategy’s ongoing monitoring and development be endorsed.

PROPOSALS TO INTEGRATE THE DELIVERY OF FRONT LINE COMMUNITY BASED CHILDREN'S HEALTH AND SOCIAL CARE SERVICES - EARLY HELP HUB (Agenda No. 7)

The Head of Service (Children's Early Help, Psychology and Social Care Services) outlined the context of the integration and advised that Members had endorsed the three strands of integration. Details in relation to the Early Help Hub and Services for Disabled and Young People where being considered by the Committee at the meeting, the third strand of integration for Children and Mental Health Services (CAMS) would be presented at a later date following the adoption of the CAMS Strategy by the Council. The Senior Manager for Early Help presented the report and outlined the following key points:-

i The project had been developed in collaboration with partners in the health sector, project support from the Communities and Organisational Design Directorate and Children’s Services; ii The Hub would be based in New County Hall and the staff were currently attending their induction in preparation for the Hub opening; iii The Hub would bring all the services together in one place and would allow a one front door approach as opposed to several entry points for both council and health children’s services; iv The Early Help Hub was made up of a number of representatives from a variety of areas which would allow for balanced and informed decision in relation to cases that would support the whole family in addition to the individual child;

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v Decisions in relation to cases would be made within 48 hours of assessment; vi Following decisions being made in relation to the support, the case details would be forwarded to the localities where the work would be delivered.

During the debate, Members raised the following comments and queries:-

i In response to a question in relation to Together for Families, it was confirmed that the Hub would be the entry point for Together for Families; ii Following concern being raised in relation to how issues would be reported back to Members, the Committee were advised that feedback would be sought from a variety of sources, including service users and professionals within the services. Issues raised could be reported back to the Committee. In addition Members were invited to visit the Hub themselves; iii Clarity was requested regarding how the Hub would feed into the localities and how services not covered by the multi-agency team would be commissioned; iv Following a query in relation to services that could not be allocated to the families, Members were advised that these services would be included in the pathway for the family, making the specific service easier to access; v In response to a query, it was confirmed that there was a variety of ways that children and young people could be referred to the Hub, including self referral by the individual, professionals, parents and young people; vi It was commented that the Hub would need wide publicity in places easily accessible to the public.

In response to issues raised within the debate, Members were advised that:-

i Evidence would be collated in relation to specific needs within the locality so services could be targeted; ii There were two areas that could impact on the service delivery within the Early Help Hub:-

1. Ongoing resource and budget pressures; 2. The two tendering processes that were being undertaken in respect of health.

The Portfolio Holder for Young People advised that:-

i There were legal constraints that prevented the tendering process being carried out as one joint tender. The tender criteria was robust and it was anticipated that this would assist in mitigating some of the risk from the two tender processes;

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ii On completion of the tendering process the lessons learned would be shared with the Committee; iii There were constraints placed on the tender process regarding joint tendering with partners and issues that arose from the process would need to be escalated and representations may need to be made to Central Government.

It was proposed by Councillor Batters, seconded by Councillor Frank and

RESOLVED that:-

1. The Committee be aware of the progress made to implement an Integrated Early Help Hub and be invited to make comment prior to it going live. 2. The next phase of integration work between the Council and community based children’s health services to develop multi- disciplinary locality early help teams across Cornwall be endorsed.

INTEGRATION OF SERVICES FOR DISABLED CHILDREN AND YOUNG PEOPLE IN CORNWALL (Agenda No. 8)

The Senior Manager for Disabled Children and Therapy Service presented the report and outlined the following key points:-

i The integrated service would provide wrap around provision for children and young people; ii There had always been an ambition to integrate the services but physically making it happen was difficult to achieve; iii Common policies and procedures would be in place across all the provision in Cornwall; iv Parents were in support of the proposals to integrate the services; v There would be a roll out of specialist training for parents, carers forums would be available to provide support and to allow parents to train parents; vi The aim of the integration was to provide all the needs of an individual in one setting, with the care wrapping around them rather than them having to relocate to an alternative short break provision.

In response to questions raised, Members were advised that:-

i It had previously been agreed by Members that a proportion of the capital receipts from the sale of a short break facility should be reinvested into the improvement and refurbishment of other Council owned short break facilities; ii Capital receipts went into a central pot and a business case had to be to made to the Council’s Investment Board Programme Board to access the capital receipt.

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The meeting adjourned from 15.20pm – 15.25pm.

It was moved by Councillor Penny, seconded by Councillor Heyward and

RESOLVED that the Committee:-

1. Discuss and comment on the progress of integration of services for disabled children and young people. Comments made will be collated and incorporated into the final design. 2. Support the timescale and progress for the integration of services for disabled children and young people in Cornwall.

It was further RESOLVED to Recommend to the Portfolio Holder for Young People that:-

Subject to a joint review, in the event that a decision be made to sell a Local Authority residential short break settings, the Committee agree to support the development of a business case to retain its capital receipt for approval by the Council’s Investment Programme Board and Cabinet.

ORAL UPDATE FROM THE PORTFOLIO HOLDER (Agenda No. 9)

The Portfolio Holder for Young People provided an oral update in relation to his Portfolio.

The key points raised were noted as follows:-

OFSTED

i A briefing note had been circulated highlighting that the criteria for achieving the same or a higher rating had been raised; ii The Council was currently rated as required improvement; iii The area regarding Children and Adolescences Mental Health Strategy was complex and there was the potential for this area to fall short of the requirements for a good rating; iv 73% of the total number of Councils inspected had received a ‘required improvement’ or ‘adequate’; v Members may be requested to provide comment for the OFSTED inspection; vi It was anticipated that there would be a heavy emphasis on the provisions in place to safeguard children and young people against Children’s Sexual Exploitation; vii Work was being undertaken by the Council to review options for combating Child Sexual Exploitation. One of the options being considered was looking at using civil law to disrupt potential perpetrator’s as the burden of proof was lower than in criminal proceedings. He advised that he had been to Birmingham to look at the work the Council there had been undertaking and would be happy to share the details with Members.

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In response to a question raised, the Portfolio Holder advised the Committee that the Service had carried out critical self evaluation in preparation for the up coming OFSTED inspection.

The meeting ended at 15.40 pm.

[The agenda and reports relating to the items referred to above are attached to the signed copy of the Minutes].

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Cornwall Council

,Report to: Young People Policy Advisory Committee

Date: 30 June 2015

Title: Children’s Community Health Services Commissioning arrangements Portfolio Area: Young People Divisions Affected: All Relevant Scrutiny Committee: Health and Social Care

Key Decision: Y Approval and Y clearance obtained:

Urgent Decision: N Date next steps can Normally 10 be taken: calendar days after (e.g. referral on of decision for Cabinet recommendation or implementation of substantive decision)

Appropriate pre-decision notification given where an Y / N executive Decision?

Author: Anna Mankee- Role: Head of Service Williams (Commissioning Performance and Improvement) Caroline Court Acting Director Public Health Sue Smith Programme Director for Delivery (NHS Kernow)

Contact: [email protected] /[email protected] / [email protected]

Recommendations:

1. To endorse the process Cornwall Council are undertaking to commission the portfolio of Children’s Community services.

2. To acknowledge the process NHS Kernow is undertaking to commission the Specialist and Targeted Children and Young People’s Community Health Service.

3. To note the arrangements between NHS England and Cornwall Council for the transition of commissioning responsibilities of the

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Health Visitor and Family Nurse Partnership service

1. Executive summary

The vision in Cornwall and the Isles of Scilly is that we strive to give every child the best start in life, enable all children and young people to maximise their potential and have control over their lives.

From 1st October 2015 the government has mandated that Local Authorities will take over responsibility from NHS England for commissioning of public health services for children aged 0-5. This marks the final part of the overall transfer of public health responsibilities to the Local Authority which started in 2013. These new responsibilities for Cornwall Council include:

• Health Visiting - The Health Visiting Service is a workforce of specialist community public health nurses who provide expert advice, support and interventions to families through pregnancy and into the first years of life, empowering parents to make decisions that affect their family's future health and wellbeing.

• Family Nurse Partnership – The Family Nurse Partnership programme (FNP) is a licenced, evidence-based, preventive programme for vulnerable first time young mothers and their families offering intensive and structured home visits, from early pregnancy until the child is two, and is delivered by specially trained nurses. It is based on evidence that the first two years of life have a long-lasting impact on a child’s future health, relationships and happiness. The FNP programme offers high intensity support through frequent structured home visits using practical activities and strength-based methods to change behaviour and tackle the emotional problems that prevent some mothers and fathers caring well for their child.

Current provision arrangements for Children’s Community Services

As a consequence of the NHS Transforming Community Services programme in 2011 Primary Care Trusts were required to divest themselves of any services which they commissioned. In Cornwall and the Isles of Scilly the affected Children’s services were placed into a host arrangement with a local NHS provider. The commissioning responsibilities of Primary Care Trusts were subsequently transferred to Clinical Commissioning Groups, NHS England and Local Authorities.

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The Council currently commission Specialist Speech and Language (SALT) Therapy services and School Nursing. NHS England commissions Health Visiting services and Family Nurse Partnership services, with the commissioning responsibility transferring to the Local Authority on 1 October 2015. NHS Kernow commission a number of specialist and targeted children’s community services including Child & Adolescent Mental Health services (CAMHS), Children’s Community Nursing and a Children’s Eating Disorder services to name a few.

Children’s Community Health Services are provided by a number of different organisations – the biggest, Cornwall Partnership Foundation Trust (CPFT) has a contract running until 31 March 2016 for the delivery of these services. This contract has already been extended and cannot be further extended. This is because hosting arrangements are legally unable to be indefinite under the rules of the Business Transfer Agreement, consequently NHS England would not approve this and the Council could be at risk of a procurement challenge if it decided to extend the novated contract. The Council must ensure best value for these services and so a procurement exercise must be undertaken.

The Children’s Health and Wellbeing review, with representatives from all commissioning organisations, commenced in March 2013. The objective was to develop a new vision for Children’s Community Health Services which improved both outcomes for local children and young people and the experience of their families/carers when accessing services. The value of the services in scope equated to circa(c) £22m.

Cornwall Council is commissioning on behalf of the Council for the Isles of Scilly.

Procurement of services

Following an extensive review, in November 2014 the Joint Strategic Executive Committee (NHS Kernow, Cornwall Council, NHS England and the Council of the Isles of Scilly) recommended that the children’s commissioners retain the commissioning function for those services for which they are currently responsible. The decision was ratified by all organisational bodies and consequently requires the Council to undertake (as it does now) the commissioning and procurement of School Nursing and Specialist Speech and Language Therapy.

Cornwall Council and NHS Kernow are working in collaboration wherever possible in the procurement of the portfolio of Children’s Community Services. A number of interventions have been put in place to ensure the two processes are aligned, these include:

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 holding joint weekly Hub meetings  cross referencing service specifications and Key Performance Indicators  representation on evaluation panels  evaluation questions jointly developed by the Council and NHS Kernow for inclusion in each Invitation to Tender  the Pathways group  potential alignment of the award date and mobilisation  same contract length

Cornwall Council and NHS Kernow have and continue to keep under review the opportunities to coordinate the communications to stakeholders. Where appropriate joint communications will be issued to reinforce the partnership approach.

Key procurement dates:

Cornwall Council

 27.04.2015 - CC issue Invitation to Tender (ITT)  26.08.2015 - DLT approval of contract award  September 2015 - Cabinet ratification of contract award  29.09.2015 - Award Contract  01.04.2016 - Contract start date (for all commissioned services)

NHS Kernow

 05.03.15 - Issue Invitation to Submit Outline Proposal (ISOP)  05.05.15 - Issue invitation to a Dialogue Stage  01.06.16 – issue Invitation to Submit Final Tender (ITSFT)  11.08.15 – NHS Kernow Governing Body ratify contract award recommendation  01.09.15 – Award Contract (under review for alignment purposes)  01.04.2016 - Contract start date for commissioned services

2. Background

There are approximately 115,300 children and young people age 0-19 living in Cornwall; the Isles of Scilly has around 380.

As a consequence of the NHS Transforming Community Services programme in 2011 Primary Care Trusts were required to divest themselves of any services which they commissioned. In Cornwall and the Isles of Scilly, the affected Children’s services were placed in to a host

Page 11 Cornwall Council arrangement with a local NHS provider. The commissioning responsibilities of Primary Care Trusts were subsequently transferred to Clinical Commissioning Groups, NHS England and Local Authorities.

The government has mandated that Local Authorities will take over responsibility from NHS England for commissioning of public health services for children aged 0-5 years from 1st October 2015. This includes:

 Health Visiting  Family Nurse Partnership

Under the Transforming Community Services transfer there was an agreement to review the Children’s Services – hosting arrangements are legally unable to be indefinite. Children’s Community Health Services are provided by a number of different organisations – the biggest, Cornwall Partnership Foundation Trust (CPFT), has a contract running until March 2016 for the delivery of these services. This contract has already been extended and cannot be further extended under the rules of the Business Transfer Agreement thus a procurement exercise must be undertaken.

The Council currently commissions Specialist Speech and Language Therapy services. The Council has responsibility for commissioning School Nursing services and is an associate to the contract with NHS Kernow which includes this service plus other health services in a block contract. NHS England commissions Health Visiting services and Family Nurse Partnership services and the commissioning responsibility transfers to the Local Authority on 1 October 2015.

The Children’s Community Health and Wellbeing review, with representatives from all commissioning organisations, commenced in March 2013. The objective was to develop a new vision for Children’s Community Health Services with improved outcomes for local children and young people and incorporating the experience of their families/carers when accessing services. The value of the services in scope equate to circa(c) £22m per year.

Following an extensive review, the Joint Strategic Executive (NHS Kernow, Cornwall Council, NHS England and the Council for the Isles of Scilly) has recommended that the children’s commissioners retain the commissioning function for those services for which they are currently responsible. The decision has been ratified by all organisational bodies and consequently requires the Council to undertake (as it does now) the commissioning and procurement of School Nursing and Specialist Speech and Language Therapy. Health Visiting and Family Nurse Partnership will be added when the commissioning responsibility transfers to the Council in October 2015.

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3. Outcomes/outputs

As part of the Children’s Community Health & Wellbeing services, the Council is committed to a shared vision and set of outcomes for children’s services. The commissioning of the services must be aligned to the following vision and outcomes:

Vision: “Strive to give every child the best start in life, enable all children and young people to maximise their potential and have control over their lives”.

Outcomes:

1. Deliver accessible and safe services on an equitable and consistent basis across Cornwall and the Isles of Scilly according to identified need.

2. Deliver long term opportunities and outcomes for our children and young people.

3. Deliver a service that focuses on early help and prevention, and provides innovative approaches that reduce escalation and support recovery.

4. Provide efficient, effective, flexible and responsive operational models of service that ensure value for money and align across health, social care and voluntary sector resources.

5. Achieve excellent health and wellbeing outcomes for children and young people that are amongst the best in Europe.

6. Ensure that where pathways involve different providers and services, that the linkages are robust, care delivery remains of a high quality and seamless to the child and their family.

7. Deliver high quality seamless pathways of care that identify, assess, treat and support children and young people, their carer’s and families when and where they need it.

8. Development of a digital strategy to ensure that all services take advantages of developing technologies to improve access, efficiency and service user experience.

Prioritise an increase in participation from children and families where they may be less likely to engage with services

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The future contracts will need to be in place and the provider(s) ready to deliver a service to reviewed and revised service specifications with clear and agreed key performance indicators by 1 April 2016.

4. Options available and consideration of risk

An initial options appraisal was prepared by the Council and taken to the Directorate Leadership Team for consideration in September 2014. A joint case for change and options document was prepared and considered by all four commissioning bodies (Cornwall Council, NHS Kernow, NHS England and the Council for the Isles of Scilly).

After a thorough evaluation of the risks involved, the Joint Strategic Executive Committee (JSEC) recommended on 17 September 2014 to its members to ratify in their own organisations that in order to progress the matter and to mitigate the financial, reputational and legal risks to the bodies involved, it would be appropriate for each commissioning body to remain responsible for commissioning their own services. In addition, each body would aim for, wherever possible, an aligned commissioning and procurement process and to look for opportunities to work closely with one another throughout the process.

The Cornwall Council-led procurement of its four services (Health Visiting; Family Nurse Partnership; School Nursing; and, Specialist Speech and Language Therapy) is being conducted under four phases – Pre procurement, procurement, mobilisation and implementation. Phase 1 has involved a wide range of stakeholder engagement and consultation to help develop the service specifications, market testing and the design of the procurement route. An open procurement route is being used and the Invitation to Tender (ITT) was issued on 27 April 2015. A contract is expected to be awarded in September ready for a contract start date of 1st April 2016.

Contract duration

The decision to award a contract with an initial duration of three years and the option for the Council to extend by two further 12 month periods (subsequently varied to provide an alternative option of extending by a single two year period if this is deemed preferable by the Council) has been made by the Education, Health & Social Care Directorate Leadership Team (EHSC DLT) and the Procurement Assurance Scheme (PAS). The decision is based on the following rationale:

1. It has been agreed with NHS Kernow (NHSK) to align the two parallel procurement processes to ensure consistency and clear pathways for children, young people and their families and to allow for potential future integration of commissioning. In this regard both NHSK and the Council contracts are set out as 3+1+1/+2

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years to allow for future integration. This is based on feed-back from the Potential Provider Information event and the soft market test.

2. More broadly, the flexibility of a 3+1+1/+2 arrangement recognises that the services within the ITT (except Specialist SALT) are part of the new commissioning responsibilities for the Council. The services are currently commissioned by NHS England (NHSE) and provided by Cornwall Partnership Foundation Trust (CPFT). The contract length is therefore a balance of being of sufficient overall length to attract potential providers but also giving the Council the flexibility to re-procure in further years if services need to be re- modelled in light of changing budgetary or service demands.

The Council commissioners with Legal advice have produced the terms and conditions which have been included in the Council ITT. These terms and conditions are based on the 2015/16 NHS Standard Contract.

Cornwall Council Tender

Specification

The specification consists of an overarching part with the four detailed service delivery elements for Health Visiting, Family Nurse Partnership, School Nursing and Specialist Speech and Language Therapy, concluding with common service conditions and key performance indicators. EHSC DLT members and their senior managers and other key professionals have contributed to the development of the specification.

Performance standards and improvement

The Council is seeking improved performance through the new specification. There are stretched targets for performance against the mandatory reviews as part of the 0-5 Healthy Child Programme (HCP). Greater emphasis is being placed on maternal mental health and activities to improve attachment and bonding in the perinatal period. We have also introduced new targets around oral health; mental health and obesity through the 5-19 HCP (i.e. school nursing).

Under the advertised conditions of contract, if the provider fails to meet or exceed certain key performance indicator (KPI) thresholds set out in the specification, the Council is permitted to make deductions from the payment due to the provider. These deductions will apply from the second quarter of the contract term onwards. In addition, if there is a failure to achieve the same KPI threshold in subsequent quarters, the Council is permitted, under the terms of the contract, to escalate its concerns to Monitor. Repeated failure to achieve the same KPI threshold will entitle the Council to terminate the contract.

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Further, it is a condition of the contract that the provider must achieve an overall CQC rating of Good or Outstanding from the third year of the contract onwards (subject to CQC assessment being carried out in that period). In addition, in the initial two years the provider must obtain an improvement (when taken together) in the CQC ratings awarded in respect of individual inspection areas or specific services (i.e. all ratings other than the overall CQC rating).

The tender evaluation is based on an 80% quality and 20% price ratio, focussing on:

 Quality of services (as per Ofsted and CQC criteria).  Outcomes of all children in Cornwall and the Isles of Scilly.  Integration between services.  Value for money.  Service user involvement in service development and monitoring of quality.  Families tell their story once.  Clear and understandable information and advice for children, young people and their families.  Safeguarding.  Access to support.  Community development.  Innovative use of technology.  Cultural fit.

Evaluation

EHSC DLT has approved an 80% quality and 20% price evaluation threshold which has been ratified by PAS. Evaluation Panels consisting of representatives from the Council, Health, Education, Voluntary Sector and Service Users have been established. A set of quality evaluation questions have been devised in collaboration with the Panel Members and supported by Procurement. The commercial evaluation will involve the costs of direct service delivery being calculated as a percentage of total contract costs and this will be scored on a comparative basis.

5. Proposed Way Forward

The Council is using an open tender process. Reasons for this are threefold:

1. The specification for the services is primarily mandated nationally and therefore would not require an alternative approach such as negotiated procedure. 2. The soft market test and potential provider event indicated a limited provider landscape.

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3. Allows sufficient time to ensure effective mobilisation of the new contract.

The ITT was issued on 27th April 2015 with a contract award date expected mid-September, subject to Cabinet approval. Bidders are currently compiling their tender responses which are due to be submitted to the Council on 23rd July 2015. These will be evaluated by a panel of experts with the aim of awarding contract in September 2015. The successful bidder will then work with the Council to mobilise the services for commencement on 1st April 2016.

The bidder response scoring the highest score will progress to contract award.

Following contract award the successful provider will begin mobilisation planning with the Council.

6. Implications

Implications Relevant Details and proposed measures to address to proposals Y/N Legal/Governance Y This report covers mandated services that the Council has a statutory duty to provide under the Health and Social Care Act 2012.

There are risks associated with the procurement process in that there could be a failure to receive unqualified tenders or tenders which are within the Council’s budget envelope. To mitigate this risk the 2015/16 NHS Standard Contract has been used as this was considered to be acceptable and known to the market.

If the procurement process is unsuccessful or is delayed there may be a requirement to negotiate an extension with the current provider and/or reduce the amount of time that the new provider has to mobilise the contract.

Failure to carry out a lawful procurement process exposes the Council to a risk of a procurement challenge.

Financial Y The total value of the current contracts is c£22million per year. The CCG commissions and contract manages c £13million and NHS England

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and Cornwall Council commission and contract manage c £9million of which c £2million is Cornwall Council’s existing schools nursing and speech and language therapy contracts.

The recommendation in this report does not present any additional risk to the Council over and above the normal risks presented through a procurement process.

The scope to align the procurement timetable where possible, and the governance and performance management of the contracts, following award, supports the intention to move to integrated commissioning across the NHS and the Council without exposing the Council to unnecessary financial risk.

Risk Y 1. Potential risk of Judicial Review and procurement challenge.

2. The 15/16 budget allocation was awarded on a “Lift and Shift” principle to support contracts in place and enable stability. Further to this CQUINS was included in the allocation as part of the recurrent contract value and DH have also announced that they will make available £2m to cover Local Authority commissioning costs for 2015-16 (it is not yet known if this will also be included in the 16/17 allocation). It is intended that an indicative allocation will be announced on or before the 9th December 2015 for the 16/17 allocation and there will be a 4 week consultation on this with the final allocation published in the New Year. For 16/17 it is proposed that this will be based on a population needs “fair share” formula. Until the indicative allocations are announced for 16/17 it is not known what the impact of these proposals will be for Cornwall and therefore at this time there is a risk regarding the amount of funds that are available for the services that needs to be procured.

3. Contract does not deliver what we want for children.

Page 18 Cornwall Council

4. We will see a higher than normal number of contract variations leading to unexpected cost or service changes once the contract is live due to the lack of detailed information about the transferring services (HV & FNP).

5. Whilst every effort has been made to try to ensure that the Council and NHS Kernow’s procurement processes align there is no guarantee that the contracts will either start at the same time or run for the same length. This is an inherent risk where there are separate contracts even if the commissioners’ intentions are aligned at the moment.

Comprehensive Impact Assessment Implications

Equality and Y Those affected by this proposal include: Diversity • Children • Parents • Pregnant and breastfeeding women • Children and families who are socioeconomically disadvantaged • Children’s health service staff (Provider) and LA commissioning staff As a result of service commissioning transferring to the Local Authority there will be opportunities, through integrated service delivery, for children to receive help earlier and from a range of services in order to improve their longer term outcomes. Possible negative impacts/risks: • Children, families and pregnant mothers may be concerned about the changes and the impact this may have on services. • Children’s health and wellbeing services staff may be concerned about the changes and the impact this may have on their work. Mitigations: • Service users and stakeholders have been consulted throughout the service review and their views are being used to shape future services. • Staff is also involved in the review process. • The LA project group has a communications strand and is developing a communication and involvement plan for staff, service users

Page 19 Cornwall Council

and stakeholders so that they may be involved in the process, kept informed and reassured with regards to future delivery.

Safeguarding Y Safeguarding children is a very important element of children’s health and wellbeing services. As a result of service commissioning transferring to the Local Authority there will be opportunities, through integrated service delivery, for children to receive help earlier and from a wide range of services. When commissioning responsibilities transfer to Cornwall Council, the service provider will be required to comply with the Councils Safeguarding Guidance for providers. Additional safeguarding requirements may be stated in the contractual terms and conditions. Requirements are based on the South West Child Protection and Safeguarding procedures and also Working Together to Safeguard Children https://www.gov.uk/government/uploads/system/u ploads/attachment_data/file/281368/Working_toge ther_to_safeguard_children.pdf

No negative risks have been identified as the services currently deliver according to the South West safeguarding procedures and will continue to do so.

Information Y Service user information and data will flow from Management the provider to the Maternity and Children’s data set held centrally. Anonymised data will then be reported to Cornwall Council. In addition, further data will be shared by the provider with Cornwall Council to enable monitoring of the performance and quality of service delivery.

Currently systems are in place for the above data flow, however, when the commissioning responsibilities pass to the Local Authority this will necessitate data being shared outside the NHS and data sharing protocols will be developed to ensure data safety.

The IS Strategy Manager is a member of the LAs project group and a work stream of the group focuses on IT, data and information safety issues. Data sharing protocols will be developed with the service provider.

Page 20 Cornwall Council

The contract terms and conditions for the new LA contract following procurement stipulate requirements for data protection and information management.

Cornwall Council is also taking advice from NHS England who is advising LAs nationally.

Community Y Children in Cornwall and their families will be Safety, Crime affected by these proposals. and Disorder There are economic and social arguments for investing in childhood. The Family Nurse Partnership estimated savings five times greater than the cost of the programme in the form of reduced welfare and criminal justice expenditures; higher tax revenues and improved physical and mental health (Department for Children, Schools and Families 2007) Cost–Benefit Analysis of Interventions with Parents. Research Report DCSF- RW008

Child poverty has short, medium and long term consequences for individuals, families, neighbourhoods, society and the economy. These consequences relate to health, education, employment, behaviour, finance, relationships and subjective well-being (http://www.jrf.org.uk/system/files/2301-child- poverty-costs.pdf.)

The Child health and wellbeing services aim to improve the above outcomes for children and to reduce the negative impact that child poverty has on their lives.

No negative community safety outcomes are anticipated.

Health, Safety Y The Marmot review showed that of c. 700,000 and Wellbeing children born in 2010, if policies could be implemented to eradicate health inequalities, then each child could expect to live two years longer (http://www.instituteofhealthequity.org/projects/fai r-society-healthy-lives-the-marmot-review)

Child poverty has short, medium and long term

Page 21 Cornwall Council

consequences for individuals, families, neighbourhoods, society and the economy. These consequences relate to health, education, employment, behaviour, finance, relationships and subjective well-being (http://www.jrf.org.uk/system/files/2301-child- poverty-costs.pdf.)

The transfer of the Family Nurse Partnership and Health Visiting service along with the procurement of these services and School Nursing in 2016 aims to improve lifestyles and long term health outcomes for children and their families.

No negative health, safety and wellbeing outcomes are anticipated.

Other N implications No other implications identified

Supporting Information

Appendices:

None

Background Papers:

None

All reports:

Final report sign offs This report has been Date cleared by OR not significant/not required Legal Mark Pearce 16-06-15 (if significant/required) Senior Legal Officer Finance Wayne Rickard 12-06-15 Required for all reports Equality and Diversity

Cabinet/individual decision reports:

Final report sign offs This report has been Date cleared by Head of Service Anna Mankee-Williams 19.06.2015

Page 22 Cornwall Council

Corporate Director Trevor Doughty 19.06.2015

Page 23 Agenda No. 9

Cornwall Council

Report to: Young People Policy Advisory Committee

Date: 30 June 2015

Title: Committee Work Plan

Portfolio Area: Young People

Divisions Affected: N/A

Relevant Scrutiny Committee: Scrutiny Management Committee

Key Decision: N Approval and Y/N clearance obtained:

Urgent Decision: N Date next steps can N/A be taken: (e.g. referral on of recommendation or implementation of substantive decision)

Appropriate pre-decision notification given where an N/A executive Decision?

Author: Vickie Hacking Role: Democratic and Governance Officer

Contact: [email protected] / 01209 614385

Recommendation that:

The Work Plan be approved.

1. Executive summary

The Policy Advisory Committee (PAC) Work Plan is informed by the Cabinet Work Programme, advice from Cabinet Members and officers and, where appropriate, Committee Members. Its content should include upcoming decisions to be made by the Cabinet or individual Cabinet Member, assistance with the development of future budget priorities, areas of policy development work to be undertaken and the review of work previously undertaken to inform future work, such as revisions to policies and budget implementation.

Work by the Committee must continue to be carried out within the available resources and be cognisant of the need for flexibility as new Page 24 Cornwall Council priorities emerge. This could include, for example, motions referred by the Council which must be dealt with within six months of their referral to comply with Constitutional requirements. Any potential for duplication of effort should be minimised to ensure efficient use of Committee time and in the case of a cross-cutting issue being identified, the Leader of the Council will determine which Cabinet Member and therefore PAC will lead on that issue.

It is proposed that PACs will receive the latest version of their Work Plans on a quarterly basis for discussion, amendments and additions as required. In approving the Work Plan, the areas of work and priorities for the Committee are confirmed, which can be amended as necessary depending on emerging priorities.

2. Background

The Work Plan is a useful tool for PACs in identifying, prioritising, conducting and reviewing their work. It is necessary for openness and transparency, planning of resources and providing links to Council priorities and the Cabinet Work Programme.

3. Outcomes/outputs

The PACs consider issues and assist with policy development, making recommendations to Cabinet, individual Cabinet Members or Council as appropriate. The intention of PACs is to provide reassurance to ensure that all options and implications have been considered prior to decisions being made. Their role is also one of promoting pre-decision scrutiny, including light touch challenge, and to review work that they may have previously undertaken. They have an internal focus, looking at Council functions and decisions. The Work Plans assist in delivering these objectives.

4. Options available and consideration of risk

The available options are to:

1) Approve the Work Plan as appended to this report. 2) Approve the Work Plan as appended to this report, with amendments as agreed by the Committee.

Risks associated with option 2 are that the Committee could fail to take into consideration the latest Cabinet Work Programme, Council priorities and upcoming areas of policy development or requests from the Cabinet or Council. In order to mitigate this risk, the Committee should be cognisant of advice offered by the Cabinet Member and officers in this regard. The Committee also needs to recognise there are reduced

Page 25 Cornwall Council resources across the organisation and, as such, should be very clear on the objectives and expected outcomes of any further work requested.

5. Proposed Way Forward

Option 1 is the recommended option.

The Committee is asked to take into consideration the latest Cabinet Work Programme as published on the Council’s website, advice from Cabinet Members and officers regarding upcoming priorities/areas of policy development work to be undertaken and requests from the Cabinet or Council for reports or consideration of Motions.

In determining further areas of work the Committee is asked to be clear on objectives and expected outcomes and to confirm its priorities to ensure that resources are identified and allocated accordingly.

6. Implications

Implications Relevant Details and proposed measures to address to proposals Y/N Legal/Governance N There are no legal implications arising from this report. Legal implications may arise from specific pieces of work undertaken/reports received by the Committee and any recommendations that it subsequently makes. If this is the case, these will be assessed at the relevant time.

Financial N There are no financial implications directly relating to this report. Individual reports being received by this Committee will be required to consider resources and financial impacts prior to the Committee making recommendations to the decision maker.

Risk Y The Committee’s Work Plan should be realistic and recognise the resource implications involved in progressing areas of work given the Authority’s decreased staffing resource. Risks are articulated in section 4 of the report. In addition, failure to have a realistic Work Plan will give rise to risks associated with delivery of the items identified in the Work Plan which may in turn result in reputational damage. The controls

Page 26 Cornwall Council

the Council has in place should prevent any more substantive risks arising.

Comprehensive Impact Assessment Implications – a Comprehensive Impact Assessment is not required for this report. It is expected that individual report authors will complete a Comprehensive Impact Assessment at the time of Committee consideration.

Other N There are no other implications directly implications relating to this report.

Supporting Information

Appendices:

Appendix 1 – Work Plan.

Background Papers:

None.

Approval and clearance of report

All reports:

Final report sign offs This report has been Date cleared by OR not significant/not required Legal Matt Stokes 11/3/15 (if significant/required) Finance Neil Kirkland 11/3/15 Required for all reports Equality and Diversity None.

Page 27 Young People PAC Work Plan Agenda No. 9 Appendix 1 Date Formal Item Lead Officer/s Notes

3 February 2015 Review of oversubscription Jane Agreed at the CYP PAC on the 6 Oct criteria for concessionary rider Black/Sharon that a Review of oversubscription seats. Hindley criteria for concessionary rider seats to be placed on Committee Workplan for appropriate PAC. Highlight Transport PAC as and when

Removed from Work Plan as resolved.

Together for Families - Phase 2 Charlotte Hill Need to also invite Adult Care and also the Communities PAC members as it is Page 28 Page a cross cutting programme.

Moved to April meeting

2 April 2015 Proposed review of the Jane A report outlining mechanism for assessment of routes for those Black/Sharon assessing passenger route. pupils travelling to school Hindley following Passenger Route Assessments.

Together for Families - Phase 2 Charlotte Hill Need to also invite Adult Care and also the Communities PAC members as it is a cross cutting programme. Going to Cabinet in March Issue arising from the Post 16 Jane Black CYP PAC on the 16 September 2014 Education Survey after RAAS Board meeting in Oct (8).

1 As at 22 June 2015 Committee Work Plan. An opportunity for the Committee to formally review the Work Plan and provide comment.

12 May 2015 Special Educational Needs Jane Black The Strategy being launched in April (SEN) Strategy 2014 - 2016 2014 – anticipated that the Strategy would be reviewed in a year’s time i.e. April 2015 Proposals To Integrate The Jack Cordery/ Went to CYP Formal on the 28 Nov Delivery Of Front Line Alison Cook 2014 – agreed that next stage (Phase Community-Based Children’s three) to come back to the PAC in due Health And Social Care Services course. – Phase III. This is divided into Will come as three separate reports – three areas: lead officers are Jack/Alison.  Early Help Page 29 Page  Special Educational Needs and Disabilities (SEND)

30 June 2015 Children’s Community Health Anna Mankee- Public Health Transition Commissioning. Services Commissioning Williams / Nick Arrangements Hayden Committee Work Plan An opportunity for the Committee to formally review the Work Plan and provide comment.

Head Start Kernow Update Charlotte Hill Children dealing with mental health issues Education Impact Assessment Jane Black / Following the resolution from the on proposal for new Tertiary /FE Sharon Hindley Localism PAC – a report is required to Provision in North / North East look at the impact of a tertiary Cornwall.

2 As at 22 June 2015 16 July 2015 – Services to Schools Jane Black Services to Schools is provisional Extraordinary Meeting scheduled to be on the Cabinet agenda for the 23 July 2015, therefore an extraordinary PAC Accessibility Strategy Jane Black Scheduled to be considered by Cabinet /Julie Le on the 23 July 2015 Masurer/Sandra Page

8 September 2015 Integrating of Health and Social Anna Mankee- The purpose of the paper is to seek Care – Commissioning Williams agreement for NHS Kernow and Cwll Cross cutting! Council to a joint commitment towards the integration of commissioning for all age health and social care services. Page 30 Page (May be removed from the Work Plan) Review of School Places Sharon Hindley A report to outline the LA’s approach to Strategy school places planning and identifies the priority areas for additional school places and / or schools.

Review of the assessment of Jane Following the report setting out the routes for those pupils Black/Sharon methodology in relation to the travelling to school following Hindley assessments, this report will set out the Passenger Route Assessments. outcome of the assessments.

27 October 2015 Committee Work Plan An opportunity for the Committee to formally review the Work Plan and provide comment.

11 December 2015 Post 16 Transport Consultation Sharon Hindley

3 As at 22 June 2015 9 February 2016 Committee Work Plan An opportunity for the Committee to formally review the Work Plan and provide comment.

Cross cutting Issues – involvement of the PAC and timescales to be identified by the lead PAC 12 April 2016

Unscheduled Items Early Help Strategy - Action Jack Cordery / Once Strategy agreed – bring the Plan Bernie Doyle Action Plan to deliver the strategy to a future PAC – Is there an anticipated date? Budget decision implications Requested by Members at the informal session in Feb Ofsted Readiness Requested by Members at the informal

Page 31 Page session in Feb Proposals To Integrate The Jack Cordery/ The third part of a report that was Delivery Of Front Line Alison Cook presented to the PAC in May. This Community-Based Children’s report will be scheduled following the Health And Social Care Services – Phase III.  Comprehensive CAMHS Phase 2 – Residential Short Jack Cordery / Details required Breaks Yvette Yates

4 As at 22 June 2015 Potential Cross Cutting Items for Children and Young People PAC

Formal Development of SEND Jane Black Invited HAPAC CYP PAC Strategy /Julie Le Masurer t.b.c. Formal CAMHS Strategy Discussed as part of CAMHS (formerly k/a Emotional select committee. Not need to Well Being and Mental come to PAC but any issues Health Strategy?) identified from the Scrutiny process to be added to CYP Work Plan. – Looking at dates in July. Jan Formal Children’s Services Anna Mankee- Went to Informal PAC on the 16 HSCSC

Page 32 Page 2015 Review (previously k/a Williams Jan – Briefing note to the Children’s Health and Informal CYP on 31 Oct. Going Wellbeing Review) to HOSC 16 Jan 2015. t.b.c. Child Sexual Following on from Rotherham HSCSC Exploitation report, has been proposed as a potential item for the HSCSC. HSCSC to decide if to include on their Work Plan at their meeting on the 18 Nov. member briefing taking place on 20 and 26 March. Inquiry day scheduled to take place in early June.(date to be confirmed) Inquiry Day taking place in June. t.b.c. Corporate Safeguarding Awaiting response to the Reputation & report. Governance route to be Performance PAC agreed at a later date but will not be an issue for CYP Highlighted to CYP and HAC PAC Members – 5 As at 22 June 2015 *The lead PAC to identify what, if any, action to be taken – it is also the lead PAC that determines the time frames – need to be careful about work being undertaken which has nowhere to go/could be out of date and just sits in the ether. Page 33 Page

6 As at 22 June 2015 Agenda No. 10

Cornwall Council

Report to: Young People Policy Advisory Committee

Date: 30 June 2015

Title: HeadStart Kernow Update Report

Portfolio Area: Young People

Divisions Affected: All

Relevant Scrutiny Committee: Health and Social Care

Key Decision: N Approval and Y clearance obtained:

Urgent Decision: N Date next steps can Normally 10 be taken: calendar days (e.g. referral on of after decision for recommendation or Cabinet implementation of substantive decision)

Appropriate pre-decision notification given where an Y / N executive Decision?

Author: Richard Head Role: Programme Lead

Contact: 01872 324345/ [email protected]

Recommendations: To update the Committee on the progress of the Big Lottery Funded HeadStart programme (Phase 2) promoting resilience for 10-14 year olds and seek support as follows:

1. Continue to support the development of HeadStart Kernow throughout the current Phase 2 pilot.

2. Update the committee regarding the confirmation of an extension to the current delivery phase ‘til July 2016

3. Support partners to develop during 2015/16 a Phase 3 proposal to the Big Lottery Fund to extend the HeadStart programme for 5 years and achieve the ‘bar’ required to access several million pounds in additional resource.

4. Consider links with other relevant activity such as the CAMHS strategy, Page 34 Cornwall Council

Early Help, Together for Families.

1. Executive summary

The Council is the accountable body and is responsible for the delivery of the BIG Lottery’s, Fulfilling Lives’ HeadStart Programme known locally in Cornwall as HeadStart Kernow which has been delivered in partnership with a range of public and voluntary and community sector providers. Partnership responsibility currently resides with the Children’s Trust Board.

HeadStart Kernow is preparing for an extension (from Dec ‘15 – July ’16) to align delivery windows with the education calendar giving greater time to embed and deliver current activity. This will also allow HeadStart Kernow to prepare for transition into ‘Phase 3’ which is likely to involve a broadening of the pilot areas into a Cornwall-wide approach, building on both local and national learning from the current phase of activity.

It is essential that the delivery of this complex programme aligns with wider partnership and organisation strategies and is recognised as an opportunity to support service transformation. A key aim of the programme is to effect System Change, increasing accessibility and developing a resilient system that supports our young people, their families and communities and exploits the potential for reducing costs across the public sector.

This report aims to update members of the national programme and its objectives and seek the mandate to develop the next phase of activity in relation to a full, 5yr roll-out.

2. Background

Working with 10-14 year olds, HeadStart Kernow supports the building of resilience for young people at a time when half of all life-long mental health issues begin to show signs of developing.

Enabling young people and families to recognise their emotions, have trusted adults either within the family, school or community to whom they can turn in crisis and for support, and a knowledge of a variety of resources to help them find alternative strategies will lead to an overall improvement in the wellbeing of young people and enable them to better access learning and wider development.

A successful bid for Phase 3 will firmly link HeadStart Kernow with objectives around system-wide resilience.

Page 35 Cornwall Council

Media interest has continued with television, Radio and written media articles and the CAPH Chair (HSK Board member) for the second time this month.

The ‘HeadStart Programme’ is one of the BIG Lottery’s flagship strategic priorities and develops a concept that inputs into the current cross party supported aim to develop parity of esteem between mental and physical health, drives system change and saves money across the public sector. The programme requires this to be done in a collaborative and co- productive way, utilising the skills of a wide range of partners and in conjunction with Young People.

HeadStart Kernow aligns directly with each of the strategic themes identified in Cornwall Council’s strategy (2015-2019) with the following areas all applicable to vision being developed:

1. Ambitious Cornwall 2. Engaging with our communities 3. Partners working together 4. Greater access to essentials for living 5. Driving the economy 6. Stewardship of Cornwall’s assets 7. Healthier and safe communities 8. Being efficient, effective and innovative

HeadStart objectives also align with the following local strategic priorities and Boards;

 Health and Wellbeing Board Strategy  NHS Kernow Integrated Plan  Devon & Cornwall Policing Plan & Strategy (Cornwall)  Living Well (Pioneer)  Public Sector Group objectives  Children’s Trust Board  Safer Cornwall Partnership Board  Police and Crime Commissioner  Local Enterprise Partnership Strategy  Raising Aspiration and Achievement Strategy

The Board has previously received information relating to the HeadStart Kernow Phase 2 project which is being tested in Locality 1 and Locality 6; this is the latest position for each work-stream:

3. Outcomes/outputs

HeadStart Kernow - Thrive

Page 36 Cornwall Council

The Thrive Approach draws on collective expertise in social work, family therapy, counselling, psychotherapy, education advisory and inspection work in schools to create an approach that draws on up-to-date research and best practice. This approach builds on work some schools have already done using Thrive and HeadStart Kernow is testing the potential of a whole school approach and how it may be applied beyond the school gate to achieve a common understanding of emotional resilience at home and in the community. The approach includes whole school training (2- 3hr), Practitioner training (10days for 1 person per school = 1 per extra 100 children) and a digital resource.

Primary Delivery is well under-way with the first cohort of 24 practitioners (16 schools) over half-way through their training and already active, whole class screening taking –place and with over 65 individual assessments undertaken. The second cohort has just begun and 2 further cohorts are diarised for delivery beginning in September.

We expect to be engaging with all Secondary schools in the test areas and are funding the training of 10 adolescent practitioners (2 per School). At least 2 secondary schools are in discussion about identifying additional internal resource to increase their number of practitioners. Initial training feedback from recipients is very positive. See attached.

HeadStart Kernow - Community Workforce

Our workforce is split into co-ordinator and facilitator roles exploring how best to utilise a human resource to facilitate increased resilience across the system. What has become immediately apparent is the value and the necessity of having a co-ordinator function at locality level. These roles have developed strong, useful relationships with schools, internal and external agencies. There are valuable in providing support across the connectors that join culturally different organisations and are enabling the engagement of individuals and schools which until their recruitment, had proved challenging.

The facilitators are working in group and 1-2-1 situations utilising pre- existing skills aligned with the knowledge, skills and tools provided by Thrive.

Reflecting our joined up approach and bringing together two of Cornwall’s Strategic Programmes; one of each of these posts are co-funded by HeadStart Kernow and Together for Families providing a strategic approach to delivery and informing the phase 3 bid.

HeadStart Kernow -Digital

This work-stream is being led by Kooth, one of the HSK Board members, with young people involved and is currently concentrating on a co-

Page 37 Cornwall Council ordinated approach to accessing digital resources. We are working closely with the Family Information Service in their development of ‘Youth Cornwall’, Young People Cornwall and ‘Mind your Head’ and Public Health/Healthy schools team regarding the launch of ‘Savvy’ (the new name for ‘EEFO’) to ensure that the offer is coherent and inter-connected. We have also developed a safe space for young people to extend conversations that they might have begun face-to face and an extended area on the Kooth site to explore conversations around HeadStart. . This has included a live forum delivered on a Monday evening. Demand has seen this increase to also run on a Wednesday and Friday evening. (See attached).

Our intention is to have a comprehensive offer for young people and to focus our attention on the way that young people interact with technology and how we can use that to improve their resilience.

“Working Together” with Young People

Young people have told us to get clearer with our language when working with them. ‘Working together’ is how they described ‘co-production’. This work-stream is being led by Young People Cornwall and involves young people co-designing, evaluating and directing the development of the work. We have moved forward in developing an approach that will ensure members of the general school community, and those from more vulnerable cohorts can access HSK and be part of shaping its future governance and the development of our Phase 3 bid. YPC are supporting 2 young people to engage with HeadStart nationally through the national ‘HeadStarters’ programme. Additionally it is of note how highly respected our young people have been on the national stage, contributing on every occasion with aplomb and flying the flag both for their individual school and for HeadStart Kernow

HeadStart National Meeting

Two members of the HeadStart Kernow Partnership Board attended the National Meeting in London last month, accompanied by a Teaching Assistant from Anthony School who is currently undertaking Thrive training and two young people from our Young People’s Board. The event was organised by our support partners ‘Boing Boing’ and ‘Young Minds’, and was used to ensure a common approach, share learning and expertise and allow us to inform the future development of the programme. We continue to be impressed at the responsiveness of the Big Lottery to both local and national learning.

James and Amy presented at this event, including an interview of our programme lead utilising puppets!

Page 38 Cornwall Council

Evaluation

HeadStart Phase 2 is a `test and learn’ phase required by Big Lottery to identify what is needed locally and how this is being applied and to what effect. It is dependent on collaborative working and ensuring young people are an integral part of the process. We continue to develop work with the national evaluation team, a collaboration between the Evidence Based Practice Unit at the Anna Freud Centre and UCL (strategic lead), the University of Manchester (data lead) and Common Room Consulting (young people and family engagement).

4. Options available and consideration of risk

The detailed programme for Phase 3 delivery is at the beginning of its development with a comprehensive consultation with senior leaders and young people beginning this month. Consideration will also be given to evidence from this phase of activity, evidence from other national HeadStart partners and international experts involved in the programme.

Partners are supporting the development and we are also keen to incorporate feedback from young people and their families who have benefited from Phase 2 of the programme.

5. Proposed Way Forward

HeadStart Kernow continues in its implementation and its potential to inform other system change activity relating to emotional and mental health, community resilience, raising attainment and achievement and reducing risk of the onset of mental health conditions.

The committee are asked to identify additional opportunities that can be considered in relation to a Phase 3 bid and confirm their ongoing support for the approach.

A risk register is in place and actively monitored by the Partnership Board to ensure that interim arrangements are managed within the existing budget and focus on delivery of the agreed targets within the Phase 2 delivery period is maintained.

6. Implications

Implications Relevant Details and proposed measures to address to proposals

Page 39 Cornwall Council

Y/N Legal/Governance It is not anticipated that there are any legal implications to the proposals set out in this paper.

The delivery of the HeadStart Kernow is not mandatory or statutory but there are significant political, reputational and financial benefits to successful application and delivery. More importantly an opportunity exists to positively impact on the long-term outcomes for our young people.

Financial Current delivery has brought an investment of £500,000 into the county. We expect the Phase 2 extension to attract an addition £300-350,000. At this stage there are no financial implications linked to the proposal for Phase 3. Early indications are potential investment opportunities of up to £10,000,000.

The Council’s financial regulations and procurement procedures are adhered to by the Programme. A proposal for Phase 3 that attracts financial investment would follow the Council’s investment programme board (IPB) procedure, whereby the proposal would first be considered by EHSC directorate leadership team before going on to the IPB for consideration.

Risk HeadStartKernow is overseen by a Partnership Board (see Appendix 2) consisting of Commissioners, Public Health, Police, Voluntary Sector, CASH and CAPH. We are continuing to develop a “Mirror Board” of Young People who through their involvement so far, have developed a level of expertise about the programme, its aims and objectives. A Programme Lead working for the Accountable Body (Cornwall Council) co-ordinates the delivery of the work-streams and meets weekly with partners to continually drive the programme. The partnership manager maintains the programme risk register (Appendix 3) which in turn populates SPARNET

Comprehensive Impact Assessment Implications

Equality and There are no specific E&D implications from the

Page 40 Cornwall Council

Diversity proposals included in this report.

However due to the nature of the programme it is likely to provide additional insight into families circumstances which could improve our understanding of inequalities and inform improvement in narrowing gaps and access to support.

A CIA will be developed as part of the phase 3 strategy. Safeguarding The expansion of HeadStart Kernow could increase the number of young people and families identified as having low level emotional development and resilience leading to a positive impact on the awareness and access of services for families and on safeguarding arrangements.

Information The success of a scaled up programme will be Management achieved through effective information management and data sharing and partners will need to agree a protocol as part of the development of the strategy and comply with relevant legislation.

Community HeadStart Kernow’s community delivery could Safety, Crime impact on community safety issues and a strategic and Disorder perspective on this that cuts across all aspects of the programme will ensure a continued focus on this area.

It is important that a joined-up approach is developed to ensure referral / risk assessment and engagement processes are structured appropriately and can be captured within performance management and reporting.

Health, Safety The potential expansion of the HeadStart Kernow and Wellbeing would have a positive impact on health, safety and wellbeing by increasing the resources available to work with existing services supporting families in Cornwall.

In addition, the requirement for increased communication should have a positive impact on joined up working, decision making and the opportunity to discuss shared budgets and joint provision.

Page 41 Cornwall Council

Other No other implications have been identified. implications

Supporting Information

Appendices:

None

Background Papers:

None

All reports:

Final report sign offs This report has been Date cleared by OR not significant/not required Legal Michael Dooley 10-06-15 (if significant/required) Finance Wayne Rickard 12-06-15 Required for all reports Equality and Diversity

Cabinet/individual decision reports:

Final report sign offs This report has been Date cleared by Head of Service Anna Mankee-Williams 19.06.2015 Corporate Director Trevor Doughty 17.06.2015

Page 42 Agenda No. 11

Cornwall Council

Report to: Young People’s Policy Advisory Committee

Date: 30 June 2015

Title: Education Impact Assessment on proposal for new Tertiary / FE Provision in North / North East Cornwall

Portfolio Area: Young People

Divisions Affected: All

Relevant Scrutiny Committee: Management Scrutiny Committee

Key Decision: Y Approval and Y / N clearance obtained:

Urgent Decision: N Date next steps can Normally 10 be taken: calendar days (e.g. referral on of after decision for recommendation or Cabinet implementation of substantive decision)

Appropriate pre-decision notification given where an Y / N executive Decision?

Author: Jane Black Role: Head of Service, Learning and Achievement

Contact: [email protected]

Recommendations:

1. The Young People’s Policy Advisory Committee review and comment on the independent education impact assessment report produced by Click in relation to the development of new dedicated 16 – 19 tertiary provision in East Cornwall.

2. The recommendation set out in the Educational Impact Assessment (Appendix 2) be noted.

1. Executive summary

Page 43 Cornwall Council

Local authorities are under a statutory duty to secure sufficient suitable education and training provision for all young people aged 16 to 19 and for those up to age 25 with a learning difficulty assessment (LDA) or Education, Health and Care (EHC) Plan in their area. To fulfil this, local authorities need to have a strategic overview of the provision available in their area and to identify and resolve gaps in provision. In addition Local Authorities must make available to all young people aged 13-19 and to those up to age 25 with an LDA or EHC plan, support that will encourage, enable or assist them to participate in education or training.

In 2014, Truro and Penwith College approached Cornwall Council regarding the purchase of a piece of land to develop a new tertiary provision centre in the East of Cornwall. To meet the continuing growth in demand for places by students who live in the North and East of Cornwall, Truro and Penwith College wishes to increase its provision closer to where the greatest new demand exists; to better serve learners seeking to access the college from these areas who have the longest and most difficult journeys to and from college.

At the same time, but not in conjunction with, the Council commissioned, on behalf of the Raising Aspiration and Achievement Strategic (RAAS) Board, an independent review of education outcomes for 16 – 19 year olds in Cornwall. Whilst the review recognised some excellent provision in schools, colleges and work based learning providers it also highlighted an unacceptable variance in outcomes for young people post 16 ranging from outstanding on some measures in a few providers to the lowest decile nationally in others. Importantly the report also highlights that:

‘whilst schools, colleges and providers cannot be told what they should do, as collective guardians of 16 – 18 education and training , urgent consideration must be given to whether the current arrangements in Cornwall add up to a world class system that truly serves the best interests of every young person’

At the presentation of the 16 – 19 review to the Young People Policy Advisory Committee on the 2nd April 2015 concerns were raised by the Committee in relation to the potential impact of new tertiary 16 – 19 provision at the Callywith Gate site in Bodmin upon school sixth form provision in and around the local area and the wider East Cornwall.

Concerns were then also raised at the Localism Policy Advisory Committee to which the proposal regarding the sale of the land to Truro and Penwith College was taken. Members felt they needed more information before they would be able to make a decision on whether the land should be sold to Truro Penwith College and following discussions with the Young People’s Policy Committee members

Page 44 Cornwall Council

wanted more information on the potential impact on local education providers should new tertiary provision be situated in the Bodmin area.

As a result, the Council commissioned an independent impact assessment of the proposal from Truro Penwith College to purchase the land identified in Callywith Gate. The completed assessment would provide an analysis of the strengths and weakness of the proposal in the context of education outcomes for pupils, the Council’s statutory duty in respect of post 16 provision and wider strategic plans. The report at Appendix 2 provides the full impact analysis to support any decision making by the Council regarding the sale of land for the purpose of FE tertiary provision.

2. Background

The Council has a statutory duty to secure sufficient suitable education and training provision for all young people aged 16 to 19 and for those up to age 25 with a learning difficulty assessment (LDA) or Education, Health and Care (EHC) Plan in their area as identified above.

Furthermore, teams of Ofsted inspectors are inspecting local authority arrangements for supporting school improvement. This is a targeted rather than universal inspection regime. These inspections will determine whether Councils are providing the right level of support and challenge to schools in their jurisdiction as well as promoting high standards and fair access to educational opportunity for all their children and young people.

The Council was approached by Truro and Penwith College in 2014 regarding the sale of land at Callywith Gate, Bodmin to accommodate the College’s expansion plans. Truro and Penwith College wishes to expand in response to a growing demand from students and will require additional capacity to accommodate this demand to be in place for the start of the 2017 academic year.

It is important to note the following:

 learners and parents can and do choose and decide where to study  Truro and Penwith College as an independent provider make their own decisions on whether or not to expand and where that expansion would be.  The Council’s Cabinet will make the decision on whether or not to sell the land at Callywith Gate to the College.

It is also important to note that should the Council decide not to sell the land, it is highly likely that they will:

Page 45 Cornwall Council

 buy another piece of land that will serve North and East Cornwall and expand their provision as a result.  Or, expand on land already owned by the college in Truro.

If the College does not expand, Truro and Penwith College have advised that they will have to introduce rationing of provision and this is likely to affect students living in the North / East of the county most.

In October of 2014 the outcomes of the 16 – 19 review were presented to the Raising Aspiration and Achievement Strategic (RAAS) Board. In recognition of the need to address the issues highlighted in the review the Board supported the exploration of the two key recommendations which included:

i. Creation of new dedicated 16 – 18 provision/s ii. Collaborative partnership working.

The Board was also in support of the Cornwall Sixth Forms Together (CSFT) improvement plan presented to them in January 2015. The Council is currently recruiting to the role of Senior School Improvement Officer (Secondary) which will lead on the delivery and improvement of education for children and young people aged 16-19 years old. The post will identify, develop and sustain effective partnerships with all education providers, provide support and challenge for the CSFT improvement plan, ensuring improved outcomes for children and young people.

3. Outcomes/outputs

As set out in the 16 – 19 review ‘as collective guardians of 16 – 18 education and training , urgent consideration must be given to whether the current arrangements in Cornwall add up to a world class system that truly serves the best interests of every young person’.

In line with statutory duties the Council must ensure that sufficient suitable education and training provision for all young people aged 16 to 19 and for those up to age 25 with a learning difficulty assessment (LDA) or Education, Health and Care (EHC) plan.

As a key outcome, the Council wants all young people in Cornwall to be able to make informed choices and have fair and equal access to the highest quality education, training and employment opportunities of their choice.

To ensure the impartiality of appointment and sector knowledge of any appointed consultant to under the impact assessment, a brief outlining the scope of the work required was advertised on Tenders in Cornwall

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on 7th May 2015 with tender submissions due by close of play on Friday 15th May. A copy of the brief can be found at Appendix 1.

The tender put out identified that an award would be made on an 80/20 price / quality allocation. This is usual when tenders are required where a pre-determined cost is allowed for work required, in this case £5,000.00. Before appointment, the consultant was asked if they had ever worked for any education establishment in Cornwall, school based or college based; this question was asked formally to ensure that a completely non-biased report was submitted. The Council received a no to this question, so the appointment proceeded.

The consultant appointed to undertake the impact assessment is Lynne Craig from Click CMS who has experience in FE and school based provision and is a current serving Chair of Governors. Please see below a statement from the Tender Submission as to Lynne’s background and suitability for completing the Impact Assessment;

Lynne has had a very effective career in leading a large successful FE college. She is passionate about quality improvement and joined the senior management team in order to drive the processes that would move the college from an Ofsted satisfactory grade. Relentlessly results and student focused, she has led the improvement on quality through a variety of rigorous performance management initiatives, resulting in a Good with Outstanding features grades in 2008 and 2013 and during that time success rates increased by 20%. Her experience has been built on the foundations of being a grade 1 lecturer and developing key teaching and learning strategies. Strong leadership skills have been demonstrated through Chair and Vice Chair roles on school governing bodies, and completing path-finding projects such as a college merger, and the opening of a 14-16 centre. Vision for the future of FE has materialised through the design of a new campus and the implementation of STEM and Online learning strategies. Recognition of her skills has resulted in posts on a variety of National bodies such as the AoC quality and technology groups and election as chair of the South West Peer Confederation and the LSIS Council

A substantial document library / evidence list was submitted to the Consultant to inform the report. Please see Appendix 3 for the full list of documents provided, which include copies of correspondence from interested / concerned parties and education establishments.

The detailed reported submitted by Lynne Craig on the Impact Assessment of the proposed development of new tertiary provision in the Bodmin area can be found at Appendix 2.

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4. Options available and consideration of risk

The detailed impact analysis of the creation of a new FE tertiary provision in the East of Cornwall and the potential impact upon current school sixth form provision in the area can be found at Appendix 2 of this report. The analysis should be taken into consideration alongside the statutory duties of the local authority.

It is evident there are risks attached to both supporting and opposing the land sale to Truro and Penwith College by way of limiting the choice of post 16 educational opportunities for students and parents in the North and East of Cornwall.

Lynne Craig, the Author of the Impact Assessment makes the following recommendation;

“As a result of the evidence that I have studied for this report, I feel that the result of introducing a new FE campus into the East Cornwall region would be to provide more positive than negative impacts. The evidence relating to standards show that students studying at the college are getting better examination results than their peers in the local schools. A reduction in the travel time would be beneficial to students and the environment. I believe that the impact on the local community would be positive, with the opportunity for increased participation, and close links to the LEP priorities. The Bodmin Town plan would be enhanced with a provider such as the college taking one of the sites, and acting as a catalyst for further development. I do recognise that this increased competition could have an adverse effect on student numbers in the schools. I would encourage the investigation as to how more collaborative working could take place to benefit from the new facilities that will be built on the new site. The possibility of a shared STEM centre for instance. The RAAS priorities should be a priority, and in order to achieve this a provider who can give higher results and wider choice should be welcomed.”

5. Proposed Way Forward

The Young People’s Policy Advisory Committee review and comment on the independent education impact assessment report produced by Click in relation to the development of new dedicated 16 – 19 tertiary provision in East Cornwall.

The recommendation set out in the Educational Impact Assessment (Appendix 2) be noted

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6. Implications

Implications Relevant Details and proposed measures to address to proposals Y/N Legal/Governance Y Local authorities are under a statutory duty to secure sufficient suitable education and training provision for all young people aged 16 to 19 and for those up to age 25 with a learning difficulty assessment (LDA) or Education, Health and Care (EHC) Plan in their area. To fulfil this, local authorities need to have a strategic overview of the provision available in their area and to identify and resolve gaps in provision. In addition Local Authorities must make available to all young people aged 13-19 and to those up to age 25 with an LDA or EHC plan, support that will encourage, enable or assist them to participate in education or training.

Financial Y There are a number of post 16 providers that may be affected by the proposed development, depending on the breadth of the curriculum on offer. The Education Funding Agency (EFA) funding is based on lagged learners and so the effect of any population transition to the new provider will be mitigated to some extent in the short term. There will be very limited financial impact on the Local Authority as VI form funding is sourced direct from the EFA with the exception of Special Educational needs pupils. Provision of additional SEN post 16 places may have a limited impact on high needs block budgets in the short term as there is some lag in adjusting student numbers to secure Dedicated Schools Grant funding, however no long term impact is expected. Risk Y The Council commissioned, on behalf of the Raising Aspiration and Achievement Strategic (RAAS) Board, an independent review of education outcomes for 16 – 19 year olds in Cornwall. Whilst the review recognised some excellent provision in schools, colleges and work based learning providers it also highlighted an unacceptable variance in outcomes for young people post 16 ranging from outstanding on some measures in a few providers to the lowest decile nationally in others. Importantly the report also highlights that:

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‘whilst schools, colleges and providers cannot be told what they should do, as collective guardians of 16 – 18 education and training , urgent consideration must be given to whether the current arrangements in Cornwall add up to a world class system that truly serves the best interests of every young person’

The Impact Assessment Report in Appendix 2 provides a full breakdown of the Positive and Negative Impacts of the proposed development of new tertiary provision in the Bodmin area; the report’s recommendation is as follows;

“….. the result of introducing a new FE campus into the East Cornwall region would be to provide more positive than negative impacts. The evidence relating to standards show that students studying at the college are getting better examination results than their peers in the local schools. A reduction in the travel time would be beneficial to students and the environment. I believe that the impact on the local community would be positive, with the opportunity for increased participation, and close links to the LEP priorities. The Bodmin Town plan would be enhanced with a provider such as the college taking one of the sites, and acting as a catalyst for further development. I do recognise that this increased competition could have an adverse effect on student numbers in the schools. I would encourage the investigation as to how more collaborative working could take place to benefit from the new facilities that will be built on the new site. The possibility of a shared STEM centre for instance. The RAAS priorities should be a priority, and in order to achieve this a provider who can give higher results and wider choice should be welcomed.”

Comprehensive Impact Assessment Implications

Equality and Y In progress Diversity Safeguarding N None identified

Information N None identified Management

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Community N None identified Safety, Crime and Disorder Health, Safety N None identified and Wellbeing Other N None identified implications

Supporting Information

Appendices:

 Appendix 1 – Brief for appointment of consultant to undertake the Impact Assessment  Appendix 2 – Impact Assessment on proposals to develop new tertiary provision in East Cornwall  Appendix 3 - Document library and evidence list – submitted to consultant

Background Papers:

None

All reports:

Final report sign offs This report has been Date cleared by OR not significant/not required Legal Michael Dooley 17-06-15 (if significant/required) Finance Wayne Rickard 16/06/15 Required for all reports Equality and Diversity

Cabinet/individual decision reports:

Final report sign offs This report has been Date cleared by Head of Service Jane Black 19.06.2015 Corporate Director Trevor Doughty 19.06.2015

Page 51 Agenda No. 11 Appendix 1

Brief – Truro & Penwith College East Cornwall Development: Impact Assessment

Background

Local authorities are under a statutory duty to secure sufficient suitable education and training provision for all young people aged 16 to 19 and for those up to age 25 with a learning difficulty assessment (LDA) or Education, Health and Care (ECH) plan in their area. To fulfil this, local authorities need to have a strategic overview of the provision available in their area and to identify and resolve gaps in provision. In addition Local Authorities must make available to all young people aged 13-19 and to those up to age 25 with an LDA or EHC plan, support that will encourage, enable or assist them to participate in education or training.

This briefing document should be read in conjunction with the Statutory Guidance for Local Authorities in respect of the ‘Participation of young people in education, employment or training.

(https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/349300 /Participation_of_Young_People_Statutory_Guidance.pdf)

In 2014, Truro & Penwith College approached Cornwall Council regarding the purchase of a piece of land to develop a new tertiary provision centre in the East of Cornwall. To meet the continuing growth in demand for places by students who live in the North and East of Cornwall, Truro & Penwith College wishes to increase its provision closer to where the greatest new demand exists; to better serve learners seeking to access the college from these areas who have the longest and most difficult journeys to and from college.

The post 16 school & college infrastructure in Cornwall consists of 2 FE Colleges, 14 school sixth forms, 3 special schools & 3 independent schools. Of those school sixth forms 8 are Academies.

Cornwall Council seeks to commission an independent impact analysis that will provide the information required to understand what the implications could be should an additional tertiary college provision be established in the East of Cornwall. The analysis should consider the statutory duties of the Local Authority to secure sufficient school places in the area, promote high educational standards, ensure fair access to educational opportunity and promote the fulfilment of every child’s educational potential.

ESA 2008 placed two RPA-related duties on providers with regard to 16 and 17 year olds: • Section 11 places a duty on community, foundation or voluntary schools, community or foundation special schools, pupil referral units, schools and colleges in the further education sector to exercise their functions, where possible, so as to promote good attendance to enable young people to meet their duty to participate. • Section 13 places a duty on all educational institutions (maintained schools, academies, colleges, and education and training providers – including apprenticeship providers and performing arts schools who receive Dance and Drama Award (DaDA) funding) to tell their local authority when a young person is no longer participating. This duty is applicable if a young person leaves an education or training programme before completion (ie ‘drops-out’) and enables local authorities to take swift action to encourage the young person to re-engage.

Page 52 Schools and colleges are required to secure independent careers guidance for young people aged 12-18 (years 8-13). Local authorities can work within local partnerships with schools, colleges and other partners to help develop the careers guidance offer which may include understanding pathways locally and embedding intelligence on the local economy. Destinations data are an important tool in helping schools to measure the effectiveness of their support by assessing how successfully their pupils make the transition into the next stage of education or training. Schools and colleges will be held to account for the destinations of all their leavers through the annual publication of destination measures.

Scope The scope of the work, drawing upon the existing research, data & evidence, should address:  Raising Participation Age (RPA) and the duties on Local Authorities, schools (maintained and academies), colleges and FE providers  RAAS  educational standards & outcomes for young people  16 – 18 roll numbers / displacement & viability / sustainability of provision  travel to learn times  diversity and student / parental choice  potential impact upon the local community  alignment with wider planning / organisational arrangements strategy / priorities

The final report should:

 Identify key issues in relation to the scope outlined above  Provide a SWOT analysis? & recommendations to the Council that will support the decision making process in relation to any land sale for the purpose of additional further education provision in Cornwall.

Consultation with individual providers is not expected or required as part of the impact assessment.

Existing evidence & data

 16 – 19 Review  RAAS Priorities  ESB Strategy / Evidence  PAC report / minutes  Connecting 2030 (speak to Adam , links to A30 infrastructure improvements)  Info from SDC re academies / maintained issue?  Data from Truro College: o Anticipated 16 – 18 numbers on roll in new provision & projected roll numbers to 2020 o Current numbers of students travelling from East, North & Mid Cornwall to the Truro campus

Page 53 Agenda No. 11 Appendix 2

CORNWALL COUNCIL

LYNNE CRAIG

EDUCATION IMPACT ASSESSMENT (on proposals for the development of a new FE / Tertiary Provision in the North / North East of Cornwall)

May/June 2015

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TABLE OF CONTENTS

1 EXECUTIVE SUMMARY 2

2 SWOT 5

2.1 Recommendation 6

3 INTRODUCTION AND BACKGROUND 6

4 MAIN FINDINGS 8

4.1 Participation 8 4.2 Standards/Progression 11 4.3 Students on Roll 17 4.4 Travel 18 4.5 Curriculum 21 4.6 Impact on Local Community 21 4.7 Alignment with wider strategies 22

5 Sources of Information 26

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1 Executive Summary

This report has been commissioned to review the impact of selling land to facilitate Truro and Penwith College’s wish to build at Callywith Gate Bodmin. All assumptions made in this review are based on evidence taken from documents provided by Cornwall Council (see appendix 1 for list). The objectives of the Cornwall ‘Raising Aspiration and Achievement in Cornwall’ strategy have been considered throughout this report. The report has focussed on schools who serve the East Cornwall area only. It is accepted that there could be an impact on all other schools and colleges but they are not the focus of this report.

Participation

East Cornwall is at the County percentage of 93.30% for 16-18 participation. The choice between staying on at school and attending college is split 45% school and 46% college in East Cornwall. In comparison in the whole of the County 65% students choose to go to College and 25% stay on at school. Other students go into apprenticeships, work with training or do not participate and are classified as Not in Education, Employment or Training (NEET). The impact of locating Truro and Penwith College in East Cornwall could mean that local students would follow the County trend and choose to progress to the Further Education College. If this increased to the County norm it is likely that a further 20% of students would leave school and attend college, this would equate to another 400 young people bringing the total to approximately 1200 going to college and 600 staying on at school.

Negative impact. This influx into the college would cause some sixth forms to have to review their provision, either reducing their curriculum, collaborating with another school which can be difficult in a geographically dispersed area, or closing their post 16 provision.

Positive impact. Another impact of local provision could be to attract students who are not currently participating in education because of lack of access to suitable programme and address those that are NEET in Bodmin, and address one of the RAAS priorities to provide access to education for all.

Standards

The RAAS has two key objectives linked to standards.

A) high aspirations for all children and young people, particularly the most able. They are also targeting closing the gap for vulnerable groups including:

 SEN without statements  English as an Additional Language (EAL).

B) high quality leadership standards.

The DfE performance tables 2014 show that Truro and Penwith College have better pass rates than schools both for A Level and Vocational subjects. 89% of their students who take 3 A Levels achieve whereas the highest school, Saltash, recorded 80% and the lowest performing school, Wadebridge recorded 51%. For vocational subjects Truro and Penwith offer full Level 3 diplomas which are achieved by 80.00% of the students entered. The highest achieving school is Budehaven with 35% and the lowest are Wadebridge and Liskeard with 8%. Value added is another key measure that indicates the performance of schools and colleges. This is a measure that shows whether a student has done better than

Click Page 562 22 June 2015 Cornwall Council Education Impact Assessment expected in their final results, based on their grades when they entered post-16 learning. The College has a higher value added score than the schools under consideration.

Ofsted ratings are generally good for the schools, with one, Budehaven, requiring improvement, although the sixth form is judged good, and one, Callington Community College, inadequate, with the sixth form judged as requiring improvement. Truro and Penwith is an outstanding college, but has not had a full inspection since 2006. Desk monitoring is carried out annually by Ofsted and the funding agencies and it can be assumed that there are no alarming drops in standards, however, it is also possible that when inspected under a very different framework than that of 2006 the College will not retain its outstanding status. This has been the case for many Further Education colleges.

Positive Impact. The impact of allowing Truro and Penwith College to build in the East of Cornwall would be to give more students the opportunity to access an institution which has better results than the majority of the local schools. This would be available to students at all levels of ability. Higher results would allow students more access to higher education.

Negative Impact. The subsequent reduction in student numbers at local schools would have an impact on the viability of some sixth forms. They would either reduce their curriculum, collaborate with another school, or close their post 16 provision.

Pupil Numbers

There are five sixth forms in East Cornwall that either have less than 200 pupils or who are very close to this number. 200 is accepted by the Association of College and School leaders, as a base number for an effective sixth form. The Census shows that the 16-18 population is in decline until 2019, projected figures show that all sixth form numbers will decline. Over the next year Government funding will reduce the money per pupil by £800.00 to bring it in line with FE Colleges. Many small sixth forms do not have the economies of scale to cope with this.

Positive impact. The size of Truro and Penwith College will allow it to ride out some of the funding issues that will arise through the reduced demographics and the reduced fee policies. These economies of scale will mean that they will be able to continue to offer a wide ranging curriculum.

Negative impact. An additional provider in the East of Cornwall would attract students away from these already small sixth forms and give them cause to either reduce their curriculum, collaborate with other providers or close their post 16 provision.

Travel

Currently approximately 1400 young people travel out of East Cornwall to study at 7 further education colleges. These range from Petroc and Plymouth City College to Cornwall College St. Austell and Truro and Penwith. Two of the colleges are specialist, Plymouth College of Art and Design and Duchy (landbased college in Cornwall). The numbers of students travelling could be reduced by about 1000 if a new college was based in East Cornwall. There are no available figures relating to adults, but it assumed that as Truro College has over 8,000 part time students some of these will come from East Cornwall. These students would most probably transfer to more local provision. Increased traffic in the Bodmin area should not increase congestion in the town centre as the new college would be built on the outskirts of the town and on the arterial routes. Local students could access the building using cycles or mopeds. This change of transport and a reduction in traffic to Truro would help Cornwall achieve its wish to become a green peninsula.

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Not all students are happy to travel both the 16-19 Review and the Sustrans submission to the Youth Select Committee enquiry on transport for young people, suggests that children from low income families without private means of transport miss out on opportunities in education, training and employment: two out of five jobseekers say lack of affordable transport is a barrier to getting a job. 40% of young people have said that their decisions on post-16 education had been influenced by the availability of transport, particularly in rural areas.

Positive Impact. A reduction in travel will attract more students both 16-18 and adults to college and education, and will also help to reduce pollution.

Curriculum Choice

Cornwall currently has curriculum provision that is the same as the rest of the Country. All schools provide a wide ranging curriculum covering both vocational and academic subjects. The College offers a wider ranging curriculum than schools, encompassing those with special needs and those wanting to do Higher Education (HE). The introduction of the college could reduce the curriculum offered in the schools, as pupil numbers reduce. Government directives to schools are that they offer only vocational courses that will equip students to be ‘work ready’. Not all of the qualifications currently offered fulfil this remit as they are not full diplomas, the DfE performance tables show that of the students taking these qualifications at school only a small percentage achieve, this ranges from 8% to 35% whilst at College 80% of the students taking this level achieve.

Positive Impact. If the College locates to East Cornwall this will provide more equality of opportunity for access to a variety of subjects or access to a wider curriculum offer for those who live in this area. This will cover students with special needs through to those who wish to progress to HE. This access will help to meet the RAAS priority to promote equality.

Negative Impact. The introduction of the college could reduce the curriculum offered in the schools, as pupil numbers reduce.

Impact on the Local Community

Positive Impact. The local community would have easier access to education that caters for all levels and ages of students. The College has stated that it is building an additional campus as it can no longer fit all students into its current buildings. This should mean that there are job opportunities for both teaching and ancillary staff. Some of the teaching staff might transfer from Bodmin College or other schools, if their demand falls. During the construction phase there might be opportunities for local builders and apprentices. Students will often use the local shops rather than stay in college all day. This could help to regenerate the local town (although the most likely beneficiaries would be Asda or KFC as these are in the immediate vicinity of the proposed site), which is one of the objectives of the Bodmin Town Framework. Students do sometimes bring litter which might be an issue. There could also be an increase in the use of mopeds and cycles.

Negative Impact. It is likely that if Callywith Gate is not approved then Truro and Penwith will agree with a private landowner a sale so that it can apply to build in a different location. This will still benefit the students but the value that the sale will bring to the Council will be lost.

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Links with Wider Strategies -

There are several strategies that this possible introduction of a new FE College would link with. The Local Enterprise Partnership is focussed on delivering increased skills and employment throughout Cornwall and the Isle of Scilly. Part of their remit is to ensure that there are appropriate providers within easy reach of the people who need to be trained.

Positive Impact. A new college in East Cornwall will help to fill some of the skills gaps that exist. The College would provide skills training for mature employed students and would train the increased number of apprentices that are required to fulfil the strategy.

Positive Impact. The Bodmin Town Framework highlights that Bodmin College is over- subscribed and will not have sufficient capacity to take the increased numbers that will arise from increased housing. If the College takes some of the sixth form numbers the school could take more students lower down the school. Alternatively the school and college could discuss sharing facilities on the new site. Reducing travel times links with the Cornwall strategy to become a green peninsula. Nationally the Government wishes training providers to be more responsive and to go where the demand is, this is what Truro and Penwith are trying to achieve, as they recognise that many of their students come from a similar area and have long travel to learn times.

2 SWOT

The strengths and weaknesses are summarised in the following SWOT:

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2.1 Recommendation

As a result of the evidence that I have studied for this report, I feel that the result of introducing a new FE campus into the East Cornwall region would be to provide more positive than negative impacts. The evidence relating to standards show that students studying at the college are getting better examination results than their peers in the local schools. A reduction in the travel time would be beneficial to students and the environment. I believe that the impact on the local community would be positive, with the opportunity for increased participation, and close links to the LEP priorities. The Bodmin plan would be enhanced with a provider such as the college taking one of the sites, and acting as a catalyst for further development. I do recognise that this increased competition could have an adverse effect on student numbers in the schools. I would encourage the investigation as to how more collaborative working could take place to benefit from the new facilities that will be built on the new site. The possibility of a shared STEM centre for instance. The RAAS priorities should be a priority, and in order to achieve this a provider who can give higher results and wider choice should be welcomed.

3 Introduction and Background

Local authorities are under a statutory duty to secure sufficient suitable education and training provision for all young people aged 16 to 19 and for those up to age 25 with a Learning Difficulty Assessment (LDA) or Education, Health and Care (EHC) Plan in their area. To fulfil this, local authorities need to have a strategic overview of the provision available in their area and to identify and resolve gaps in provision. In addition Local Authorities must make available to all young people aged 13-19 and to those up to age 25 with an LDA or EHC plan, support that will encourage, enable or assist them to participate in education or training.

In 2014, Truro & Penwith College approached Cornwall Council regarding the purchase of a piece of land to develop a new tertiary provision centre in the East of Cornwall. To meet the continuing growth in demand for places by students who live in the North and East of Cornwall, Truro & Penwith College wishes to increase its provision closer to where the greatest new demand exists; to better serve learners seeking to access the college from these areas who have the longest and most difficult journeys to and from college.

The post 16 school & college infrastructure in Cornwall consists of 2 FE Colleges, 14 school sixth forms, 3 special schools & 3 independent schools. Of those school sixth forms 8 are Academies. In the schools under consideration 5 are academies and 3 are maintained.

The difference between an Academy and Maintained School is as follows:

Academy - Academies are publicly funded independent schools. Academies don’t have to follow the national curriculum and can set their own term times. They still have to follow the same rules on admissions, special educational needs and exclusions as other state schools. Academies get money direct from the government, not the local council. They are run by an academy trust which employs the staff.

Some academies have sponsors such as businesses, universities, other schools, faith groups or voluntary groups. Sponsors are responsible for improving the performance of their schools (https://www.gov.uk/types-of-school/academies).

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Maintained Schools -. Maintained Schools are overseen, or ‘maintained’, by the Local Authority. These schools must follow the national curriculum and national teacher pay and conditions. (www.newschoolsnetwork.org/sites/default/files/files/pdf/.)

Cornwall Council have commissioned this independent impact analysis to provide the information required to understand what the implications could be should an additional tertiary college provision be established in the East of Cornwall.

The analysis will consider the statutory duties of the Local Authority to secure sufficient school places in the area, promote high educational standards, ensure fair access to educational opportunity and promote the fulfilment of every child’s educational potential.

The scope of the work, drawing upon the existing research, data & evidence (see appendix for list of resources used) the report will address:  Raising Participation Age (RPA) and the duties on Local Authorities, schools (maintained and academies), colleges and FE providers  Cornwall’s Raising Aspiration & Achievement Strategy (RAAS)  Educational standards & outcomes for young people  16 – 18 roll numbers /displacement & viability /sustainability of provision  travel to learn times  diversity and student / parental choice  potential impact upon the local community  alignment with wider planning/organisational arrangements strategy/priorities

This Assessment will focus on the schools and communities based in East Cornwall and the impact that the introduction of a new Further Education College would have on them.

For the purposes of this impact assessment not all of these providers will be considered. The focus will be in the East of Cornwall, where there are a total of 8, 11-18 schools, and 2, 11-16. The January 2015 School Census shows the following numbers in the key schools:

Total DfE SCHOOL Status 10-15 16-19 Head- count 4154 Bodmin College Academy 1,149 327 1,476 4150 Budehaven Community School Maintained 915 207 1,122 4151 Callington Community College Academy 1,154 245 1,399 4009 Launceston College Academy 1,016 231 1,247 4167 Liskeard School & Community Maintained 787 168 955 College 4168 Looe Community Academy Academy 514 0 514 4143 Saltash .net community school Academy 1,121 213 1,334 4141 Sir James Smith's Community Maintained 439 0 439 School 4144 Torpoint Community College Maintained 560 111 671 4153 Wadebridge School Academy 1,027 118 1,145 Totals 8,682 1,620 10,302 Figure 1 DFE Spring School Census 2015 Secondary School Numbers on Roll @ 15/01/2015

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4 Main Findings

4.1 Participation

The Education and Skills Act (ESA) 2008 placed two Raising Participation Age (RPA) - related duties on providers with regard to 16 and 17 year olds:  Section 11 places a duty on community, foundation or voluntary schools, community or foundation special schools, pupil referral units, schools and colleges in the further education sector to exercise their functions, where possible, so as to promote good attendance to enable young people to meet their duty to participate.  Section 13 places a duty on all educational institutions (maintained schools, academies, colleges, and education and training providers – including apprenticeship providers and performing arts schools who receive Dance and Drama Award (DaDA) funding) to tell their local authority when a young person is no longer participating. This duty is applicable if a young person leaves an education or training programme before completion (i.e. ‘drops-out’) and enables local authorities to take swift action to encourage the young person to re-engage.

Careers South West (CSW) track the participation of young people post 16 in education, employment or training on behalf of the Local Authority in respect of the RPA duty highlighted above. Currently statistics from the CSW CCIS System for the end of 2014 show that the numbers of students who start participation in education post 16 from the key schools are as follows. The table breaks those numbers into school, college, and then total participation which includes, apprenticeships and employment with training.

Progression from Progression from Participating in Year 11 Participating in year 11 staying on year 11 - going to all forms of School 2014 2013 at school 2014 college 2014 education 2014 Bodmin 242 64% 28% 93.40% 94.2% Budehaven 201 47% 45% 95.00% 91.0% Callington 245 56% 37% 94.70% 97.3% Launceston 192 56% 34% 95.30% 93.8% Liskeard 190 38% 51% 91.10% 95.4% Looe 125 22% 70% 92.00% 95.0% Saltash.net 221 49% 42% 96.80% 95.8% Sir James 91.3% Smith's 94 10% 82% 95.70% Torpoint 122 49% 40% 94.30% 95.3% Wadebridge 217 30% 58% 91.70% 92.5% subtotal – (not number of available) students 1849 837 842 1738 (not % of students 45.27% 46% 94% available) Cornwall 93.3% 95.5% Figure 2 2014 Year 11 Activity Survey Results – Cornwall & IOS LA

The Government’s strategy to Raise the Participation Age is to target ALL young people into some form of training once they are 16 and to stay there until 18. Over the last two years the statistics show that the participation is actually dropping rather than increasing. Caution

Click Page 628 22 June 2015 Cornwall Council Education Impact Assessment has to be taken when looking year on year as the way the NEET figure is calculated has not always been consistent from central government. Although participation is on a par to the rest of Cornwall, this is still not high enough to meet the objectives of Government, and any strategy that would increase this would be welcome.

NEETS

Students who do not participate in education are considered to be Not in Education, Employment or Training (NEET). The current National NEET figure released by the Department of Education in their Statistical first Release for 16-18 saw a small rise of 0.3 percentage points to 7.1% in January to March 2015 compared to the same period last year. In December 2013 Cornwall was 4.6% well below the National Rate. There is a local variation within Cornwall. There is quarterly reporting from CSW on NEETs by community network area for Years 12/13. The report for March 2015 shows that there are the following areas of concern.

 Bodmin 6.4%  Launceston 4.7%  Bude 4.4%

It is important if Cornwall is to achieve its RAAS objectives that it reduces the local numbers of NEETS. Although there is variation in the Community Network Areas the following data shows how the local schools in this impact assessment contribute to these numbers.

The following table shows that every school considered in the report has a NEET cohort. It should be noted that this is only for Year 11.

Progression Progression from year 11 from year 11 - NEET School staying on going to 2014 at school college Bodmin 64% 28% 2.90% Budehaven 47% 45% 1.50% Callington 56% 37% 1.30% Launceston 56% 34% 1.60% Liskeard 38% 51% 1.60% Looe 22% 70% 0.80% Saltash.net 49% 42% 2.30% Sir James Smith's 10% 82% 5.00% Torpoint 49% 40% 2.50% Wadebridge 30% 58% 2.30% sub total 837 842 Total 45% 46% Cornwall as a whole 27.00% 65.50% 1.40% Figure 3 November 2014 Year 11 Activity Survey Results – Cornwall & IOS LA

The 16- 19 review highlights that although many students return to school for the first year of post 16 provision, many leave throughout the two year post 16 period. Some will transfer to college, others will drop out altogether. It is possible that if a college was local more

Click Page 639 22 June 2015 Cornwall Council Education Impact Assessment students would make the transfer. Some NEETS lack motivation and anything that would make it easier for them to access education would be attractive

In relation to transfer between Year 12 and Year 13 …… on average the size of the cohort in Year 13 is 40% of the total population in a school sixth form. Allowing for those students following one year courses (as found in most colleges) this means that on average each school loses somewhere between 0% and 10% of students between years. In addition, in some schools, the volume of A level entries is markedly lower than the volume of AS level entries. (16-19 Review paragraph 62)

Travel has been cited by some of these students as the reason for their transfer or drop out. There is another reason which is that some of the schools only offer one year courses and when a student has completed they need to progress to a college and increase their travel commitment. If they did not wish to travel in the first year, their wishes might not have changed, and their alternatives will be to find an apprenticeship or a job with training, which is not always possible. The result is that they drop out of education.

CHOICE

The majority of students who participate in education post 16 are making the choice between college and school. If a student is registered as staying on at school, this is not necessarily their original school, hence schools without sixth forms have students listed as staying on at school.

The percentage of students who choose school or college are fairly similar in East Cornwall. However it can be seen that in the rest of the County the split is more students choosing a College. At the moment there is not the provision in East and mid Cornwall, so students cannot make this choice. It is therefore, possible to assume that if a college was built within easy reach of the students in the East of the County there would be a higher take up. Combining this with travel issues that are linked to NEETS it is probable that participation would increase as well.

If the County trend was to be extrapolated to East Cornwall an extra 20% would leave each school and transfer to College. The table below shows the effect in year 12 if the extra 20% transfer to a College. Year 12 is obviously only one year of the sixth form. To calculate the two year figure it would not be correct to double Year 12 as research shows that at least 10% of students do not return.

School Year 11 progressing 'staying o/all 6th form 2014 to College Yr on at numbers Yr 12 + 12 school' Yr Yr 13 -10% for 12 drop out between year 12 and 13 Bodmin 242 157 85 170 Budehaven 201 131 70 140 Callington 245 159 86 172 Launceston 192 125 67 134 Liskeard 190 124 67 134 Looe 125 81 44 88 Saltash.net 221 144 77 154 Sir James 94 61 33 66 Smith's Torpoint 122 79 43 86

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School Year 11 progressing 'staying o/all 6th form 2014 to College Yr on at numbers Yr 12 + 12 school' Yr Yr 13 -10% for 12 drop out between year 12 and 13 Wadebridge 217 141 76 152 Total 1849 1201 647 1294

If these figures came to fruition it would put sixth forms under pressure as many would be running less than 100 in each year, giving a total of less than 200 in the whole sixth form. 200 is the accepted number for a viable sixth form. If all the students transferred to the same College this would make a sustainable cohort each year.

Raising Aspiration and Achievement in Cornwall (RAAS) is Cornwall’s strategy for improving the education provision within the County. One of the key objectives is to ensure that all students attend and achieve. Attendance is a key measure. Unfortunately there are no specific measures held by the DfE for attendance post 16.

Adult Participation

Post 18 participation is not large for schools and relates to a handful of students. Colleges on the other hand have a large number of adults. Truro and Penwith have over 8,000 part time students, many of these will be adults. It is not possible to say from external documents how many of these come from the East Cornwall area. The introduction of an FE College in this area will bring opportunities for adults to access this provision. Local businesses and the general public would be able to re-skill and pursue further academic interests without having to make long journeys. This helps to fulfil the long held government policy of ensuring that Lifelong Learning opportunities are made available to the whole population.

4.2 Standards/Progression

. Two of the key objectives of the RAAS are to have:

 High aspirations for all children and young people, particularly the most able. They are also targeting closing the gap for vulnerable groups including:

 SEN without statements  English as an Additional Language (EAL).

 High quality leadership of standards:

Accepted measures of quality are Ofsted grading, exam results and student feedback. The schools in question have all been inspected in the last three years, and the majority have gained good grades, one requires improvement, and one is inadequate. Currently this should assure the Council that the schools are generally providing good education. However, since September 2014 Ofsted are now giving a separate grade to Sixth Forms. Where these have been graded they are either on a par with the main grade or performing to a higher standard.

o/all grade Sixth form Bodmin College 28-Jan-14 2 Not graded Budehaven Community School 15-Jan-15 3 2 Callington Community College 18-Mar -15 4 3

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Launceston College 28-Feb-12 2 Not graded Liskeard School and Community College 21-Mar-13 2 Not graded Saltash.net community school 19-Mar-14 2 Not graded Torpoint Community College 27-Nov-12 2 Not graded Wadebridge School 09-Dec-14 2 2 Figure 4 Ofsted Ratings - Ofsted report site Key - 1 = outstanding, 2= Good, 3 = Requires Improvement, 4 = Inadequate

The most recent inspection was of Callington Community College and they have received a lower grade, falling from outstanding to inadequate. Every school has specific issues that will bring about these grades, but It is possible that under the new inspection framework the other schools in the area could receive lower grades. In last year’s Ofsted Annual Report the following statement was made:

Ten schools previously judged outstanding had declined to requires improvement this year. Weaknesses that contributed to schools’ decline from good or outstanding to requires improvement included: ●● teachers’ indifferent use of questioning and marking ●● weak self-evaluation, lack of comparison with national benchmarks and ineffective tracking of pupils’ progress ●● governors’ lack of understanding of performance data that resulted in a lack of challenge to school leaders ●● middle leaders not contributing to school improvement. (Ofsted Annual Report 2014

It is, of course, possible that the grades for the College could fall as well. Many Colleges have lost their outstanding status in the past three years.

The Sixth forms in Cornwall are aware that they need to improve standards if they wish to become outstanding providers. As a result of the 16-19 review the sixth forms in Cornwall have started working together to try to improve their performance. Under the banner of “Sixth Forms Together” they presented the following successes to the RAAS Board.

• COMMITMENT TO PARTNERSHIP WORKING FROM ALL HEADS NOW WELL ESTABLISHED: REGULAR MEETING PATTERN AND HIGH LEVEL OF TRUST • KEY MESSAGES & PROTOCOLS CONFIRMED AND AGREED • TWO SUCCESSFUL AND WELL ATTENDED ALPS CONFERENCES • PROGRAMME OF HEADS OF SIXTH TRAINING COMMENCED • PARTNERSHIPS ESTABLISHED WITH INDEPENDENT SECTOR FOCUSING ON GOOD PRACTICE IN OXBRIDGE ENTRY • SHARING OF ALPS DATA ACROSS ALL SIXTH FORMS • SUBJECT CONFERENCES HELD AND PLANNED (PowerPoint presentation slide presented to RAAS)

This collaboration and sharing of good practice will help results improve.

Value Added

Another key measure is the level of grade that students achieve when they take their exams. These are measured by points. At Key Stage 5, the ‘average point score’ per pupil provides a measure of the average number of A level equivalent qualifications studied by students at a school or college and the grades they achieved. The more qualifications undertaken by students and the higher the grades they achieve, the higher the average point score per student. The average point score per examination entry is calculated as the sum of the points awarded to each 16-18 year old student, divided by the total number of A Level and Vocational level 3 examination entries. Only students who enter their examinations are included as the data comes from the Awarding Bodies.

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The position at Key Stage 5 is as follows:

Ave. score per student - All Academic Ave. score per entry - All Academic

England - all schools and colleges 794 England - all schools and colleges 215.7 England - state funded schools and England - state funded schools and 776.6 211.2 colleges colleges Local Authority 780.8 Local Authority 214.7 Truro and Penwith College 855.5 Truro and Penwith College 226.3 Liskeard School and Community Callington Community College 740.6 208.9 College Liskeard School and Community College 717.7 Callington Community College 205.1 Bodmin College 700.5 Bodmin College 189

A particular criticism re progress in the Callington Ofsted report was the degree of variation in value added between the results of the AS and the A Level qualifications. The situation is no better for progress measures, with Bodmin and Liskeard again a long way behind Callington, with around zero or significantly negative value added scores respectively. Value added measures the expected distance travelled for a student when entering the sixth form. This is calculated by giving the GCSEs achieved a score and this creates a prediction for what grades they will achieve at either A level or Vocational Diplomas. If the school or college has a positive score this means they have managed to get the students to achieve more than they were predicted. A negative result means the students have not done as well as they would have expected. The amount of value added is judged to be significantly above, below or not significant.

Value Added AS level A level Callington 0.05(Not Significant) 0.18(Significantly Above) Liskeard 0.04(Not Significant ) 0.02(Not Significant) -0.04(significantly Bodmin below) -0.15(Significantly Below)

Truro College was rated as Outstanding in 2006, and was monitored by Ofsted in 2008 after it had taken on Penwith College. The areas for improvement were then rated as having made significant progress, which is the highest level of progress granted by Ofsted. However, there has not been a full inspection since that time. The reason for this will be that that Ofsted have no significant concerns when they carry out their desk based review each year. Although there are no major concerns there is no certainty that it would retain its grade if inspected under the revised Ofsted framework. Other colleges graded outstanding at the same time as Truro have moved to Good.

The 16-19 review carried out in 2014 found that there was a wide variance in students’ outcomes based on the 2013 results. This ranged from outstanding results, to some aspects of school post 16 results, in the lowest decile nationally. The 2014 results showed similar issues. The A level results are as follows:

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Grades AAB or higher in at A A level entry 3 A 2 A 1 A least 2 level expressed levels levels level facilitating School Name entry as a grade A*-E A*-E A*-E subjects England - all schools and 215.5 C+ 79.50% 92.40% 99.60% 15.00% colleges England - state funded 211.2 C 77.90% 91.80% 99.60% 11.90% schools and colleges Bodmin College 188.6 D+ 62% 91% 99% 5% Budehaven Community 204.6 C- 59% 77% 97% 7% School Callington Community 202.7 C- 72% 94% 100% 8% College Launceston College 204.1 C- 69% 84% 100% 8% Liskeard School and 208 C 75% 91% 100% 9% Community College Saltash.net community school 197.2 C- 80% 100% 100% 7% Torpoint Community College 188.5 D+ 59% 80% 100% 9% Wadebridge School 205.6 C 51% 85% 100% 4% Truro and Penwith College 226.9 B- 89% 96% 100% 18% Figure 5 DFE performance tables 2014 (RED below England rates, Amber equal, Green above)

Truro and Penwith College outperform all of the Schools for the results for students who gain 3 or 2 A levels. However, it should be noted that the entry grades that students have in the College are higher than any of those in the schools.

It should be acknowledged Bodmin, Liskeard and Saltash Schools are achieving good results for those who enter their A level programmes, bearing in mind their entry grades. It should, also be noted, that the majority of students are only achieving one or 2 A levels which will make it more difficult for them to progress to a full degree, even if they have Btec qualification as well. Students with these qualifications can attend University and start with a Higher National Diploma. The majority of the schools are performing below the National Rate.

Vocational results are as follows:

Average point score % of vocational students achieving per

vocational ▼ at least at least 3 at least 2 School/College name entry 1 vocational substantial substantial expressed substantial entry vocational vocational as a vocational qualifications qualifications grade qualification

England - all schools 216.60 Dist- 47.30% 65.70% 99.90% and colleges England - state funded schools and 216.60 Dist- 47.40% 65.70% 99.90% colleges Bodmin College 204.00 Merit+ 21.00% 68.00% 100.00%

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Budehaven 240.40 Dist+ 35.00% 85.00% 100.00% Community School Callington Community 225.90 Dist 14.00% 50.00% 100.00% College Launceston College 215.40 Dist- 29.00% 63.00% 100.00% Liskeard School and 215.50 Dist- 8.00% 23.00% 100.00% Community College Saltash.net community 222.90 Dist 0.00% 0.00% 100.00% school Torpoint Community 222.10 Dist 32.00% 61.00% 100.00% College Wadebridge School 243.10 Dist+ 8.00% 38.00% 100.00% Truro and Penwith 224.20 Dist 80.00% 82.00% 100.00% College Figure 6DFE performance tables 2014 (RED below England rates, Green above)

The Vocational results also show that Truro and Penwith College outperforms all of the Schools in vocational qualifications at Level 3 which is the standard required for progression to Higher Education. All Schools are below the national rate for vocational qualifications. The entry levels for students taking vocational qualifications is more or less the same across all institutions apart from Bodmin College that does have a lower profile, and does gain better results than most other schools.

The 16-19 review felt that the decision of many schools to mix and match academic and vocational provision, for some led to poor performance.

Many schools encourage students to mix together AS and A Levels with one or more Level 3 vocational qualifications. Whilst the approach has its merits, for example helping students gain the necessary points for a university place, the multiple use of stand-alone Btec certificate and subsidiary diplomas is questionable from a curriculum coherence perspective. Few schools offer the Level 3 diploma or extended (2 years) that would provide a sound basis for a vocational degree or gaining employment. The analysis of the learner outcomes data supports the hypothesis that the overall quality and standards of vocational teaching in some schools is not good enough. Para 18 16-19 Review

Not all students who will progress into post 16 education are going to study Level 3 qualifications. Although there is little comparative data to show performance in these areas, the 16-19 review was able to access local data and concluded that:

‘Level 1 and level 2 success rates in colleges are at or around the national averages. In many schools however, they are below – raising questions about the purpose and value of these courses. ’para 32 16-19 Review

Schools are receiving Government guidance to move away from qualifications at Level 1 and 2 that do not make a student ‘work ready’ i.e. they can enter a job and be competent. Some of the Btec Certificates do not meet these criteria. Students should be studying the full Diploma. The College will generally offer these full qualifications and providing better opportunities for students’ progression.

The DfE published value added measures published at the institution level, are relatively neutral for most schools. The results for Truro and Penwith are positive.

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In 2014 the Overall Academic Value In 2014 the Overall Vocational Value Added Added score was 35% of one A level score was 25% of one BTEC Subsidiary grade The result for 2013/14 was in the grade The result for 2013/14 was in the top top 20% of all further education & skills 40% of all further education & skills providers providers inspected under the common inspected under the common inspection inspection framework framework

Academic Vocational Highest Highest 2nd quintile 2nd quintile 3rd quintile 3rd quintile 4th quintile 4th quintile Lowest Lowest

Figure 7 Value added data - Ofsted dashboard 2014

Progression

The ALPS data paid for by Cornwall Council, indicates that for many schools, the number of students that progress between Yr12 and Yr13 is lower than the national norm. The proportion of Free School Meals students who progress to level 3 is low, but those that do progress perform as well as their peers.

The 16-19 review stated that:

‘the proportion of Cornwall students gaining high grades and progressing to the high tariff universities is much lower than elsewhere in the country. The majority of students progressing to higher education stay close to Cornwall choosing universities in Wales, West country and the south coast.’ Para 35 16-18 review

In order to improve the statistic for high grades students need to be able to access provision that is achieving these kinds of results. At present that would indicate students moving to a college rather than staying at their local school in East Cornwall. Truro and Penwith are achieving 18% of high grades in at least 2 facilitating subjects. These subjects are English, maths (and further maths), physics, biology, chemistry, geography, history and languages (classical and modern). It is important for students to achieve these A levels if they wish to go to a Russell Group University. These Russell Group universities are committed to the highest levels of academic excellence in both teaching and research, and include such universities as Oxford, Cambridge, Exeter and Bristol. The national rates for colleges to achieve these high grades is 11.9%.

Students wishing to go to University through a vocational route will need a full Diploma which is the equivalent to three A Levels. This opportunity is again afforded by Truro and Penwith where 80% of students achieving a full Diploma.

The impact of allowing Truro and Penwith College to build in the East of Cornwall would be to give more students the opportunity to access an institution which has better results than the majority of the local schools. This would be available to students at all levels of ability. The subsequent reduction in student numbers would have an impact on the viability of some institutions.

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4.3 Students on Roll

Another RAAS priority is school organisation and sustainability for schools. Allowing Truro and Penwith college into East Cornwall would have some impact on the sustainability of some school sixth forms.

The Association of School and College Leaders has warned that due to Government funding cuts, smaller school sixth forms are most at risk, with those with fewer than 200 pupils in danger of becoming unviable. In East Cornwall the schools under threat are:

Total DfE SCHOOL Status 10-15 16-19 Head- count 4154 Bodmin College Academy 1,149 327 1,476 4150 Budehaven Community School Maintained 915 207 1,122 4151 Callington Community College Academy 1,154 245 1,399 4009 Launceston College Academy 1,016 231 1,247 4167 Liskeard School & Community Maintained 787 168 955 College 4168 Looe Community Academy Academy 514 0 514 4143 Saltash .net community school Academy 1,121 213 1,334 4141 Sir James Smith's Community Maintained 439 0 439 School 4144 Torpoint Community College Maintained 560 111 671 4153 Wadebridge School Academy 1,027 118 1,145 Totals 8,682 1,620 10,302 Figure 8 DFE Census 2014 (highlighted rows indicate schools under threat)

The future census figures show that demographics are declining and that this will make schools more vulnerable.

Autumn 2014 Pupil Number Projections (excluding ARBs) - Secondary Schools Source: EMS POPFOR, Health Authority VI File, Autumn School Census Total (16+) October October October October October DfE School 2014 2015 2016 2017 2018 Actual 4154 Bodmin College 337 328 329 330 322 4150 Budehaven Community School 213 212 202 190 191 4151 Callington Community College 250 245 235 229 227 4009 Launceston College 235 242 231 238 248 4167 Liskeard School & Community 171 144 137 134 139 College 4143 Saltash.net Community School 214 210 214 214 211 4144 Torpoint Community School 114 112 111 106 101 4153 Wadebridge School 121 129 129 125 128

Total (Filtered) 1,655 1,622 1,588 1,566 1,567 Figure 9 DFE Census Figures Autumn 2014

The general population of 16-18 year olds in Cornwall will also decline. The 16-19 Review indicated that until 2019 the number of 16 year olds will continue to decline from around

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19,000 to below 17,500. After 2019 there is a predicted growth. Truro and Penwith’s Annual Report indicates that the college is increasing their full time student numbers every year, even without the additional campus. The College has stated that the current buildings are now full and it needs to expand. This is one of their objectives and it is likely it will happen regardless of whether they are successful in purchasing the Callywith Gate land.

Application data provided by Truro and Penwith show that at the moment the number of applications from East Cornwall are as follows:

Community Network Area Applications 2014 Applications 2015 Bodmin 41 41 Launceston 20 15 Liskeard and Looe 57 61 Wadebridge 108 94 Total 226 211 Truro College East & Mid Enrolments: enrolment data from the College by pupil residency aggregated to community network area

These are showing a small decline at the moment, however, it is traditional for Further Education Colleges to get many more applications after the May half term, so it is not possible to say whether this decline will remain.

From my experience as a Senior Manager I can confirm that it is unlikely that 100% of applications will convert to students studying. Last year 166 of the 226 (73%) converted. This is a very positive conversion rate, and shows that students who apply to the college are showing commitment. If growth does continue, and this is combined with a declining demographic small sixth forms will be under pressure.

There are reasons why small sixth forms are vulnerable. Firstly the Government is reducing the amount funded per student to make this the same as Further Education Colleges. The impact of the cuts is that the funding rate will drop from approximately £4,500 per student per year to the college rate of around £3,800 a year. This reduction in funding will impact on schools as the costs required to run the sixth form will remain the same, but they will have less money to do this. Small schools will find that they do not have the economies of scale that colleges have.

Secondly small sixth forms cannot offer the range of curriculum that a college or large sixth form can. In order to have viable groups (usually 15 in a group) they must limit what they can offer. This in itself will then make it less desirable to some students who cannot get the mix of subjects they want.

For some of the sixth forms in East Cornwall, they are facing both the issues of size and standards. If Truro and Penwith College was to locate to East Cornwall, students would have more choice of subject and improved standards. This would put pressure on the small sixth forms to close or reduce their offer. This is likely to affect Liskeard, Torpoint and Wadebridge.

4.4 Travel

Another RAAS priority is to focus on transport and access to provision. If students are to gain the highest qualifications and hence pathways to employment they must be able to access education. At present students in rural areas often have to travel long distances which can add three hours to their day. Long distances to learn has been shown to be a factor that flags a student at risk of dropping out of education. Providing a local FE College

Click Page 7218 22 June 2015 Cornwall Council Education Impact Assessment will provide an equal opportunity for all young people to have access to a full range of provision within a reasonable travelling distance.

The 16-19 review stated:

The issue of travel to study is critical. Some students saw the idea of getting up early and catching a bus as de-motivational, whilst others saw it as a necessary ‘evil’. Whilst it is true that many students travel a long way to attend a college course of their choice, some students attending a school sixth form may also travel – albeit not as far. The requirement to travel is obviously true for all students who previously attended an 11-16 school. During our visits, school staff often said that without provision on the ‘doorstep’ many more students would become NEET because at the age of 16 they are simply not motivated enough to travel. (Para 16 16-19 review)

Sustrans submission to the Youth Select Committee enquiry on transport for young people, suggests that children from low income families without private means of transport miss out on opportunities in education, training and employment: two out of five jobseekers say lack of affordable transport is a barrier to getting a job. 40% of young people have said that their decisions on post-16 education had been influenced by the availability of transport, particularly in rural areas.

For those who think that travel is a necessary evil, they make a wide range of choices. Data collected by Careers South West on behalf of Cornwall Council show that students choose a variety of colleges. Some of these are specialist colleges such as Plymouth College of Arts and Duchy land based college. It is unlikely that these students would transfer to a general St College Saltash

FE college if it located nearer their home. Austell The spread of students who leave in one year is as follows: Plymouth College

College

School College City North Truro Duchy Petroc College Cornwall Cornwall Plymouth Art Bodmin 30 33 0 2 0 0 of 0 Budehaven 16 6 1 20 36 1 0 Callington 0 0 0 0 0 0 0 Launceston 13 5 6 21 0 4 5 Liskeard 11 29 19 20 0 12 4 Looe 33 17 0 0 0 14 4 Saltash.net 0 0 24 12 0 49 4 Sir James Smith's 43 17 0 11 0 0 0 Torpoint 0 0 4 2 0 30 14 Wadebridge 93 13 0 12 0 0 0 Total 239 120 54 100 36 110 31 Figure 10 CWS CIS First Destination 2014

The above figures show the leavers in one year. It is therefore probable to assume that as most college courses are at least over two years, double this number of students are travelling. This would mean at least 578 students are travelling to Truro and Penwith. This forms about a third of the number quoted in the minutes of the Young People Policy Advisory Committee:

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The available data shows that 1477 students from mid, north and east Cornwall are enrolled at the Truro Campus. Minutes 2 April 2015

The journey times would be reduced if the College located to Callywith Gate students who currently choose to go to college would all have their journey distances reduced.

Distances from home school are shown in the following table:

School Distance Truro Cornwall Cornwall City (Miles) and School College St College Petroc College from Penwith Austell Saltash Plymouth Callywith College Gate

Bodmin 2.0 31 12 25 63 31 Budehaven 28.0 57 40 44 34 50 Callington 20.5 51 33 19 41 25 Launceston 20.5 51 33 19 41 25 Liskeard 13.2 41 21 14 56 20 Looe 18.0 48 27 14 63 20 Saltash.net 25.8 54 34 1 61 7 Sir James 11.1 Smith's 40 23 31 49 37 Torpoint 27.3 56 36 16 70 2 Wadebridge 8.3 30 17 33 59 39 Figure 11distances from Google Maps Red more distance currently travelled Green less distance currently travelled

Transporting a large number of students will involve traffic on the roads. Currently Truro and Penwith College provide buses for the students who travel a long distance. If the College relocates then Truro would either continue to supply transport, or the students would use the local services. The location of the College would not encroach on the town centre. The new site is located by the A30 which is a main transport route for Cornwall.

Removal of the buses that currently travel to Truro every day should provide some relief on these routes, although there will be students who transfer from other colleges to attend the new campus and this is not currently quantifiable.

The impact of the relocation is that Truro and Penwith would be able to move closer to its learners, allowing them easier and cheaper access to their chosen provider. Also some learners who were unable to access the college because of the time and costs involved could now have that chance. The mode of travel for local students will change and more could move to using cycles which will meet the requirements of Cornwall’s wish to become a green peninsula.

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4.5 Curriculum Choice

Curriculum coherence was a focus of the 16-19 review. This report found that

The overall curriculum offer for 16-18 year olds is wide ranging; and similar to that found in other parts of the country.

Schools and colleges are beginning to offer similar curriculum. Colleges have always offered a mix of A levels and vocational qualifications. Schools are now offering a similar mix. The variety of qualifications will depend on the size of the institution. The Schools in the East Cornwall region offer a wide range of A levels and vocational subjects.

The impact of the College coming into the area would be to increase the range of vocational curriculum, and the levels that a student could access in East Cornwall. This could open up provision to students who have special needs or who did very poorly at GCSEs, and cannot get a place at the local school.

A new building with state of the art facilities would be attractive to young people and parents. They will be designed to be purpose built for modern vocational qualifications. This could attract those who would have chosen to stay at school and are currently using facilities that are older and maybe not specialist. There will also be an opportunity for 19+ students to access college and increase their skill levels which will support the LEP priorities.

A widening curriculum will offer more opportunity, which is a positive impact.

4.6 Impact on Local Community

The impacts on the local community of Bodmin would be varied and would change over time.

Initially the construction of the new college would provide opportunities for local people, as most tenders require use of local employees and the provision of some local apprenticeships. There would be disruption as construction work takes place, but Callywith Gate has already been designated as an area for development, so this will not be different from building houses or industrial units.

Once the College has been built there will be employment opportunities both for teaching and support staff. It is possible that some staff will transfer from Truro, but as the college is stating that it needs this new building to cope with over demand it is likely that new staff will be required. Job roles within a college are attractive as they are reasonably paid and have good pension benefits.

Bodmin College could see a reduction in the number of the students who are attending school. This could mean a more limited provision, and possibly result in some redundancies amongst the staff. However, as stated in the previous paragraph there could be an opportunity for these staff to transfer to the College.

There would be an influx of young people to the edge of the town during term time. This could see an increase in use of the facilities within Bodmin. Although the College will have refectory facilities there will always be students who do not wish to use these. Other shops could see an increase in footfall. The Bodmin Town Framework 2014 acknowledges that the town centre suffers from a poor scale and range of non-food and services, the increase in students might encourage regeneration.

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The centre of the town will not be overwhelmed with extra traffic as the routes to the college will be along the arterial routes. There could be an increase in cycle and moped usage as the students do not have to travel so far. In some areas the introduction of a large number of students does also introduce an amount of litter. There would need to be good communication between the College and the local Town Council or similar to work out how to address these issues.

Local businesses would have access to a provider who caters for adult training and has good results for apprenticeships. The advantage of having a local college would be to encourage more participation from their workforce and to reduce travel times and costs for their employees who are on mandatory training courses.

4.7 Alignment with wider strategies

There are wider strategies within Cornwall that the opening of a new FE Campus will have an impact upon.

Local Enterprise Partnership Strategy

The Local Enterprise Partnership (LEP) has created an Employment and Skills Board (ESB) to carry out their skills remit. The Cornwall and Isles of Scilly Employment Skills Strategy 2013 introduction states:

The relationship between the ESB and the wider business and employer communities will be key to its success. Listening to and communicating with the business and employer communities will be an essential activity; this includes understanding the needs of micro and small businesses and developing responses to meet their needs as well as those of larger employers.

The ESB will also have a key influencing relationship with skills delivery partners through the encouragement of skills development initiatives that respond to identified need. This will include working with those in all aspects of education to support better attainment and the development of greater aspiration in our young people.

The Employment and Skills Board (ESB) is accountable to the Cornwall and Isles of Scilly Local Enterprise Partnership, by whom its terms of reference are set, board members are appointed and to whom it is accountable for performance.

The Employment and Skills Strategy will form one dimension of the overall Cornwall Economic growth Strategy and will both support and be supported by strategic actions in other areas (e.g. the growth of key sectors of the economy, the development of deprived neighbourhoods). The ESB has a key relationship with funding organisations, to which it will offer advice on employment and skills needs, relating to both mainstream and structural funds (ERDF/ESF/RDPE), in order to challenge and influence skills and funding policy. (Cornwall and Isles of Scilly Employment Skills Strategy 2013)

In order to achieve this they have set certain objectives which will all link to schools, colleges and training providers. Examples of these are:

 Developing clear dialogue between employers and providers to facilitate new types of delivery, new investment models for learning and effective ownership of skills delivery by employers

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 Supporting the development of apprenticeships as a key investment tool in skills by employers  Ensuring that skills, training and education are part of any new economic investment offer developed for Cornwall and the Isles of Scilly  Improving graduate uptake, utilisation and retention, linking directly to programmes that retain and nurture local talent such as Unlocking Cornish Potential, initiatives such as the emerging higher education scholarships and internships in local companies  Encouraging the development of entrepreneurial skills and opportunities for young people  Better coordinating efforts to involve employers in working with young people before they seek employment, through enhancing work experience, creating Science Technology, Engineering and Maths (STEM) or sector ambassadors and establishing internship opportunities.

Truro College’s mission would help to address these objectives. There is a link with STEM as currently the largest fastest growth within the A level provision is STEM subjects. Schools will also offer science and maths A levels, which achieve high results. A possible collaboration would be for a STEM centre to be built at the new site which could be accessed by the schools and the college.

Enterprise is now a core part of all further education provision. It is part of the study programmes and sits particularly well alongside the wide variety of vocational courses.

Truro and Penwith already have a large commercial enterprise which deals with local businesses. At the moment the hub is in the south of the region. The new location would enable this hub to be extended and local partnerships established to increase the skills of the local businesses.

Improving graduate uptake requires an increase in graduates. The higher performance of the College will enable more graduates who can start to work towards achieving the LEP objectives.

Schools will also be able to support this mission, but they do not have such large curriculum to meet the different requirements, such as apprentices, adult learners and special needs learners. Current statistics for Cornwall are showing that the present education provision is not meeting the targets that the County have.

Bodmin Strategy

Bodmin has its own local development plan. The Bodmin Town Framework is a document that sets out the vision for the future sustainable growth and regeneration of the urban area and immediate hinterland of the town. The Bodmin Town Framework is one of a series of ‘Frameworks’ that have been produced by Cornwall Council; these documents will then form a key evidence base for the Cornwall Allocation Development Plan Document (DPD), which will sit alongside the Local Plan, the Council’s main planning document for Cornwall. The DPD will then be used in the determination of planning applications by Cornwall Council.

The plan identifies that there is evidence that a lack of appropriate skills including employability and relevant vocational skills is preventing the local workforce from accessing new job opportunities, particularly those associated with growth sectors. Introducing a more skills focussed provider could help to address this area for improvement. A plan could be established to re-train many of the more mature members of the workforce.

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Secondary education is considered within the plan.

‘Bodmin College represents the town’s only provider of secondary education, which has the capacity to accommodate 1464 pupils, but is already operating over capacity. It is estimated that the planned growth for Bodmin and its hinterland up to 2030 will generate additional demand for approximately 350 secondary school places; when combined with the current deficit in places, it is estimated that an additional 400 places need to be provided by the end of the plan period. This additional demand is not sufficient to warrant the development of a new school, which means Bodmin College will need to expand.’

If the College is located in Bodmin it would be possible for the School and the College to share this growth. A reduction in the sixth form at Bodmin College could see enough space created for the growing numbers lower down the school. It would also be possible for the two institutions to talk about collaborative use of facilities so that growth can be positive for both.

On the original drawings for the Local Plan the area was designated for light industry or housing. If the college locates to Callywith Gate, this will have to be reduced. The minutes of the Localism Policy Advisory Committee in April 2015 did not see this as negative. In fact they felt the location of the College in Callywith Gate would help to progress the improvements to the Northern junction with the A30. This improvement is required to facilitate much of the development to the north of Bodmin.

Cornwall vision

When defining the vision for Bodmin, the starting point is to recognise the overall vision for Cornwall, which is stated in the Sustainable Community Strategy, ‘Future Cornwall’:

Cornwall in 2030 will be an industry leader in environmental technologies (land and marine) and at the centre of a global network of businesses. It will combine internationally recognised research with skills in environmental technologies across the workforce.

It will be a green peninsula, this means:  resilient to rising costs of energy  economic growth within environmental limits  low carbon and energy efficient homes  less need to travel with an excellent transport and less reliant on fossil fuels  local generation of renewable energy  careful use of resources, minimum waste and re-use of waste products  consumption of locally produced food.

The introduction of a new College to serve the people who travel over 20 miles a day would help to meet this objective to become a green peninsula.

Government Strategy

In 2013 the Government published a document “Rigour and Responsiveness in Skills”. This paper outlines the need to improve skills in the United Kingdom. Two of its objectives are relevant to the current proposal. The paper states

Vocational qualifications must be rigorous so they qualify a worker to practise in their chosen role. If a qualification is not a passport to a job or a higher level of education it has no purpose. Training that does not take learners further than when they started a

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course can be worse than useless. Our best colleges and training providers have demonstrated what is possible. We need to create a system that incentivises all to attain the performance standards of the best. Rigour and Responsiveness 2013

Underlying this statement is the belief that many of the vocational qualifications studied in schools are not the full qualification that will give people the relevant skills to progress into work. As a result of this the Government is discouraging schools from offering these courses. Colleges are offering these types of qualification.

The paper also states:

‘This will be achieved by a system that is responsive. It means ensuring the flexibility for education and training providers to deliver what is really wanted by learners and employers. Responsiveness also means giving real choice to the individuals or employers who use our skills system.’

Truro and Penwith College believe that they are fulfilling this brief because they already have over 500 students who travel to learn at their campus, and they believe that this will increase if they move to the East of Cornwall where there is an identified gap in provision.

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Appendix 1

Truro College Impact Assessment: Evidence Files & Useful Links

 2014 Activity Results School Crosstab: destination by school for the year 11 cohort. Survey is undertaken as snapshot in November.  Bodmin Master Plan: contains information on the local plan & place based plans http://www.cornwall.gov.uk/environment-and-planning/planning/planning-policy/cornwall-local- plan/place-based-plans/bodmin-community-network-area/  Community Network Areas: map of network area geographies http://www.cornwall.gov.uk/community-and-living/communities-and-devolution/community- networks/  Connecting 2030: sets out vision, goals, objectives & policies for transport in Cornwall.http://www.cornwall.gov.uk/connectingcornwall  Copy of Cornwall Year 11 First Destinations 2013 & 2014: detailed destinations by school & post 16 provider. Survey is undertaken as snapshot in November.  Copy of Secondary School Forecasts( Autumn 2014): projected numbers of roll to October 2018  Copy of Spring 2015 Census Summary: numbers of roll data  Cornwall Community Network Area 12 -14 Cohort Not Participating: volumes of young people not meeting the Raising the Participation Age duty e.g. NEET by community network area  Cornwall Community Network Area 12 -14 Cohort Participating: volumes of young people meeting the Raising the Participation Age duty  Cornwall Review of Post 16 Provision: detailed independent review commissioned by the Raising Aspiration & Achievement Strategic (RAAS) Board on outcomes for young people  DfE Key Stage 5 Performance Tables: published performance data by institution http://www.education.gov.uk/cgi- bin/schools/performance/group.pl?qtype=LA&no=908&superview=p16  Draft Truro College Impact Analysis: early analysis of numbers on roll, activity survey etc undertaken by CC Officer (work incomplete)  Employment & Skills Strategy: sets out strategic objectives to improvew & address the skills needs of Cornwall & IoS  Localism PAC Reports & Appendix: report & appendices on the disposal of the Council land at Bodmin to Truro College  NEETs Analysis 1619 Review: analysis into the destinations & choices of young people NEET as a follow up to the 16 – 19 review.  Printed Minutes: for the Localism & Young People’s PAC where the 16 – 19 review & land sale was discussed.  RAAS Priorities Presentation October 2014: The RAAS is a non statutory partnership of agencies working in partnership to improve the educational outcomes of young people in Cornwall. The presentation provides a review of the data & sets out their strategic priorities for 2014/15  School gates distance from Callwithgate: distance in miles from each secondary school in Cornwall to Callywithgate location – north & east schools highlighted in yellow  Ofsted report Callington College  Sixth form Minimum Standards Emails: includes Cornwall data. Read in conjunction with: https://www.gov.uk/16-to-19-education-accountability  Truro College East & Mid Enrolments: enrolment data from the College by pupil residency aggregated to community network area.  Ofsted data dashboards http://dashboard.ofsted.gov.uk/  Rigour and Responsiveness in skills Policy paper https://www.gov.uk/government/publications/rigour-and-responsiveness-in-skills  Ofsted Annual Report 2014 http://ofsted.gov.uk  Cornwall Colleges Together Presentation powerpoint slides  SUSTRAN Report

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 Bodmin College Report into the Proposal to introduce a large FE Provider in East Cornwall Email 22/5/15  Truro and Penwith College response to Councillor Lobbying questions Email 26/5/15  DfE Performance Tables from 2007 until 2014 email 1/06/15  Comments on Truro briefing paper and additional data and comments from Liskeard School. Email 31/5/15

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Appendix 3 Truro College Impact Assessment: Document / Evidence Files & Useful Links

 2014 Activity Results School Crosstab: destination by school for the year 11 cohort. Survey is undertaken as snapshot in November.  Bodmin Master Plan: contains information on the local plan & place based plans http://www.cornwall.gov.uk/environment-and-planning/planning/planning- policy/cornwall-local-plan/place-based-plans/bodmin-community-network-area/  Community Network Areas: map of network area geographies http://www.cornwall.gov.uk/community-and-living/communities-and- devolution/community-networks/  Connecting 2030: sets out vision, goals, objectives & policies for transport in Cornwall.http://www.cornwall.gov.uk/connectingcornwall  Copy of Cornwall Year 11 First Destinations 2013 & 2014: detailed destinations by school & post 16 provider. Survey is undertaken as snapshot in November.  Copy of Secondary School Forecasts( Autumn 2014): projected numbers of roll to October 2018  Copy of Spring 2015 Census Summary: numbers of roll data  Cornwall Community Network Area 12 -14 Cohort Not Participating: volumes of young people not meeting the Raising the Participation Age duty e.g. NEET by community network area  Cornwall Community Network Area 12 -14 Cohort Participating: volumes of young people meeting the Raising the Participation Age duty  Cornwall Review of Post 16 Provision: detailed independent review commissioned by the Raising Aspiration & Achievement Strategic (RAAS) Board on outcomes for young people  DfE Key Stage 5 Performance Tables: published performance data by institution http://www.education.gov.uk/cgi- bin/schools/performance/group.pl?qtype=LA&no=908&superview=p16  Draft Truro College Impact Analysis: early analysis of numbers on roll, activity survey etc undertaken by CC Officer (work incomplete)  Employment & Skills Strategy: sets out strategic objectives to improvew & address the skills needs of Cornwall & IoS  Localism PAC Reports & Appendix: report & appendices on the disposal of the Council land at Bodmin to Truro College  NEETs Analysis 1619 Review: analysis into the destinations & choices of young people NEET as a follow up to the 16 – 19 review.  Printed Minutes: for the Localism & Young People’s PAC where the 16 – 19 review & land sale was discussed.  RAAS Priorities Presentation October 2014: The RAAS is a non statutory partnership of agencies working in partnership to improve the educational outcomes of young people in Cornwall. The presentation provides a review of the data & sets out their strategic priorities for 2014/15  School gates distance from Callwithgate: distance in miles from each secondary school in Cornwall to Callywithgate location – north & east schools highlighted in yellow  Ofsted report Callington College  Sixth form Minimum Standards Emails: includes Cornwall data. Read in conjunction with: https://www.gov.uk/16-to-19-education-accountability  Truro College East & Mid Enrolments: enrolment data from the College by pupil residency aggregated to community network area.  Ofsted data dashboards http://dashboard.ofsted.gov.uk/  Rigour and Responsiveness in skills Policy paper https://www.gov.uk/government/publications/rigour-and-responsiveness-in-skills  Ofsted Annual Report 2014 http://ofsted.gov.uk  Cornwall Colleges Together Presentation powerpoint slides

Page 82  SUSTRAN Report  Bodmin College Report into the Proposal to introduce a large FE Provider in East Cornwall Email 22/5/15  Truro and Penwith College response to Councillor Lobbying questions Email 26/5/15  DfE Performance Tables from 2007 until 2014 email 1/06/15  New Campus Lobbying Paper (Sue Brownlow et all, 11.5.15) with Truro and Penwith College Response (Summary version – D Walrond)

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