Securing the future… Improving services Enhancing quality of life Making the best use of public resources
Council Building 2 High Street Perth PH1 5PH
18 July 2018
A Meeting of the Lifelong Learning Committee will be held in the Council Chamber, 2 High Street, Perth, PH1 5PH on Wednesday, 21 March 2018 at 14:00.
If you have any queries please contact Committee Services on (01738) 475000 or email [email protected].
BERNADETTE MALONE Chief Executive
Those attending the meeting are requested to ensure that all electronic equipment is in silent mode.
Please note that the meeting will be recorded and will be publicly available on the Council’s website following the meeting.
Members:
Councillor Caroline Shiers (Convener) Mrs P Giles Councillor Callum Purves (Vice-Convener) Mrs A McAuley Councillor Willie Wilson (Vice-Convener) Mrs M McFarlane Councillor Henry Anderson Councillor Kathleen Baird Councillor Audrey Coates Councillor Angus Forbes Councillor Xander McDade Councillor Tom McEwan Councillor Beth Pover Councillor John Rebbeck Councillor Crawford Reid Councillor Fiona Sarwar
Page 1 of 422 Page 2 of 422 Lifelong Learning Committee
Wednesday, 21 March 2018
AGENDA
MEMBERS ARE REMINDED OF THEIR OBLIGATION TO DECLARE ANY FINANCIAL OR NON-FINANCIAL INTEREST WHICH THEY MAY HAVE IN ANY ITEM ON THIS AGENDA IN ACCORDANCE WITH THE COUNCILLORS’ CODE OF CONDUCT.
1 WELCOME AND APOLOGIES/SUBSTITUTES
2 DECLARATIONS OF INTEREST
3 MINUTES
(i) MINUTE OF MEETING OF THE LIFELONG LEARNING 5 - 8 COMMITTEE OF 24 JANUARY 2018 FOR APPROVAL AND SIGNATURE
(ii) MINUTE OF MEETING OF THE EXECUTIVE SUB-COMMITTEE 9 - 10 OF THE LIFELONG LEARNING COMMITTEE OF 18 AUGUST 2017 FOR NOTING
(iii) MINUTE OF MEETING OF THE JOINT NEGOTIATING 11 - 14 COMMITTEE FOR TEACHING STAFF OF 14 NOVEMBER 2017 FOR NOTING
4 OPTIONS APPRAISAL - LOGIEALMOND PRIMARY SCHOOL 15 - 134 AND METHVEN PRIMARY SCHOOL Report by Executive Director (Education and Children's Services) (copy herewith 18/84)
5 OPTIONS APPRAISAL - BLAIRINGONE PRIMARY SCHOOL 135 - 202 Report by Executive Director (Education and Children's Services) (copy herewith 18/85)
6 OPTIONS APPRAISAL - ABERNYTE PRIMARY SCHOOL 203 - 290 Report by Executive Director (Education and Children's Services) (copy herewith 18/86)
7 OPTIONS APPRAISAL - BRACO PRIMARY SCHOOL AND 291 - 388 GREENLOANING PRIMARY SCHOOL Report by Executive Director (Education and Children's Services) (copy herewith 18/87)
Page 3 of 422
8 EVIDENCE2SUCCESS: MAINTAINING AND DELIVERING 389 - 412 SUSTAINABLE OUTCOMES Report by Executive Director (Education and Children's Services) (copy herewith 18/88)
9 RESERVED PLACES IN SCHOOLS 2018/2019 413 - 422 Report by Executive Director (Education and Children's Services) (copy herewith 18/89)
10 PERTH AND KINROSS DIGITAL LEARNING STRATEGY Presentation by Executive Director (Education and Children's Services)
Page 4 of 422 PERTH AND KINROSS COUNCIL LIFELONG LEARNING COMMITTEE
24 JANUARY 2018 3(i)
LIFELONG LEARNING COMMITTEE
Minute of meeting of the Lifelong Learning Committee held in the Council Chamber, 2 High Street, Perth, PH1 5PH on Wednesday 24 January 2018 at 2.00pm.
Present: Councillors C Shiers, R McCall, W Wilson, C Ahern (substituting for Councillor A Coates), H Anderson, K Baird, S Donaldson (substituting for Councillor T McEwan), A Forbes, X McDade, A Parrott (substituting for Councillor F Sarwar), C Purves, J Rebbeck, M Williamson (substituting for Councillor B Pover); and Mrs M McFarlane.
In attendance: Councillors B Band, D Doogan and M Lyle; S Devlin Executive Director (Education & Children’s Services), G Boland, R Hill, S Johnston, L Michele- Ross, K Robertson, and C Taylor (all Education & Children’s Services); S Rodger, C Flynn and L Brown (all Corporate & Democratic Services).
Apologies for absence: Councillors A Coates, T McEwan, B Pover and F Sarwar; Mrs P Giles and Mrs A McAuley.
Councillor C Shiers, Convener, Presiding.
27. WELCOME AND APOLOGIES
The Convener welcomed all those present to the meeting. Apologies for absence were noted as above.
28. DECLARATIONS OF INTEREST
In terms of the Councillors’ Code of Conduct Councillors Forbes, Shiers, Williamson and Wilson declared a non-financial interest in Art. 31, the Update Report on Review of Community Campuses.
29. MINUTES
(i) Lifelong Learning Committee
The minute of meeting of the Lifelong Learning Committee of 1 November 2017 (Arts. 618-628) was submitted, approved as a correct record and authorised for signature.
(ii) Joint Negotiating Committee for Teaching Staff
The minute of meeting of the Joint Negotiating Committee for Teaching Staff of 19 September 2017 was submitted and noted. (Appendix I)
Page 5 of 422 PERTH AND KINROSS COUNCIL LIFELONG LEARNING COMMITTEE 24 JANUARY 2018
30. PERTH AND KINROSS COMMUNITY PLANNING PARTNERSHIP
(i) Minute of meeting of the Children, Young People and Families Partnership
The minute of meeting of the Children, Young People and Families Partnership of 8 September 2017 was submitted and noted.
(ii) Economy and Lifelong Learning Group
The minute of meeting of the Economy and Lifelong Learning Group of 22 September 2017 was submitted and noted.
31. UPDATE REPORT ON REVIEW OF COMMUNITY CAMPUSES
There was submitted a report by the Executive Director (Education and Children’s Services) (18/12) updating the Committee on the changes that have been implemented in respect of the Review of Community Campuses at Breadalbane, Loch Leven, North Inch and Strathearn.
Resolved: (i) The progress of the review be noted. (ii) The conclusion of the Review by April 2018, be agreed. (iii) The Executive Director (Education and Children’s Services) be instructed to take forward marketing plans as part of the annual Campus Self-Evaluation process. (iv) The membership of a Community Campus Management Group be extended to include a Community Council representative should be there an established Community Council within the Campus area.
32. OPTIONS APPRAISAL – ST NINIAN’S EPISCOPAL PRIMARY SCHOOL
There was submitted a report by the Executive Director (Education and Children’s Services) (18/13) seeking approval of the Options Appraisal undertaken in respect of St Ninian’s Episcopal Primary School.
Resolved: (i) The Options Appraisal attached as Appendix A to Report 18/13, be approved. (ii) The Executive Director (Education and Children’s Services) be instructed to progress with the establishment of a nursery class within St Ninian’s Episcopal Primary School. (iii) The Executive Director (Education and Children’s Services) be instructed to report back to the Committee on the revised capacity of St Ninian’s Episcopal Primary School, once the nursery class has been established.
Page 6 of 422 PERTH AND KINROSS COUNCIL LIFELONG LEARNING COMMITTEE 24 JANUARY 2018
33. OPTIONS APPRAISAL – FORTEVIOT PRIMARY SCHOOL
There was submitted a report by the Executive Director (Education and Children’s Services) (18/14) seeking approval of the recommendation of the Options Appraisal which has been undertaken in respect of Forteviot Primary School.
Resolved: (i) The recommendation of the Options Appraisal, attached as Appendix A to Report 18/14, that a statutory consultation in relation to the closure of Forteviot Primary School should take place, be approved. (ii) The Executive Director (Education and Children’s Services) be instructed to prepare and publish a proposal paper to close Forteviot Primary School, transfer pupils to Forgandenny Primary School and extend the delineated area of Forgandenny Primary School to subsume the whole catchment area of Forteviot Primary School. (iii) The Executive Director (Education and Children’s Services) be instructed to formally consult the appropriate bodies and persons on the terms of the proposal paper, all in terms of the Schools (Consultation) (Scotland) Act 2010. (iv) Authority be delegated to the Executive Director (Education and Children’s Services) to investigate and manage any alleged omissions or inaccuracies during the consultation process and to take appropriate action in accordance with the Schools (Consultation) (Scotland) Act 2010. (v) The Executive Director (Education and Children’s Services) be instructed to prepare a report on the results of the consultation and report back to the Committee on the outcome of the consultation at a future meeting of the Lifelong Learning Committee.
34. OPTIONS APPRAISAL – BALHOUSIE PRIMARY SCHOOL AND NORTH MUIRTON PRIMARY SCHOOL
There was submitted a report by the Executive Director (Education and Children’s Services) (18/15) seeking approval for (1) the replacement of North Muirton Primary School, and (2) the recommendation of the Options Appraisal which has been undertaken in respect of Balhousie Primary School and North Muirton Primary School, which is to close Balhousie Primary School and transfer pupils to the new North Muirton Primary School once it has been built.
Motion (Councillors Shiers and McCall) (i) The replacement of North Muirton Primary School using the funding in the Composite Capital Programme 2017/23 for a replacement primary school in the North of Perth, be approved. (ii) The recommendation of the Options Appraisal, attached as Appendix A to Report 18/15, that a statutory consultation in relation to the closure of Balhousie Primary School should take place, be approved. (iii) The Executive Director (Education and Children’s Services) be instructed to prepare and publish a proposal paper to close Balhousie Primary School, transfer pupils to a new North Muirton Primary School once it has been built and extend the delineated area of North Muirton
Page 7 of 422 PERTH AND KINROSS COUNCIL LIFELONG LEARNING COMMITTEE 24 JANUARY 2018
Primary School to subsume the whole catchment area of Balhousie Primary School. (iv) The Executive Director (Education and Children’s Services) be instructed to formally consult the appropriate bodies and persons on the terms of the proposal paper, all in terms of the Schools (Consultation) (Scotland) Act 2010. (v) Authority be delegated to the Executive Director (Education and Children’s Services) to investigate and manage any alleged omissions or inaccuracies during the consultation process and to take appropriate action in accordance with the Schools (Consultation) (Scotland) Act 2010. (vi) The Executive Director (Education and Children’s Services) be instructed to prepare a report on the results of the consultation and report back to the Committee on the outcome of the consultation at a future meeting of the Lifelong Learning Committee.
Amendment – (Councillors Rebbeck and Parrott) – (i) Delete recommendations 4.1 and 4.2 of Report 18/15 and in view of the fact that the Options Appraisal makes neither a well argued nor well evidenced case for the closure of Balhousie Primary School and its integration into a new school at North Muirton, it is recommended that both sites remain in use with a new school being provided at North Muirton. (ii) Request that the Executive Director (Education and Children’s Services) explore the possibility of additional funding as required to fully refurbish the school building at Balhousie Primary School.
MRS McFARLANE LEFT THE MEETING AT THIS POINT.
THE COMMITTEE ADJOURNED TO CONSIDER THE AMENDMENT.
THE COMMITTEE RECONVENED.
In terms of Standing Order 44, a roll call vote was taken.
5 Members voted for the Amendment as follows: Councillors Anderson, Donaldson, Parrott, Rebbeck and Williamson.
8 Members voted for the Motion as follows: Councillor Ahern, Baird, Forbes, McCall, McDade, Purves, Shiers and Wilson.
Resolved: In accordance with the Motion.
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Page 8 of 422 3(ii)
EXECUTIVE SUB-COMMITTEE OF THE LIFELONG LEARNING COMMITTEE
Minute of Meeting of the Executive Sub-Committee of the Lifelong Learning Committee held in the Council Chambers, Council Building, 2 High Street, Perth on Thursday 17 August 2017 at 9.00am.
Present: Councillors C Shiers, R McCall, W Wilson, Rebbeck and F Sarwar.
In Attendance: R Hill, Head of Education – Secondary and Inclusion, S Johnston, Head of Education – Early Years and Primary, J Chiles, C Hunter, L Richards, M Neil, M Macduff, K Ramsay, J Sorrie and L Verdot (all Education and Children’s Services);R Bell, Head Teacher, Muthill Primary School; N Drew, Head Teacher, Coupar Angus Primary School, I Forrest, Head Teacher Glenlyon Primary School L Brown, Corporate & Democratic Services.
Councillor C Shiers, Convener, Presiding.
1. WELCOME AND APOLOGIES
The Convener welcomed all those present to the meeting, and an apology for absence was noted as above.
2. DECLARATIONS OF INTEREST
There were no declarations of interest made in terms of the Councillors’ Code of Conduct.
3. MINUTE OF PREVIOUS MEETING
The minute of meeting of the Executive Sub-Committee of the Lifelong Learning Committee of 22 February 2017 was submitted, approved as a correct record and authorised for signature.
4. THE INSPECTION PROCESS
The Committee received and noted a joint presentation by S Johnston, Head of Education – Early Years and Primary and L Richards, Service Manager, summarising the models of inspection carried out by the Care Inspectorate and Education Scotland and providing an overview of the inspection process.
THE SUB-COMMITTEE AGREED CONSIDER THE REPORT ON THE INSPECTIONS OF SERVICES FOR CHILDREN AND YOUNG PEOPLE BY THE CARE INSPECTORATE AS THE NEXT ITEM OF BUSINESS.
5. INSPECTION OF SERVICES FOR CHILDREN AND YOUNG PEOPLE BY THE CARE INSPECTORATE
There was submitted a report by the Director (Education and Children’s Services) (17/259) setting out the key findings following unannounced inspections of The Cottages in December 2016 and Wellbank House in May 2017 by the Care Inspectorate.
Page 9 of 422
Resolved: The key findings of the unannounced inspections of The Cottages and Wellbank House carried by the Care Inspectorate, as detailed in Appendices 1 and 2 to report 17/259 be noted. L RICHARDS AND E BECK LEFT THE MEETING AT THIS POINT.
6. STANDARDS AND QUALITY IN SCHOOLS, LEARNING COMMUNITIES AND PRE-SCHOOL CENTRES/DAY CARE OF CHILDREN
There was submitted a report by the Director (Education and Children’s Services) (17/258), setting out the key findings following inspections of pre-school centres and schools undertaken by Education Scotland and, by exception, Care Inspectorate inspections on the day care of children since the Executive Sub- Committee of Lifelong Learning Committee on 22 March 2017.
Resolved: The key findings of the inspections reports attached as Appendices 1 to 7 to Report 17/258, be noted as follows: Auchlone Nature Kindergarten – (Appendix 1) Fairview School Nursery Day Care of Children – (Appendix 2) Honeypot Children’s Nursery - Almondbank (Appendix 3) Dunning Stepping Stones – (Appendix 4) Coupar Angus Primary School and Nursery Class – (Appendix 5) Muthill Primary School and Nursery Class – (Appendix 6) Glenlyon Primary School and Nursery Class – (Appendix 7)
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Page 10 of 422 3(iii) JOINT NEGOTIATING COMMITTEE FOR TEACHING STAFF
Minute of meeting of the Joint Negotiating Committee for Teaching Staff (JNCT) held in the Council Chambers, Ground Floor, Council Building, 2 High Street, Perth on Tuesday 14 November 2017 at 2.30pm.
Present: Representing Perth and Kinross Council Councillors R McCall (substituting for Councillor C Shiers) and W Wilson; S Devlin, R Hill, S Johnston and T Pupillo (all Education and Children’s Services); P Steel (Corporate and Democratic Services).
Representing Teachers’ Associations B Berhane, E Campbell, E Connon, J Cook, M Laurie, and C Weston (all EIS); M Mackie (substituting for A Johnston (SSTA); and S Topen-Cooper (NASUWT).
In Attendance : A McAuley (Joint Secretary for Teachers’ Side); C Flynn and S Hendry (for Joint Secretary, Management Side); J Fyffe, Senior Depute Chief Executive, Perth and Kinross Council
Apologies: C Rose (EIS), C McDonald (VOICE) and A Johnston (SSTA). A Thomson and D McLeod.
E Campbell, Convener, Presiding.
1. APOLOGIES FOR ABSENCE
Apologies for absence were submitted and noted as above.
2. DECLARATIONS OF INTEREST (ELECTED MEMBERS ONLY)
There were no declarations of interest made in terms of the Councillors’ Code of Conduct.
3. MINUTE OF PREVIOUS MEETING
The minute of meeting of the Joint Negotiating Committee for Teaching Staff of 19 September 2017 was submitted and approved as a correct record.
4. MATTERS ARISING
(i) Bertha Park High School – (Item 7 refers)
R Hill confirmed that the Deputy First Minister would be officially carrying out the turf cutting ceremony at the site for the new school on 30 November 2017 and that recruitment for the new Head Teacher post was progressing well.
Page 11 of 422 5. FAIRER FUTURES
J Fyffe provided the Committee with a slide based presentation on Fairer Futures (see attached appendix).
J Fyffe answered a number of questions from members of the Committee and was thanked for his presentation.
6. REPORTS OF VIOLENCE AND AGGRESSION AGAINST STAFF IN PERTH AND KINROSS SCHOOLS – FINAL YEAR END REPORT – ACADEMIC SESSION 2016-2017
There was submitted a statistical report by the Executive Director (Education and Children’s Services) (G/17/183) detailing the number of reported incidents of violence and aggression against staff in schools for the final year end of Academic Session 2016-17.
M Laurie welcomed more effective reporting, and whilst noting that there had been a rise in the overall number of incidents between 2013/14 and 2016/17, commented that this was still involving only a small number of pupils across Perth and Kinross. Information was requested regarding pupils involved in multiple incidents and what was being done to support them year on year. In response R Hill stated that the majority of pupils involved in multiple incidents had recorded ASN and this would be known as pupils progressed through the school system.
S Topen-Cooper raised concern in relation to section 3.1 of the report and the rise in the number of reported incidents of violence and aggression against staff involving a parent or carer and said that he was open to any further suggestions from the Management Side to increase staff safety. S Devlin confirmed that the Council’s Corporate Health, Safety and Wellbeing Consultative Committee looked at these issues on a regular basis and asked the Teachers’ Side to bring forward any suggestions for preventative methods in individual schools.
S Johnston commented on the importance of the use of CALM training in schools and also the impact of some mental health issues in relation to statistics involving parents and carers. Training was available to Head Teachers to support staff on Thresholds of Behaviour.
The Committee otherwise noted the report.
7. JOB PROFILES
(i) Principal Teacher Support for Pupils’ (Behaviour) – Blairgowrie High School
There was submitted and agreed a job profile for the above post (Report G/17/184). It was noted that the post would be fixed term for a period of 23 months.
Page 12 of 422 (ii) Principal Teacher Engagement – Perth Grammar School
There was submitted and agreed a job profile for the above post (Report G/17/185). It was noted that the post would be fixed term for a period of 23 months.
(iii) Principal Teacher Equity – Perth Grammar School
There was submitted and agreed a job profile for the above post (Report G/17/186). It was noted that the post would be fixed term for a period of 23 months.
8. SCOTTISH NATIONAL STANDARDISED ASSESSMENTS
There submitted a Joint Briefing Paper (G/17/187) by the Head of Education – Early Years and Primary and the Head of Education – Secondary and Inclusion on the Scottish National Standardised Assessments in literacy and numeracy. The standards were being introduced by the Scottish Government across Scotland from August 2017 for every child in P1, P4, P7 and S3 and focused on aspects of reading, writing and numeracy.
S Johnston confirmed that guidance was still being worked on for Perth and Kinross and that Head Teachers had been asked to allocate ten hours in working time agreements.
S Devlin confirmed that discussion had taken place with Head Teachers who viewed assessment windows as helpful in Primary Schools for undertaking the assessments and commented that they included a further set of information as part of a wider cohort of information to support teachers.
The Teachers’ Side felt that the timings of the assessments should be looked at again in terms of other assessments and exams, as well as computing work and other folios.
It was agreed that a future working group be set up to look at timings for future years.
The Committee noted the update report.
COUNCILLOR WILSON LEFT THE MEETING AT THIS POINT
9. A PROTOCOL FOR CONSULTATION WITH THE TEACHERS’ PROFESSIONAL ASSOCIATIONS
There was submitted a report by the Corporate Human Resources Manager (G/17/188) that built upon the JNC Local Recognition and Procedure Agreement in terms of setting out guidelines for consultation mechanisms between the Council and the Teachers’ Professional Associations.
The Committee agreed the contents of the report.
Page 13 of 422 10. ANY OTHER COMPETENT BUSINESS
(i) Joint Inspection of Children, Young People and Families Service
S Devlin confirmed that the Joint Inspection was now in its final week and that various meetings and interviews had taken place with Head Teachers, Teachers, Parents and Carers and young people.
(ii) Empowering Schools: A Consultation on the Provisions of the Education (Scotland) Bill
S Devlin confirmed that the above consultation was published on 7 November and that Education and Children’s Services would be making a response.
11. DATE OF NEXT MEETING
16 January 2018 at 2.30pm
Page 14 of 422 4 PERTH AND KINROSS COUNCIL 18/84
Lifelong Learning Committee
21 March 2018
Options Appraisal
Logiealmond Primary School and Methven Primary School
Report by Executive Director (Education and Children’s Services)
PURPOSE OF REPORT This report seeks approval of the recommendation of the Options Appraisal (Appendix A) which has been undertaken in respect of Logiealmond Primary School and Methven Primary School.
Lifelong Learning Committee is asked to agree that the Executive Director (Education and Children’s Services) commence statutory consultation on a proposal to close Logiealmond Primary School. The report also seeks approval to reduce the capacity of Methven Primary School and build new gym/dining hall.
1. BACKGROUND
School Estate Transformation
1.1 The school estate is a significant and valuable asset to the communities of Perth and Kinross. Between 2017 and 2023, the Council will invest £141m in the school estate, including a number of new or replacement primary schools and a substantial upgrade programme for secondary schools. In addition a new £32.5m secondary school at Bertha Park will come into operation in August 2019.
1.2 The School Estate Strategy (Report No. 12/370 refers) sets out the Council’s aspirations for our schools, and in particular the high value we place on learning, through our vision for well designed, maintained and managed schools.
1.3 It is important, in light of the significant investment and cost associated with the school estate, that it is managed in an efficient and effective manner, and that the priorities which are addressed meet the wider strategic objectives of the Council and the needs of our communities.
1.4 There are significant challenges for managing the school estate over the coming years. These include changing demographics including population growth and movement, house building in certain locations, ongoing deterioration in building infrastructure, pressure on planned maintenance
Page 15 of 422 budgets, increasing revenue costs and the expansion of Early Learning and Childcare from 600 to 1140 hours.
1.5 The Council’s Transformation Strategy 2015-2020 ‘Building Ambition’ and Organisational Development Framework were approved by Council on 1 July 2015 (Report No. 15/292 refers ). Together they detail how Perth and Kinross Council will deliver transformation over the next five years. Accompanying the strategy is a programme of major reviews which are considered to be key drivers and enablers of transformation across the organisation.
1.6 On 24 August 2016, Lifelong Learning Committee (Report No. 16/347 refers ) approved principles to be used as a basis for the transformation review, ‘Securing the Future of the School Estate’. The principles approved by Lifelong Learning Committee as a basis for the transformation review were as follows:
(i) schools should have an occupancy rate where possible greater than 60% of the capacity and ideally should be operating at over 80% capacity; (ii) every school should be rated as A or B ie at least satisfactory for condition and suitability; and (iii) life expired buildings 1 within the school estate should be prioritised for replacement.
1.7 On 2 November 2016, Lifelong Learning Committee (Report 16/485 refers) approved the development of a number of options appraisals to consider in detail schools which were identified as requiring further consideration.
1.8 Logiealmond Primary School was included in the schools to be considered by an options appraisal as a result of being under-occupied at Census 2 2015. The school had 12 pupils and an occupancy level of 25% at this time.
1.9 It should be noted that previous reports have been submitted to Lifelong Learning Committee with recommendations regarding Logiealmond Primary School. The first report ( Report 10/428 Refers) sought approval from Lifelong Learning Committee to proceed with undertaking an Options Appraisal and, if appropriate, produce a Proposal Paper containing an Educational Benefits Statement in respect of Logiealmond Primary School. The options to be considered included the possible closure of the school. The following report ( Report 11/428 Refers ) advised Lifelong Learning Committee of the outcome of the Options Appraisal undertaken in respect of Logiealmond Primary School and recommended that the school remained open with a limited review of the catchment area.
1 Life expired buildings are defined as buildings which are uneconomic to maintain. 2 An annual pupil census in publicly funded schools in Scotland is carried out every year for publication by the Scottish Government. This usually takes place in September.
Page 16 of 422 A further report (Report 12/316 refers) to a meeting of Lifelong Learning Committee on 15 August 2012, recommended not to proceed with the following proposal, following a statutory consultation. “the catchment area of Logiealmond Primary School be extended to subsume the delineated area of Glenalmond College site with a corresponding reduction in the catchment area of Methven Primary School from Monday 7 January 2013”. The recommendation was approved and no changes were made to the catchment area. 1.10 Methven Primary School was included in the schools to be considered by an options appraisal due to the condition rating of the school. The school was also under-occupied at Census 2015. The school had 120 pupils and an occupancy level of 52% at this time.
Key Legislation
1.11 Councils, as Education Authorities, have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand.
1.12 Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value.
1.13 The Schools Consultation (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals for school closures and other major changes to schools. These consultation processes are expected to be robust, open, transparent and fair, and seen to be so. They are also expected to be consistent across Scotland.
1.14 The 2010 Act makes special arrangements in relation to rural schools, establishing a presumption against closure of rural schools. The result of this is that education authorities must have special regard to a number of factors before formulating a proposal to close a rural school and in consulting on and reaching a decision as to whether to implement a rural school closure proposal. These factors are:
• Effect on the Community • Effect on Travel Arrangements • Educational Benefits
2. OPTIONS PROPOSALS
2.1 An options appraisal has been undertaken to consider the future of Logiealmond Primary School and Methven Primary School. The options appraisal is attached as Appendix A.
Page 17 of 422 2.2 The options appraisals for Logiealmond Primary School and Methven Primary School have been combined as the schools share a boundary and some of the options relate to both schools.
The options appraisal considers the low occupancy and condition of Methven Primary School. The school had 120 pupils and an occupancy level of 52% at Census 3 2015. It also takes into account the condition of Methven Primary School which is rated ‘C’ (Poor – showing major defects and/or not operating adequately).
The options appraisal considers the under occupancy at Logiealmond Primary School, which had 12 pupils and an occupancy level of 25% at Census 2015.
A condition survey was carried out on the school on 19 January 2017 and the condition rating changed from a “B” to a “C” rating (Poor – showing major defects and/or not operating adequately).
2.3 The Scottish Government’s Rural School List 2017 classifies Logiealmond Primary School and Methven Primary School as “accessible rural” schools under Section 14 of the Schools (Consultation) (Scotland) Act 2010. Therefore in considering the options the rural school factors detailed in paragraph 1.14 were explored fully in the options appraisal.
2.4 The findings contained within the options appraisal conclude that the only reasonable option in response to the low roll at Logiealmond Primary School is to close the school with pupils moving to Methven Primary School. The delineated area of Methven Primary School would be extended to subsume the whole catchment of Logiealmond Primary School. The conclusion is due to the inability to create a sustainable school roll at Logiealmond Primary School. In addition it is proposed that the capacity of Methven Primary School will be reduced to 176 pupils, through demolition of a life expired building. There will also be a new gym/dining hall at Methven Primary School. The reduction in capacity is positive for both sets of pupils as this will see the removal of life expired buildings with resulting improvements to the condition of the school and learning and teaching environments. There is still sufficient capacity at the school to accommodate pupils from both schools and any placing requests received. None of the other options looked at were considered to be reasonable alternatives to closure, for the reasons set out in the options appraisal. The table below gives an overview of each of the options:
3 An annual pupil census in publicly funded schools in Scotland is carried out every year for publication by the Scottish Government. This usually takes place in September.
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Option Option Description Outcome 1 Catchment areas of the schools Rejected. Not a reasonable option are reviewed to determine whether due to not being able to create a this would increase the occupancy catchment which will sustain the roll at both schools and ensure their at Logiealmond Primary School future sustainability. If sustainable, without impacting on other schools refurbish Logiealmond Primary and the travel arrangements of School and Methven Primary pupils from those schools. It has School to improve condition at not been possible to expand the both schools catchment of Methven Primary School to increase the school roll significantly. 2 Logiealmond Primary School Rejected. Not a reasonable option. remains open - refurbish the No prospect of a sustainable roll in school to improve condition. the school due to small numbers of Reduce capacity of Methven pre-school children and primary Primary School through a review of aged children living in the accommodation – including catchment area. Also not all refurbishment of the school to potential pupils in the area attend improve condition. the school.
3 Mothball Logiealmond Primary Rejected. Not a reasonable option. School and move pupils to No prospect of a sustainable roll in Methven Primary School. Logiealmond Primary School in the Refurbish Methven Primary School next 2-3 years due to small to improve condition. numbers of pre-school children and primary aged children living in the catchment area. Also not all potential pupils in the catchment attend the school. 4 Consider closing Logiealmond Accepted as a reasonable option Primary School and move pupils to for the following reasons; Methven Primary School. • Educational benefits for pupils at Refurbish Methven Primary School Methven Primary School and to improve condition. Capacity at Logiealmond Primary School Methven Primary School reduced including early years provision following refurbishment. and seamless transition to Primary 1 for both sets of pupils.
• There is no indication there will be a significant increase in the roll at Logiealmond Primary School. • Condition rating improved and the removal of life expired buildings at Methven Primary School.
Page 19 of 422 3. PROPOSALS
3.1 It is therefore proposed to formally embark upon statutory consultation in relation to the closure of Logiealmond Primary School.
3.2 This would be undertaken in terms of the Schools (Consultation) (Scotland) Act 2010.
3.3 A formal Proposal Paper, based on the options appraisal will be prepared for publication.
3.4 A public meeting will be undertaken by the Convener of the Lifelong Learning Committee and the Executive Director (Education and Children’s Services), supported by officers from Education and Children’s Services.
3.5 Following this, a report will be submitted to a future Lifelong Learning Committee detailing the outcome of the statutory consultation.
3.6 It is also proposed to reduce the capacity of Methven Primary School from 229 pupils to 176 pupils and to replace the dining/PE accommodation.
4. CONCLUSION AND RECOMMENDATIONS
4.1 Following the preparation of a comprehensive options appraisal, it is proposed that a formal consultation in relation to the closure of Logiealmond Primary School should take place.
4.2 It is recommended that the Committee:
(i) Approves the recommendation of the options appraisal that a statutory consultation in relation to the closure of Logiealmond Primary School should take place; (ii) Instructs the Executive Director (Education and Children’s Services) to prepare and publish a proposal paper to close Logiealmond Primary School, transfer pupils to Methven Primary School and extend the delineated area of Methven Primary School to subsume the whole catchment area of Logiealmond Primary School; (iii) Instructs the Executive Director (Education and Children’s Services) to formally consult the appropriate bodies and persons on the terms of the proposal paper, all in terms of the Schools (Consultation) (Scotland) Act 2010; (iv) Delegates authority to the Executive Director (Education and Children’s Services) to investigate and manage any alleged omissions or inaccuracies during the consultation process and to take appropriate action in accordance with The Schools (Consultation) (Scotland) Act 2010; and (v) Instructs the Executive Director (Education and Children’s Services) to prepare a report on the results of the consultation and report back to the Committee on the outcome of the consultation at a future meeting of the Lifelong Learning Committee.
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4.3 It is also recommended that the Committee:
(i) Approves the recommendation of the options appraisal that the capacity at Methven Primary School is reduced to 176 pupils after demolition of a life expired building; (ii) Approves the recommendation of the Options Appraisal to replace the gym/PE facilities to improve the condition of Methven Primary School. Funding will be through the Modernising Primaries Programme which forms part of the composite capital programme 2017-2023.
Author(s) Name Designation Contact Details Carol Taylor Service Manager [email protected] (Resource Management) 01738 475000
Gareth Findlay Project Officer - [email protected] Transformation 01738 475000
Approved Name Designation Date Sheena Devlin Executive Director 16 February 2018 (Education and Children’s Services)
Page 21 of 422 ANNEX
1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION
Strategic Implications Yes / None Community Plan / Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial Yes Workforce Yes Asset Management (land, property, IST) Yes Assessments Equality Impact Assessment Yes Strategic Environmental Assessment Yes Sustainability (community, economic, environmental) Yes Legal and Governance Yes Risk Yes Consultation Internal Yes External Yes Communication Communications Plan Yes
1. Strategic Implications
Community Plan / Single Outcome Agreement
1.1 The proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations.
This report relates to all of these objectives .
Corporate Plan
1.2 The Perth and Kinross Community Plan 2013-2023 and Perth and Kinross Council Corporate Plan 2013/2018 set out five strategic objectives : (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations.
This report relates to all of these Objectives.
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1.3 The report also links to the Education & Children’s Services Policy Framework in respect of the following key policy area:
• Maximising Resources
2. Resource Implications
Financial
2.1 There are no other direct financial implications arising from this report other than those reported within the body of the main report.
Workforce
2.2 As a result of this report there will be workforce implications for several teams across Council Services which include ECS Resource Management, ECS Business Services, ECS Finance, Human Resources and Legal and Governance Services.
As part of the statutory consultation there is a requirement to consult with staff affected by the proposal.
Asset Management (land, property, IT)
2.3 There are no direct asset management implications arising from this report at this point. Asset management implications will not be known until the statutory consultation is complete.
3. Assessments
Equality Impact Assessment
3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties.
3.1.1 An Equalities Impact Assessment will be completed as part of the statutory consultation.
Strategic Environmental Assessment
3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals.
3.2.1 The environmental impact of each option is considered in the options appraisal; however there are no implications at this stage of the process. The
Page 23 of 422 environmental impact will be considered further through the statutory consultation.
Sustainability
3.3 Under the provisions of the Local Government in Scotland Act 2003 the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. In terms of the Climate Change Act, the Council has a general duty to demonstrate its commitment to sustainability and the community, environmental and economic impacts of its actions.
3.3.1 There is no direct impact on sustainability as a result of this report, and sustainability will be considered further as part of the statutory consultation process.
Legal and Governance
3.4 The Head of Legal Services has been consulted in the preparation of this report. Any consultation would require to be carried out in accordance with the Schools Consultation (Scotland) Act 2010
Risk
3.5 A risk log is being maintained for the School Estate Transformation Programme. A further risk log will be created as part of the statutory consultation process.
4. Consultation
Internal
4.1 The Head of Democratic Services, Head of Finance, Head of Legal, Head of Property Services have been consulted in the preparation of this report.
External
4.2 The Options Appraisal details the consultation which has been carried out in the development of this report.
5. Communication
5.1 A communication plan has been prepared which will support effective communication and engagement with stakeholders, and to promote the anticipated efficiencies and benefits of this Transformation Project as well as the links to the wider Transformation Programme. A range of methods will be used to consult with internal and external stakeholders as identified in the draft communication plan, such as meetings, briefings, community consultation and focus groups. A separate communications plan will be developed for the Statutory Consultation process.
Page 24 of 422 2. Background Papers
2.1 No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (other than any containing confidential or exempt information) were relied on to any material extent in preparing the above report.
3. Appendices
3.1 Appendix A - Options Appraisal Report – Logiealmond Primary School and Methven Primary School
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Page 26 of 422 APPENDIX A
PERTH AND KINROSS COUNCIL EDUCATION AND CHILDREN’S SERVICES OPTIONS APPRAISAL REPORT LOGIEALMOND PRIMARY SCHOOL AND METHVEN PRIMARY SCHOOL
Page 27 of 422 1. Introduction
The Council’s Corporate Plan identifies the vision of ‘a confident and ambitious Perth and Kinross with a strong identity and clear outcomes that everyone works together to achieve. Our area will be vibrant and successful; a safe secure and healthy environment; and a place where people and communities are nurtured and supported’. This strategic approach embraces the vision for our area, our communities and our people as outlined in the Corporate Plan. Our key service priorities support the delivery of our commitments in the Community Planning Partnership’s Single Outcome Agreement and Corporate Plan, helping Education and Children’s Services to focus on the local outcomes that will achieve meaningful improvements for the area, our local communities and our citizens.
Councils, as an Education Authority, have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand. Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value. The school estate is a significant and valuable asset to the communities of Perth and Kinross. From 2017 to 2023, the Council will invest £141m in the school estate, including a number of new or replacement primary schools and a substantial upgrade programme for secondary schools. In addition the Scottish Government is funding a new £32.5m secondary school at Bertha Park. The School Estate Strategy (Report No. 12/370 refers ) sets out the Council’s aspirations for our schools, and in particular the high value we place on learning, through our vision for well designed, maintained and managed schools. The School Estate Management Plan details how we plan to deliver the strategy. It is important, in light of the significant investment and cost associated with the school estate, that it is managed in an efficient and effective manner, and that the priorities which are addressed meet the wider strategic objectives of the Council and the needs of our communities. 2. Background
2.1 Transformation
There are significant challenges for managing the school estate over the coming years. These include changing demographics including population growth, and house building in certain locations and reduction in population in other areas. This has led to an ‘imbalance’ in occupation of the school estate, with roll pressures in some urban schools and under-occupation in some rural schools. There is also ongoing deterioration in building infrastructure, pressure on planned maintenance budgets, increasing revenue costs and the extension to Early Years
Page 28 of 422 provision which are challenging in terms of funding and maintenance of the school estate. The Council’s Transformation Strategy 2015-2020 ‘Building Ambition’ and Organisational Development Framework were approved by Council on 1 July 2015 (Report No. 15/292 refers). Together they detail how Perth and Kinross Council will deliver transformation over the next five years. Accompanying the strategy is a programme of major reviews which are considered to be key drivers and enablers of transformation across the organisation. As part of the Council’s Transformation Programme 2015-2020, a review of the school estate was approved. On 24 August 2016, the Council approved the report “Transformation – School Estate Review” ( Report 16/347 refers ). This report proposed principles to be used to prioritise investment and as a basis for a high level review of the school estate. The purpose of the transformation review is to support the delivery of better outcomes for all of our young people through more effective use and management of the school estate. It should be noted that previous reports have been submitted to Lifelong Learning Committee with recommendations regarding Logiealmond Primary School. The first report ( Report 10/428 Refers) requested approval from Lifelong Learning Committee to proceed with undertaking an options appraisal and, if appropriate, produce a Proposal Paper containing an Educational Benefits Statement in respect of Logiealmond Primary School. The options to be considered included the possible closure of the school. The next report ( Report 11/428 Refers ) advised Lifelong Learning Committee of the outcome of the Options Appraisal undertaken in respect of Logiealmond Primary School and recommended that the school remained open with a limited review of the catchment area. A further report (Report 12/316 refers) to a meeting of Lifelong Learning Committee on 15 August 2012, recommended not to proceed with the following proposal, following a statutory consultation. “the catchment area of Logiealmond Primary School be extended to subsume the delineated area of Glenalmond College site with a corresponding reduction in the catchment area of Methven Primary School from Monday 7 January 2013”. The recommendation was approved and no changes were made to the catchment area.
Page 29 of 422 2.2 Basis of review
The principles approved as a basis for the review are: (i) Every school should be rated as A or B i.e. at least satisfactory for condition and suitability; (ii) Schools should have an occupancy rate where possible greater than 60% of the capacity and ideally should be operating at between 80% and 100% capacity; and (iii) Life expired buildings within the school estate should be prioritised for replacement.
2.3 Options Appraisal
This report is the options appraisal for Logiealmond Primary School and Methven Primary School. This will be submitted to Lifelong Learning Committee of the Council which will determine whether any statutory consultation will proceed. 2.4 Inclusion of Logiealmond Primary School and Methven Primary School On 2 November 2016, the Council approved the report “Securing the Future of the School Estate – Next Steps” ( Report 16/485 refers ). This report detailed the outcome of the high level review and proposed to proceed with further work on the schools which did not meet the suitability, condition or occupancy principles. In this report, it was agreed that an options appraisal should be carried out on Logiealmond Primary School due to under-occupancy and Methven Primary School due to under-occupancy and a Condition rating of ‘C’ with life expired buildings. At that time, Logiealmond Primary School had a pupil roll of 12 (School Census 2015) and an approved capacity of 48 giving an occupancy of 25%. Methven Primary School had a pupil roll of 120 (School Census 2015) and an approved capacity of 229 giving an occupancy of 52%. Methven Primary School was Condition rating “C” with life expired buildings. 2.5 Current Position Logiealmond Primary School has a roll of 14 (Census 2017) with an occupancy of 29%. A condition survey was carried out on the school on 19 January 2017 and the condition rating changed from a “B” to a “C” rating. Methven Primary School has a roll of 118 (Census 2017) with an occupancy of 52%. The condition rating for the school is “C”. The options appraisals for Logiealmond Primary School and Methven Primary School have been combined as the schools share a boundary and some of the options relate to both schools. 3 Legislation
The Schools Consultation (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all
Page 30 of 422 proposals for school closures and other major changes to schools. These consultation processes are expected to be robust, open, transparent and fair, and seen to be so. They are also expected to be consistent across Scotland.
The 2010 Act makes special arrangements in relation to rural schools, establishing a presumption against closure of rural schools. The result of this is that education authorities must have special regard to a number of factors before formulating a proposal to close a rural school and in consulting on and reaching a decision as to whether to implement a rural school closure proposal. These factors are:
• Effect on the Community • Effect on Travel Arrangements • Educational Benefits
The duties are outlined in the Schools (Consultation) (Scotland) Act 2010 and the accompanying Statutory Guidance . In order to ensure a robust approach to each option appraisal carried out under the School Estate Review the factors that require to be considered as part of a rural school closure will be adopted in all cases. The Education (Scotland) Act 2016 amends the Standards in Scotland’s Schools Act 2000 by adding in new duties to address inequality of outcome. These duties apply in different ways to both Scottish Ministers and education authorities. Where the education authority is making or implementing strategic decisions about school education, it is required to have due regard to the need to carry out its functions in a way which is designed to reduce inequalities of outcome. This is particularly directed in the Act towards pupils who experience those inequalities through socio-economic disadvantage, but there is also a power to extend the range of pupils who are covered by this duty. In addition, the Community Empowerment (Scotland) Act 2015 sets out a new right for community organisations to request the transfer of local assets into local community ownership/management. Public bodies including Councils must consider such requests and respond within a reasonable timescale to them. 3.1 Community Engagement and Feedback
The Statutory Guidance promotes informal consultation or “pre consultation” with communities regarding a proposal before a formal 2010 Act proposal paper is formulated. The Statutory Guidance recommends ‘early engagement with the local community’ with a view to:
• ‘establishing possible alternatives’; • ‘information gathering and sharing in advance of a statutory consultation’; • ‘engaging and empowering communities to understand and help shape the proposals that affect them’.
Details of the feedback from the community sessions are contained in Appendix 1. Relevant feedback is also referred to in the later sections of this document, to
Page 31 of 422 provide the community view of the impact of the options. The feedback which is detailed in the Appendix has been issued to the Parent Council, Headteacher and Community Council and published on the Council website.
There were a range of views expressed during the community engagement process on the future of Logiealmond Primary School and Methven Primary School.
The key themes which emerged for Logiealmond Primary School are as follows:
• Parents and the wider community do not want to see Logiealmond Primary School closed. • Parents and the wider community feel that increasing the size of the catchment and offering transport to pupils would make the school more attractive to prospective parents. • There is a feeling that providing nursery and after school care would attract a significant number of additional pupils to the school. The key themes which emerged for Methven Primary School are as follows:
• There is an acknowledgement amongst those attending the drop-in session that the school requires refurbishment. • Parents should have the choice of where to send their children but there is an understanding that it costs money to keep a small rural school open. • Breakfast and after school clubs would be welcomed within the school and if Logiealmond Primary School pupils were to attend this school this would be beneficial for Logiealmond Primary School pupils parents as well as Methven Primary School parents.
4. Methven, Logiealmond and the Local Area 4.1 Logiealmond Primary School – Location of School Logiealmond Primary School lies on the B8063, approximately 10.4 miles from Perth. Logiealmond Primary School sits on its own and is approximately 0.4 miles from the small community of Harrietfield and approximately 1 mile from Chapelhill. The school lies approximately 4.4 miles from Methven Primary School, approximately 6.7 miles from Pitcairn Primary School, approximately 9.2 miles from Auchtergaven Primary and approximately 14.9 miles from Royal School of Dunkeld Primary School 1. The Scottish Government’s Rural School List 2017 classifies Logiealmond Primary School as “accessible rural” school under Section 14 of the Schools (Consultation) (Scotland) Act 2010. The classification is based on two main criteria, settlement size and accessibility based on drive time. For Logiealmond, the classification criteria is “areas with a population of less than 3,000 people and within a 30 minute drive time of a settlement of 10,000 or more” (Source: Scottish Government Rural School List 2017).
1 Source: Google maps 2017.
Page 32 of 422 4.2 Methven Primary School - Location
Methven Primary School is on the A85 in the village of Methven, approximately 6.5 miles from Perth. The school serves the community of Methven and the surrounding areas.
Approximately 20% of the pupils at the school live within the rural areas surrounding Methven, rather than within the village itself.
The Scottish Government’s Rural School List 2017 classifies Methven Primary School as “accessible rural” school under Section 14 of the Schools (Consultation) (Scotland) Act 2010. The classification is based on two main criteria, settlement size and accessibility based on drive time. The classification criteria is “areas with a population of less than 3,000 people and within a 30 minute drive time of a settlement of 10,000 or more” (Source: Scottish Government Rural School List 2017).
4.3 Local Area and Community
Logiealmond Primary School is close to the hamlets of Chapelhill and Harrietfield There are a number of farms in the area. Glenalmond College, an independent boarding and day school for 12 – 18 year olds, is approximately 3.6 miles from Logiealmond Primary School. In Chapelhill there is a local inn and hall for community use. The hall is used by the community and the school. The hall hosts various events over the year including the New Year’s dance, concerts and the Scottish Women’s Institute monthly meetings.
The Chapelhill Inn hosts events and activities that residents of Glenalmond, Chapelhill and Harrietfield attend. These events include bike nights, Hogmanay parties, afternoon teas and quizzes. The inn also runs a mini bus service to Methven during the festive season. The inn is approximately one mile from Logiealmond Primary School A GP surgery, post office, small convenience stores, restaurant, café, church and community centre are available in Methven, which is the closest village. Chapelhill and Harrietfield are approximately 5 miles from Methven.
Methven Community Council covers the Logiealmond area.
At the pre-consultation the community were asked to describe the community within Logiealmond, some of the comments are as follows:
• The community is not well serviced – there is no local public transport, there is issues about water, broadband is patchy or non-existent. The school is one of the few services remaining; • Farming community and elderly retirees. Logiealmond School is the heart of the community;
Page 33 of 422 Methven Methven is a village in central Perth and Kinross, situated between the River Almond and the Pow Water. Methven lies approximately 6.5 miles to the west of Perth, between Perth and Crieff on the A85. There is a population of approximately 1200 residents. The village, which largely comprises a single main street (A85), was developed in the 19 th Century as a jute and linen manufacturing settlement and a railway junction.
Methven has a post office, small convenience stores, garages, restaurant, café, a kitchen and bathroom showroom, church and a community centre.
The community centre is used most nights by different organisations. The residents of Methven have made a difference to the local area by securing funding to improve the community centre and local park – the King George V Playing Fields.
At the community drop-in session, people were asked to describe the community and some information on the community was also provided through comments on the options. Some views were as follows:
• School is hugely important part of the community. It’s where children and their parents can meet people/make friends. “Heart of the community”; • I think Methven is quite a close community and the school plays a big part in that. People who perhaps otherwise would not engage in events in the community, do so when they have a link to the school (relative, neighbour etc.); • I live in the outer catchment areas for Methven PS so feel that I only really come to Methven for school. So very important.
4.4 Population
Logiealmond Primary School
Data on children living in the Logiealmond Primary School catchment area who are registered with a GP shows there are likely to be 17 pre-school children in the school catchment area over the next 4 years. Actual P1 pupils attending the school since 2010 have however been low in relation to the numbers expected, with only 13 P1 pupils joining the school out of a potential 37;
Page 34 of 422 2010 2011 2012 2013 2014 2015 2016 2017 P1 aged pupils 8 6 3 5 4 3 3 5 (catchment area) due to attend Logiealmond Primary School P1 pupil intake 2 5 1 1 0 1 3 0 at Logiealmond Primary School
Table 1 – Logiealmond Primary School – P1 aged pupils due to attend school and actually attending school.
Methven Primary School
Data on pre-school children registered with GP practices living in the Methven catchment area shows that numbers have remained consistent each year.
2010 2011 2012 2013 2014 2015 2016 2017 P1 aged pupils 18 21 19 17 17 22 25 18 (catchment area) due to attend Methven Primary School P1 pupil intake 15 16 16 17 22 24 17 13 at Methven Primary School
Table 2 – Methven Primary School – P1 aged pupils living in catchment area
There are likely to be 60 pre-school children registered in the school catchment area over the next 4 years (based again on data relating to children registered with a GP practice).
4.5 Socio Economic Factors
The Council uses the Scottish Index of Multiple Deprivation (SIMD) and ACORN data to understand levels of deprivation across Perth and Kinross and also in individual schools. Appendix 5 explains SIMD and ACORN. There are no pupils attending Logiealmond Primary School who are socio economically deprived on the basis of SIMD and ACORN classification. There are < 5 pupils attending Methven Primary School who live in an area which is classed as socio economically deprived. Methven Primary School received Pupil Equity Funding. PEF is being provided as part of the £750m Attainment Scotland Fund which will be invested over the current Parliamentary term to tackle the poverty related attainment gap.
4.6 Development, House building and Employment
The current Local Development Plan (LDP) was adopted in 2014 and the Council is required to keep it up to date and review it at a maximum of five year intervals.
Page 35 of 422 The TAYplan sets out a hierarchical approach to directing new development to existing settlements and identifies Perth Core Area as the tier 1 settlement which should take the majority of new development.
The LDP confirms a site on the east of Methven has planning permission for 103 houses. The site lies adjacent to the houses recently constructed by the Council and no further development is required in the village during the life of the plan.
There is no planned house building for the ‘Logiealmond’ area contained within the LDP or Housing Land Audit [1] (HLA) 2016. There are no tiered settlements in this area.
There is also a lack of access to public water supply in this area, and the legal requirements to ensure a suitable drinking supply without prejudicing existing users will likely limit/discourage development opportunities in this area. It can prove to be difficult and expensive for developers to comply with the Water (Scotland) Act 1980 and associated Private Water Regulations. On the west side of the Tay, Scone Estate stretches from Pitcairngreen up to North Logiealmond. The estate owns properties in the Logiealmond Primary school catchment area including the school itself. The estate lets housing in the areas for which there is a waiting list. Issues with the private water supply have been preventive in both renovating and letting houses within the area and restricting any further development. The estate advises that they are in the process of investing heavily in a new borehole system which should allow further properties to become available. The estate advises that they would be willing to consider new housing development in the area to assist with supporting the primary school, once the water supply is upgraded to a point where it is capable of supporting more homes. Current planning policies in this area are based on the "Housing in the Countryside" policy which currently provides opportunities for small scale type development within small rural settlements and countryside locations. The Proposed Local Development Plan (LDP) 2 was approved for consultation by Council on November 22 2017. The aspiration is to have a final LDP to adopt by spring 2019. There are no changes proposed for Logiealmond or Methven in LDP2. 4.7 The School within the Community Logiealmond At the pre-consultation the community were asked to describe the community within Logiealmond and their thoughts on Logiealmond Primary School as part of the community, some of the comments are as follows:
[1] The Housing Land Audit is compiled by PKC Planning on an annual basis, it estimates build out rates for sites over 5 houses across Perth and Kinross.
Page 36 of 422 • Primary school is at the heart of our community – and well supported by local residents as well as parents. Our community needs focal points like the school to help to continue the great community feel and include our younger members of society to feel part of that. • Logiealmond is exceptional, community beetledrives, plant sales, Christmas shows – they all attract all the local community. It forms the heart of a rural society. To remove the school is to damage Scottish rural community. • Logiealmond is the lynchpin of this community. We would not know each other without it. In this area your closest neighbours can be miles away. We have a profound sense of community here and it is almost entirely due to the school and the connections it enables. • Logiealmond P.S. is the heart of an already fragile, rural, local community. The pupils who attend here are the most polite, well mannered, bright children you could ever hope to meet. The school is the focal point, hosting many a coffee morning and flower sale. The community are invited into the school for events such as plant sales, coffee mornings and end of term celebrations. Family and friends are invited to attend these events. The school also hosts an Open Day when all members of the local community are invited. The school handbook indicates links with Glenalmond College using both their indoor and outdoor facilities. The last let booked at Logiealmond Primary School was in April 2016. This does not mean that the school is not used by the community. Use of the school is normally agreed with the Headeacher and most events take place during school operating hours. An example of this is the stay and play that takes place every Tuesday.
Most community events take place within Chapelhill Hall which is approximately 1 mile from the school. In addition, the Chapelhill Inn is also located a short distance from the hall.
Methven At the pre-consultation the community were asked to describe the community within Methven and their thoughts on Methven Primary School as part of the community, some of the comments are as follows:
• School is a hugely important part of the community. It’s where children and their parents can meet people/make friends. “Heart of the community” • I think Methven is quite a close community and the school plays a big part in that. People who perhaps otherwise would not engage in events in the community, do so when they have a link to the school (relative, neighbour etc). • I live in one of the outer catchment areas for Methven PS so feel that I only really come to Methven for school. So very important. • Methven school is a big part of the community – it can share resources with the community and vice versa. Nice sized classes, good opportunity for 1-1 with teaching staff, picking up problems quickly.
Page 37 of 422 The school pupils invite the community into the school, are involved in local events and develop events for the school and community together. The school handbook indicates community engagement through school participation in tree planting, planning of the local park, the Gala Day and visits to places in the locality. Social events at the school are always well supported. The school participate in local events and welcome visits from local organisations and individuals.
The school has long standing ties with Methven and Logiealmond Parish Church. The school join the local community for school activities such as the Christmas Service.
The local area is used as a natural extension of the school grounds with visits to the park and local woods. They also participate in wider community events and opportunities like swimming at Perth Leisure Pool and sporting leagues and events.
There are currently regular lets of the school buildings for Community Council meetings and Beavers.
4.8 School Catchment
The catchment area for Logiealmond Primary School adjoins Auchtergaven Primary School, Royal School of Dunkeld Primary School, Crieff Primary School, Methven Primary School, Pitcairn Primary School and Luncarty Primary School.
The catchment area for Methven Primary School adjoins Logiealmond Primary School, Crieff Primary School, Madderty Primary School, Community School of Auchterarder Primary School, Viewlands Primary School, Oakbank Primary School, Letham Primary School, Ruthvenfield Primary School and Pitcairn Primary School.
Page 38 of 422 Royal School of Dunkeld Auchtergaven
Logiealmond
Luncarty
Pitcairn Crieff
Methven Ruthvenfield
Madderty
5. Pupil Numbers 5.1 Logiealmond Primary School Pupil Rolls – Previous and Current Years (based on school census 2)
2010 2011 2012 2013 2014 2015 2016 2017 Logiealmond 48 48 48 48 48 48 48 48 Primary School Capacity Logiealmond 9 14 12 13 8 12 14 14 Primary School Roll Table 3: Logiealmond Primary School – pupil rolls previous and current years At census 2016 there were 17 primary age pupils living within the Logiealmond Primary School catchment area attending Perth and Kinross schools. Four pupils attended other Perth and Kinross primary schools. One pupil attended Logiealmond who lived outwith the catchment area. At census 2017 there were 19 primary age pupils living within the Logiealmond Primary School catchment area attending Perth and Kinross schools. There were no
2 An annual census in publicly funded schools in Scotland is carried out every year for publication by the Scottish Government. This usually takes place in September.
Page 39 of 422 pupils attending the school from out with the catchment area. Five pupils attended other Perth and Kinross schools i.e. not Logiealmond Primary School. 5.2 Methven Primary School Pupil Rolls – Previous and Current Years (based on school census)
2010 2011 2012 2013 2014 2015 2016 2017 Methven 229 229 229 229 229 229 229 229 Primary School Capacity Methven 110 119 108 111 117 120 114 118 Primary School Roll Table 4: Methven Primary School – pupil rolls previous and current years At census 2016 there were 123 primary age pupils living within the Methven Primary School catchment area attending Perth and Kinross schools. Nineteen pupils attended Methven Primary School from outwith the catchment area. Twenty eight pupils attended other Perth and Kinross schools i.e not Methven Primary School. At census 2017 there were 127 primary age pupils living within the Methven Primary School catchment area attending Perth and Kinross schools. There were 30 primary age pupils who attended other schools in Perth and Kinross. Twenty one pupils attended Methven Primary School from outwith the catchment area. 5.3 Future Pupil Projections The methodology used for pupil projections allows Education and Children’s Services to project a detailed year by year analysis for each school catchment.
The methodology applied for projecting future P1 intakes uses aggregated GP registration data. The anonymized data, sourced from the NHS reflects children registered with a GP, within specific school catchments areas.
P1 pupils included within the data received from the NHS do not always decide to attend their catchment school. This is primarily because parents make placing requests to other schools or elect to send their child to a denominational school.
As a result of these movements the P1 data is adjusted taking into consideration the movement of pupils in previous years. The adjusted data is the primary source of information for forward planning.
It should be noted that due to the fluid nature of pupil movements within the estate, for a number of different reasons, predicting future years’ schools rolls will not be exact. It is however accurate enough to provide valuable information on forward planning for the school estate.
Page 40 of 422 5.4 School Roll – Future Pupil Numbers Projected – Logiealmond Primary School The table below shows the projected pupil roll for Logiealmond Primary School:
2018 2019 2020 2021 Logiealmond Primary 48 48 48 48 School Capacity Logiealmond Primary 10 11 10 9 School Roll Table 53: Logiealmond Primary School - Future projected school rolls It can be seen from table 5 that the roll is not projected to increase in future years, based on current trends. NHS data indicates that there are 17 pre-school aged children living in the area, however it is likely that only 5 will attend the school over the next four years. Many of these children will be unlikely to attend other Perth and Kinross Council schools as there is some evidence that some children in the area attend private schools. 5.5 School Roll – Future Pupil Numbers Projected – Methven Primary School The table below shows the projected pupil roll for Methven Primary School:
2018 2019 2020 2021 Methven Primary School Capacity 229 229 229 229 Methven Primary School Roll 118 121 126 125 Potential pupils from house 0 3 3 3 building Methven Primary School Roll with 118 124 132 134 house building Table 6 4: Methven Primary School – Future projected school rolls 5.6 Nursery Pupils There is no nursery provision at Logiealmond Primary School. Methven Primary School has nursery provision which offers both morning and afternoon sessions. Each session provides for a maximum of 30 children from aged 2 until they are of an age to attend primary school ie 60 places. There is to be no more than 10 children aged 2 in each nursery session. There are 26 children (Census 2017) attending Methven Primary School nursery.
3 The projected school roll is based on actual P1 registrations as at 23 February 2018. Data provided by the NHS indicated 2 P1 pupils were likely to start at the school in August 2018. Currently there is 1 pupil registered to start at the school in August 2018.
4 The projected school roll is based on actual P1 registrations as at 23 February 2018. Data provided by the NHS indicated 14 P1 pupils were likely to start at the school in August 2018. Currently there are 14 pupils registered to start in P1. There is 1 pupil who has made a placing request from out with the Methven Primary School catchment area to start at the school in August 2018.
Page 41 of 422 6. Building and Finance Information 6.1 Ownership The Council does not own Logiealmond Primary School. The land and school buildings (not including the school house) are leased from Mansfield Estates. The Council owns the school site and buildings at Methven Primary School. 6.2 Suitability Suitability is an assessment of the school as a whole, its buildings and its grounds and the impact these have on learning and teaching, leisure and social activities and the health and wellbeing of all users. Schools are rated on a scale of A to D for suitability. Logiealmond Primary School and Methven Primary School are rated ‘A’ for suitability. The definition of this rating is ‘Good - performing well and operating efficiently’. 6.3 Condition Property condition is graded relative to the nature, construction and age of individual buildings and does not necessarily reflect their condition in comparative terms to a modern new building constructed to current standards and level of performance or sustainability. Schools are rated on a scale of A to D for condition. Logiealmond Primary School A condition survey was carried out by Perth and Kinross Council at Logiealmond Primary School on 19 January 2017. The school has an overall condition rating of ‘C’ (Poor – showing major defects and/or not operating adequately). The overall condition of the main school building is ‘B’ (Satisfactory – performing adequately but showing minor deterioration) however the overall site grade has been downgraded because of the condition of the dining block, which is classed ‘C’. A further ‘desktop’ Mechanical and Electrical (M&E) survey was undertaken in November 2017. The current condition rating has not been adjusted to take M&E into account, as the Council along with other Scottish Councils is about to update the method of assessing condition. The works required as a result of the M&E survey have been included in the potential future spend, however. These works include lighting, heating, ventilation, wiring and building fabric repairs. Planned and unplanned maintenance on Logiealmond Primary School building in the last 3 financial years has cost £27,205. Methven Primary School A condition survey has been carried out by Perth and Kinross Council on 8 March 2017. The condition rating is ‘C’ (Poor – showing major defects and/or not operating adequately). A further ‘desktop’ Mechanical and Electrical (M&E) survey was undertaken in November 2017. The current condition rating has not been adjusted to take M&E into
Page 42 of 422 account, as the Council along with other Scottish Councils is about to update the method of assessing condition. The works required as a result of the M&E survey have been included in the potential future spend, however. These works include lighting, heating, ventilation, wiring and building fabric repairs. Planned and unplanned maintenance on Methven Primary School building in the last 3 financial years has cost £101,525. 6.4 Life Expired Buildings Methven Primary School has 2 buildings that are classed as life expired, which contributes to the school being graded as condition ‘C’. A life expired building is defined as a building which is uneconomic to maintain. The life expired building which accommodated the previous private nursery was demolished in October/November 2017. An exercise has been undertaken to look at the remaining life expired buildings on the site. These are the kitchen/dining centre and the annexe building. Feasibility studies have been carried out with a number of options proposed for the replacement of these buildings which would remove the life expired buildings from the site and improve the overall condition. Proposed work will consist of providing a new hall and kitchen/dining facility, which is likely to consist of a stand-alone building within the site. It is still to be determined, through design development, whether the new gym/dining hall will comprise of one space to accommodate both gym and dining or 2 separate spaces. It is proposed the annexe building will be demolished and the car park/drop off area will be enlarged to provide an improved minibus drop off area. Should the annexe building be demolished, the approved capacity of the school would be reduced to 176 primary pupils, subject to Committee approval. The annex building currently incorporates 2 classroom spaces that are included as part of the official capacity of 229. Pupil projections identify these classrooms are not required to accommodate projected future rolls. In summary, following the conclusion of these works the general condition of the school will be improved and the introduction of a new hall and dining facilities will provide pupils and staff with access to better social spaces and an improved learning and teaching environment. With the annexe building being demolished parents, carers and the wider community will benefit from improved access to the school site with the car park/drop off area being enlarged. 6.5 Financial Information (Staff, Buildings, Transport and Other) The revenue (or running) cost for financial year 2017/2018 for operating Logiealmond Primary School is £137,187. The revenue (or running) cost for financial year 2017/2018 for operating Methven Primary School is £563,721.
Page 43 of 422 The approximate indicative costs of upgrading the condition of the buildings and associated works are detailed below.
Works to be undertaken Cost of Upgrades Improve condition rating including M&E – £284,198 Logiealmond Primary School Replace dining centre at Logiealmond Primary £165,000 School
Improve condition rating including M&E – £794,435 Methven Primary School Life Expired Buildings – Methven Primary £1,631,161 School Table 7: Proposed cost of works at Logiealmond Primary School and Methven Primary School 7. Options for Consideration – Logiealmond Primary School and Methven Primary School A number of options are considered for the future of Logiealmond Primary School and Methven Primary School as part of the options appraisal:
• Option 1 - Catchment areas of the schools are reviewed to determine whether this would increase the occupancy at both schools and ensure their future sustainability. If sustainable, refurbish Logiealmond Primary School and Methven Primary School to improve condition at both schools.
• Option 2 - Logiealmond Primary School remains open - refurbish the school to improve condition. Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition.
• Option 3 - Mothball Logiealmond Primary School and move pupils to Methven Primary School – refurbish Methven Primary School to improve condition.
• Option 4 - Consider closing Logiealmond Primary School and move pupils to Methven Primary School. Refurbish Methven Primary School to improve condition. Capacity at Methven Primary School reduced following refurbishment.
In considering the options below, account was taken of the fact that there is a presumption against closure of a rural school. As part of the options appraisal, the “rural school factors” specified in the School Consultation (Scotland) Act 2010 have been given special regard. These are:
• Effect on Community • Effect on Travel Arrangements • Educational Benefit
Page 44 of 422 7.1 Option 1 - Catchment areas of the schools are reviewed to determine whether this would increase the occupancy at both schools and ensure their future sustainability. If sustainable, refurbish Logiealmond Primary School and Methven Primary School to improve condition at both schools
A catchment review can in principle be a reasonable option in some cases, to increase the sustainability of a school. An in-depth analysis in each case is required to ascertain if a sustainable increase in school roll could be achieved and a detrimental impact on neighbouring schools is not created as a result. It should be noted that in 2012, a change to the catchment area for Logiealmond Primary School was considered. A Statutory Consultation took place following representations made by the Parent Council at Logiealmond School.
The Parent Council requested that the catchment area for Logiealmond Primary School be extended to include the whole site of Glenalmond College, on the basis that staff employed by the College could be expected to move accommodation from time to time.
For those staff with children this presented some uncertainty in relation to the school their children would attend, and transport arrangements. The proposal at that time was to subsume the delineated area of the Glenalmond College site into the catchment of Logiealmond Primary School with a corresponding reduction in the catchment area for Methven Primary School.
There was limited response to the consultation, and the responses received were mixed, largely because almost half of the houses within the affected area were privately owned and unconnected with Glenalmond College.
Ultimately, the recommendation of the report (Report 12/316 refers) was that it was not “appropriate to consider amending the catchment area when the school roll has not been sustained at the level of pupils who were in attendance in August 2011”. In effect, the recommendation reflected a conclusion that there was no evidence to suggest that altering the catchment area to include the Glenalmond site would have improved pupil numbers at the school.
Community Impact There was a mixed response to this option from individuals attending the community drop-in session and responding to the on-line questionnaire. Comments received on this option from those attending the drop-in sessions at both schools included;
• It is all fine and well to review catchment areas but this will only work if the areas are populated! • Not sure this would improve numbers at either school and would involve a reasonable financial input, money which could be spent on dining hall. Methven & Madderty would be an exciting option. • Could be possibly short sighted but would depend on future building plans whether this option is sustainable.
Page 45 of 422 • Why put kids from other areas, to schools out of their catchment area. If children went to own catchment area, then NO school would need to Close. • From a business point of view, this may not be sustainable and could be a further drain on resource. • Both schools to remain, both areas to see increased uptake through new build. School in our village communities are essential to rural life. Go save money elsewhere. • I believe there is a place for both schools as they provide different experiences. Small hamlets like Logiealmond shouldn’t suffer and lose a community focal point just to save money. The Council has a duty of care to ensure more rural communities remain viable. However parents living nearby need to make use of their local school rather than going to Methven. Methven population is surely likely to grow as there is land banked by house developers which is bound to get built on in the next 20 years.
Pupil Numbers/Travel Arrangements Appendix 3 details potential options for catchment changes to Logiealmond Primary School. It provides an overview of the impact on pupil numbers which may occur if the existing catchment boundaries for the schools were to change. It also considers travel arrangements for those pupils.
The areas were chosen because they share a boundary with both schools catchments. The adjoining catchment areas are detailed in appendices 2a-2c.
The following table summarises the catchment analysis for Logiealmond Primary School:
Page 46 of 422 Catchment Area Other School Summary Proposed catchment impacted Moving existing Auchtergaven Moving this single boundary would not Logiealmond Primary Primary School be sufficient to make Logiealmond School catchment Primary School sustainable due to low boundary into numbers of pupils. Auchtergaven Primary School In addition, transport distances are catchment. greater for those pupils therefore will be detrimental in terms of pupil travelling time.
Moving existing Royal School of Moving this single boundary would not Logiealmond Primary Dunkeld Primary be sufficient to make Logiealmond School catchment School Primary School sustainable due to low boundary into Royal numbers of potential pupils. School of Dunkeld Primary School In addition, transport distances are catchment. greater for pupils travelling to Logiealmond Primary School therefore will be detrimental in terms of pupil travel time.
Moving existing Methven Primary Moving this single boundary would not Logiealmond Primary School be sufficient to make Logiealmond School catchment Primary School sustainable due to low boundary south into numbers of potential pupils. the Methven Primary School catchment The travel distance and time is reduced area. for approximately 2 pupils with this option. It would be detrimental for the rest due to an increase in travel distance and time.
Table 8: Catchment analysis for Logiealmond Primary School
Page 47 of 422 This table summarises the catchment analysis for Methven Primary School;
• Moving existing Pitcairn Primary Methven Primary School and Moving the boundary to the east into School catchment Ruthvenfield Pitcairn and/or Ruthvenfield Primary boundary east into Primary School School catchments would result in too Pitcairn Primary many pupils attending Methven Primary School catchment School, breaching capacity and making and/or Ruthvenfield Pitcairn and Ruthvenfield Primary Primary School School rolls unsustainable and catchment area. increasing travel distance and time for the majority of pupils.
• Moving existing Logiealmond Moving the boundary to the north into Methven Primary Primary School Logiealmond Primary School catchment School catchment area would not increase the Methven boundary north into Primary School roll significantly. Logiealmond Primary School catchment area. • • Moving existing Viewlands Primary Moving the boundary to the south east Methven Primary School/Oakbank into Oakbank/Viewlands Primary School school catchment Primary School catchment would not increase the boundary south school roll significantly with very few east into pupils living to the west of the A9. Viewlands/Oakbank Primary School(s) catchment area. • • Moving the existing Community School Moving the boundary to the south into Methven Primary of Auchterarder the Community School of Auchterarder School catchment Primary School Primary School catchment area would boundary south into not increase the school roll significantly Community School as this area, around Findo Gask, is of Auchterarder sparsely populated. Primary School catchment area. • • Moving the existing Madderty Primary Moving the boundary to the west into Methven Primary School the Madderty Primary School catchment School catchment would not increase the school roll boundary west into significantly. This area is rural and Madderty Primary sparsely populated. School catchment area. • Table 9: Catchment analysis for Methven Primary School
Page 48 of 422 Option 1 - Assessment This option considers increasing the catchment area Logiealmond Primary School and Methven Primary School to make both school rolls sustainable. Logiealmond If the catchment area for Logiealmond Primary School was reviewed to include all the areas detailed in table 8 there may be a maximum of an additional 26 primary school age pupils that could attend Logiealmond Primary School. It is likely that the majority of current primary school pupils would continue to attend their current school, so in the short term there would be little benefit to the roll at Logiealmond Primary School. If all new P1’s from the combined adjusted catchment areas detailed attended Logiealmond Primary School, this would equate to between 9 and 15 pupils in the next 4 years. The majority of these potential pupils would have a longer distance and journey time to get to school than they do currently In addition, based on past trends not all P1’s in the area attend the school. In conclusion it is unlikely that altering the catchment area using any of the combinations outlined would lead to a sustainable school roll for Logiealmond Primary School. Also other neighbouring rural schools and pupils would experience adverse consequences through a catchment review. Methven It is unlikely that increasing the catchment area in a number of directions will create a sustainable increase in roll for Methven Primary School. This is due mainly to areas close to Methven being sparsely populated. Widening the catchment areas further would result in large numbers of children being moved from other schools, meaning Methven Primary School was oversubscribed and that the other schools become unsustainable. Furthermore, these changes would likely be detrimental to those children as a result of increased travel distances. 7.2 Option 2 - Logiealmond Primary School remains open - refurbish the school to improve condition. Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition.
Community Impact
This option was well received by both communities. Comments received on this option from those attending the drop-in sessions at both schools included:
• “Definitely keep it open! The results of closure on Scottish rural communities have long lasting impact! Think of Beeching’s closure of the railways. Our country has been known for its educational excellence in the past. All pupils do better in smaller groups – the Government is committed to narrowing the attainment gap – small units must be a part of this.”
Page 49 of 422 • “This is the most community orientated option. Both communities deserve a good school. Logiealmond/Harrietfield/Glenalmond/Little Glenshee only come together in this building. It provides an excellent education and benefits the children being taught in one class. The children are more considerate of younger pupils/friendly/caring.” • “I feel the closure of Logiealmond Primary School would have a massive impact on my child's well-being, his academic attainment and the wider community in terms of its availability to meet the educational needs of local children and the focal point it offers for the community.” • “This would be my preferred option as it’s sensible to keep such young children in the local areas. Removing rooms from Methven could remove options for additional support rooms/sensory.” • “This is a good option, although I have concerns that the front annex buildings may be way beyond economic repair. I agree with reduced capacity, build new hall and keep Logiealmond open. Preferred.” Condition In order to improve the condition rating at Logiealmond Primary School the dining block would need to be refurbished or replaced. The option detailed in section 6.3 and 6.4 for Methven Primary School is deemed to be the most appropriate action to take to improve the condition rating at the school.
The hall and kitchen/dining building at Methven Primary School, which are life expired, are likely to be replaced by a stand-alone building. It is still to be determined, through design development, whether the new gym/dining hall will comprise of one space to accommodate both gym and dining or 2 separate spaces. It is proposed the annexe building (hall) will be demolished and the car park/drop off area will be enlarged to provide an improved minibus drop off area. The existing learning and teaching spaces would also be improved with the proposed works. Pupil Numbers/Impact As detailed in tables 5 and 6 (section 5.4 and 5.5) the school roll at Methven Primary School is projected to increase slightly in future years, assuming house building takes place. The roll at Logiealmond Primary School is projected to decrease slightly in future years. Demolishing the annexe building at Methven Primary School would reduce the approved capacity of the school to 176. This is due to the annexe building currently incorporating 2 classroom spaces that are included as part of the official capacity of 229. Future pupil projections detailed in section 5.5 identify these classrooms are not required to accommodate future rolls. Progressing with this option would reduce the approved capacity of Methven Primary School to 176, subject to Committee approval.
A new dining/gym hall will benefit the children at Methven Primary School. Depending on the final design scheme, works may also present an opportunity to improve vehicular movement, parking and drop off issues that have been raised to the front of the school site. This may also have a positive impact on the wider
Page 50 of 422 community with the opportunity to improve vehicle movements in and around the school during school hours
If the dining block building at Logiealmond Primary School is refurbished or replaced, this would benefit the children attending the school.
Financial Impact
Capital funding of £284,198 is required to improve the condition of Logiealmond Primary School.
The revenue (or running) cost of £137,187 for Logiealmond Primary School for the financial year would remain the same.
The indicative capital cost to replace the dining/gym hall at Methven Primary School would be approximately £1,631,161. The amount of £794,435 identified to improve the condition and M&E items would be required. However, the majority of these works will take place beyond 2023, as imminent works will be addressed through the replacement of the life expired buildings.
The revenue (or running) cost of £563,721 for Methven Primary School is likely to reduce due to a smaller gross internal footprint of the school site and removal of buildings which are uneconomic to maintain. Travel Arrangements/Environmental Impact The existing travel arrangements for both schools would be unaffected. If this option progressed the environmental impact would be reduced with the removal of buildings that are uneconomic to maintain. Option 2 - Assessment Pupils at both Methven Primary School and Logiealmond Primary School would benefit from improving the condition of the schools. There would a better dining environment at both schools with PE facilities being improved at Methven Primary School. This option is reasonable for Methven Primary School as it addresses condition and to a degree under occupancy. It is not considered reasonable for Logiealmond Primary School as it does not make proposals which will create a sustainable school roll. It is therefore not considered reasonable to progress with this option. 7.3 Option 3 - Mothball Logiealmond Primary School and move pupils to Methven Primary School – refurbish Methven Primary School to improve condition.
The term 'mothballing' is used, according to Scottish Government guidance, to refer to a temporary decision to close a school where the roll has fallen to zero. It recognises the permanent impact on a community of closing the school and seeks to avoid that final decision until there is sustained evidence of no demand. It can be an appropriate and positive step where there is some prospect of revival in a community. All parents must agree to a school being mothballed.
Page 51 of 422
The Statutory Guidance for the Schools (Consultation) (Scotland) Act 2010, in relation to mothballing, states “the maximum length of its duration is likely to depend on the location of the school and the desirability of maintaining capacity to re-open a school there, but it is unlikely that it should exceed 3 years in areas that are not very remote.”
Community Impact
The Logiealmond community were strongly against this option. There was a mixed response from the Methven community. Comments received on this option from those attending the drop-in sessions at both schools included:
• “There is no acceptable justification for mothballing a sector leading school because it does not meet available ‘max roll’ figures. It is flourishing and serving the local community to the highest standards.” • “Children would have to travel a lot further if Logiealmond was to be mothballed. It would also leave a sad community to see it go!” • “Concerned mothballing simply means closure at a later date since the pupils have moved and the culture/appetite for reopening has moved on.” • “Closure by any other name. A drawn out process which would leave to much uncertainty for the whole community.” • “Refurbish Methven and close Logiealmond as it is so small the costs are very high per capita.” • “Wouldn’t Logiealmond pupils benefit from attending Methven? Larger school, more friends, less daunting when moving to secondary.” • “ “Unfair to local pupils and parents to mothball or close Logiealmond.” • “Many children from logiealmond/harriotfield field in the past and now, come to methven already. And with constant building work (new houses) going on in Methven and surrounding areas, it seems inevitable that we will take in more children.” • “Any refurbishment to Methven School would be a great benefit to the future of the school and we would fully support.”
Pupil Impact/Pupil Roll Pupils from Logiealmond Primary School catchment area would attend Methven Primary School unless they are successful with a placing request to another school. If Logiealmond Primary School was mothballed and all existing Logiealmond Primary School pupils attended Methven Primary School including projected pupils from house building the roll at Methven Primary School would be as shown in table 10 in option 4. In the circumstances detailed in table 10 the revised capacity of 176, following works to improve condition at Methven Primary School, could accommodate projected future rolls for both schools.
Page 52 of 422 Travel Arrangements/Environmental Impact All existing pupils currently attending Logiealmond Primary School would be transported to Methven Primary School by the Council. There would be an impact on Logiealmond Primary School pupils in terms of the time and distance taken to travel to school. The additional journey time for the pupil who is impacted most in terms of travel would be approximately 8 minutes. They would have approximately 4 additional miles further to travel, bringing the total miles to travel to approximately 5.4 miles. It is not uncommon for pupils who live in other rural areas of Perth and Kinross to travel further distances than this on more minor roads to reach their school. Pupils from Logiealmond Primary School would no longer need to travel to Ruthvenfield Primary School, which has a journey time of approximately 13 minutes over a distance of approximately 7.4 miles, for PE as there are PE facilities at Methven Primary School. There would be an environmental impact as a result of the additional transport required but this would be offset by Logiealmond Primary School being mothballed. Financial Impact There would be a revenue saving of £103,598 if Logiealmond Primary School was mothballed. The capital cost of £284,198 as well any additional cost identified to improve the condition rating of the school would not be required while the school was mothballed. A capital cost of £1,631,161 would be required to replace the gym/dining hall at Methven. In addition the sum of £794,435 to improve M&E items would be required at Methven Primary School which would benefit both sets of pupils. Timescales are 2023 onwards for the majority of the M&E items. Option 3 – Assessment This option considers mothballing Logiealmond Primary School. This option is not supported by the Logiealmond community and there is a mixed response to this option from the Methven community. There would be additional travel time and distance for Logiealmond Primary School pupils travelling to Methven Primary School, however the environmental impact is limited as pupils currently travel. The mothballing of the school would be beneficial to the environment. This option would require a capital sum of £1,631,161 to replace the gym/dining hall building at Methven Primary School and improve the condition rating at Methven Primary School. There would be revenue savings of £103,598 with the mothballing. The capital cost of £284,198 to improve the condition of the school at Logiealmond Primary School would not be required whilst the school is mothballed.
Page 53 of 422 Taking account of the Statutory Guidance, mothballing of the school is only a reasonable option if there are likely to be significant changes in the next 2-3 years which would result in an increase in the roll. It is unlikely that significant house building will take place in the area over the next 2- 3 years due to the requirement to upgrade the private water supply. However, any future house building would also be limited to small scale development due to planning policy. Therefore, future pupil numbers, based on the number of pre-school children living in the area and past trends, indicate continuing low pupil numbers. The assessment is therefore that there are no significant developments which are likely to impact positively on the size of the pupil population in the next 2-3 years, therefore, mothballing Logiealmond Primary School is not a reasonable option to consider. 7.4 Option 4 – Consider closing Logiealmond Primary School and move pupils to Methven Primary School. Refurbish Methven Primary School to improve condition. Capacity at Methven Primary School reduced following refurbishment.
At the community drop-in sessions for Logiealmond Primary School and Methven Primary School there were 5 options proposed for the future of both schools.
Option 4 and Option 5 were as follows;
Option 4 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Consider closing Logiealmond Primary School and move pupils to Methven Primary School.
Option 5 - Consider closing Logiealmond Primary School and move pupils to Methven Primary School – refurbish Methven Primary School to improve condition.
The only difference between the two options was that option 4 sought to reduce the capacity at Methven Primary School.
The feedback received along with the impact and assessment for each option are broadly similar therefore for the purposes for this options appraisal they have been combined into one option.
Community Impact
The Logiealmond community were strongly against both options as they do not want to see their school closed.
The Methven community were largely in favour as it would support the sustainability of their school roll and improvements would be made to the condition of the school.
At the Logiealmond Primary School community drop-in session the wider community described some of the challenges of living in a rural community. They made a link
Page 54 of 422 between the lack of suitable and affordable housing available to young families and the school roll. The number of pupils due to attend the school each year, over the last 7 years, has remained constant but it would appear that families are more mobile and exercise their right to choose other schools as the number of children attending their catchment school remains low. This is therefore evidence that people living in the area are willing to travel to access services including education and that this has not deterred families from living in the area. In 2017, the Council closed schools in Calvine (Struan Primary School) and Enochdhu (Straloch Primary School) after they had been mothballed for 5 years. In common with Logiealmond, residents in those communities were used to travelling to access most facilities and services, such as shops, leisure and health services. The evidence from both Calvine and Enochdu is that families were not deterred from moving into the area by having to travel to a neighbouring village to attend school. There does not appear to be evidence to link closure of a school with a decline in the population. In addition, there are a number of factors which will support the resilience of the community surrounding Logiealmond Primary School. Methven Primary School is only approximately 4.4 miles from Logiealmond Primary School.
As stated above, the evidence suggests that this distance is unlikely to deter families from settling in the community. There are employers in the area, such as Glenalmond College, which will continue to attract people wishing to move into the area. The community is within reasonable travelling distance of major road networks and larger settlements with employment, business and leisure opportunities. In the case of Logiealmond, where the school itself is not located within a settlement, it is more likely that it is the individuals within the community who will create the opportunities to link with each other and promote a community ethos.
Community facilities in Chapelhill will continue to provide a focus for events which bring the individuals within the community together.
The closure of Logiealmond Primary School would therefore have limited impact on the wider community. Moving the pupils to Methven Primary School would also enable individuals from Logiealmond and its surrounding communities to integrate with the community in and around Methven, enhancing both communities.
Comments received from those attending the drop-in sessions at both schools included;
• “No Way! I would NOT want to go to Methven every morning”. • “Compare the quality of education provided by the two institutions – to close Logiealmond would work against the needs and interest of good education”. Logiealmond is the local community. To close it is to deny rural society. • “Squeezing more pupils into Methven would benefit no-one. Our community would lose the central social focus it has and our children would suffer, longer term this option would lead to rural depopulation”. • “If possible, it would be best to keep both schools open”.
Page 55 of 422 • “I can see the thought process behind this option but I feel it is unfair to force parents to have to put their children to a school which they did not choose”. • “Not an option. I would remove my child from the system and home educate rather than risk winter travelling etc” • “Not the most creative solution. May seem like an easy option but quick fixes often have long term unforeseen consequences. Keep our excellent small local school – appreciate it’s worth” • “Really wouldn’t like this option to go ahead. I feel we would be losing a very loved and vital part of our community” • “A very poor choice indeed. Are any of these decisions based on the quality of education provided for the individual child?” • “Close the school if necessary, but make sure there are adequate facilities in place for the increasing school aged populations” • “Refurbishment needed but closing Logiealmond might have negative effect to local community and needs to be looked at.” • “Logiealmond only has around 8 students. I don’t feel this is viable cost wise to remain open, this is a shame because it is a good school and the children are happy, however it boils down to cost. If the children were moved to a larger school they would mingle with a variety of different children and hopefully have more opportunities.” • “Tiny school at Logiealmond and will give opportunities for pupils at both schools. Kindergarten and school gym hall building have huge potential and would be great to see the facilities improved for all.” • “As we live in Harrietfield we were actually in Logiealmond PS catchment and we visited both schools before deciding Methven was the better option for our kids. Mainly because of the low number of classmates and social interaction with friends they'd have at LPS. But also I found the school to be cramped and run down. Most of the pupils there are children of lecturers and staff from Gldnalmond College and I got the feeling it was being kept alive purely as a peek for the college staff, it's even mentioned in their recruitment info. I don't see how LPS can survive when larger schools than it have been closed. Let Glenalmond College buy it and run it as a Primary for their staff. Methven Primary is a great village school and a hub of our community. It is a friendly, welcoming school with values that are current and improvements have already been made since Mrs Speights arrival 2 years ago, including the addition of the invaluable nursery. The buildings on the grounds could do with refurbishment and renovation to put them to better use – in particular the former Kindergarten premises which has been due for demolition for 2 years but hasn't happened. The dinner hall capacity could be dramatically increased by using this building of the former site. I think the closure of Logiealmond and the movement of the 7 or so pupils is the best option, as a budget increase for Methven would allow for improvements instead of throwing money at LPS to keep it wind and water tight. 7 pupils is neither here nor there to a school with 100+. I hope that the restructure will also be a good step forward to creating a Breakfast or After School club for MPS as it is very much needed. As a parent I would happily volunteer time to help with school refurbishment and I know many others who would pitch in too. Please use that resource”
Page 56 of 422 Pupil Numbers/Pupil Roll
If this option progresses the projected school roll at Methven Primary School is as detailed in table 10 below;
2018/ 2019/ 2020/ 2021/ 2019 2020 2021 2022 Methven Primary School capacity 176 176 176 176 (revised) Methven Primary School Pupils 118 124 132 134 Logiealmond Primary School 10 11 10 9 Pupils Methven Primary School Roll 128 135 142 143 Methven Primary School 73% 77% 81% 81% Occupancy Table 10: Methven Primary School roll – including Logiealmond Primary School pupils if school mothballed The current class size maximums are as follows:
Class size limit Primary 1 25 Primary 2 – 3 30 Primary 4 – 7 33 Composite classes 25 Table 11: Class size maximums
Currently pupils at Logiealmond Primary School are taught in a single class which could have a maximum capacity of 25 pupils taking into consideration the classroom space available and number of pupils. The largest class size at Methven Primary School is currently 24. The class size currently at Logiealmond Primary School is 14 (Census 2017). The maximum class size under this proposal that a pupil could expect at Methven Primary School would not materially change due to small numbers of pupils from Logiealmond Primary School. Regardless of whether the capacity of Methven Primary School is reduced or not the school could accommodate pupils from Logiealmond Primary School. Travel Arrangements/Environmental Impact All existing and future pupils currently attending Logiealmond Primary School would be transported to Methven Primary School by the Council as they reside more than the statutory walking distance from school, or where transport is considered necessary on safety grounds. There would be an impact on Logiealmond Primary School pupils in terms of the time and distance taken to travel to school. The additional journey time for the pupil who is impacted most in terms of travel would be approximately 8 minutes. They would have approximately 4 additional miles further to travel, bringing the total miles to travel to approximately 5.4 miles.
Page 57 of 422 It is not uncommon for pupils who live in other rural areas of Perth and Kinross to travel further distances than this on more minor roads to reach their school. Pupils from Logiealmond Primary School would no longer need to travel to Ruthvenfield Primary School for PE as there are PE facilities at Methven Primary School. There would be little impact on the travel arrangements for staff. Staff in Perth and Kinross tend to travel throughout the area to work in schools. Many staff do not live within the catchment area of the school they work in.
There would be an environmental impact due to the increased travel time and distance for pupils, however pupil numbers are small and they are already transported to school. This would also be offset from a reduction in energy consumption if the school is to be closed. Financial Impact Revenue savings of £103,598 including mothball costs would be made if Logiealmond Primary School was to close. The capital cost of £284,198 as well as any additional cost identified to improve the condition rating of the school would not be required. A capital cost of £1,631,161 would still be required at Methven Primary School to remove and replace the life expired buildings on site. A cost of £794,435 would still be required at Methven Primary School to improve the condition and upgrade M&E items. Imminent condition works will be addressed through the replacement of life expired buildings. Option 4 – Assessment There was a mixed response from both communities regarding closing Logiealmond Primary School with most people not supportive of the option. The roll at Logiealmond Primary School has not exceeded 14 since 2005. Future pupil numbers are projected to be a maximum of 11 within the next 4 years. Projected P1 intake numbers are relatively low. In addition, historically, numbers of P1 pupils attending the school have been low in relation to numbers expected from data provided by the NHS. There is nothing to suggest that this pattern will change in the future. If this is the case it will not lead to a sustainable roll at Logiealmond Primary School. The option would see the condition rating of Methven Primary School improved and the capacity reduced. The capacity would be reduced by demolishing one of the life expired buildings as detailed in section 6.4. The reduced capacity of 176 pupils can accommodate future pupils from both the Methven Primary School and Logiealmond Primary School catchment areas. This option would lead to the closure of Logiealmond Primary School. As a result there would be increased travel time and distance for Logiealmond Primary School pupils attending Methven Primary School. The furthest additional
Page 58 of 422 distance a pupil would have to travel would be approximately 4 miles more with 8 minutes added to their existing journey time, bringing the total miles to travel to approximately 5.4 miles. The closure of the school should have little or no impact on current travel arrangements for the community accessing facilities as the community require to travel to access other amenities. If the school was to close the community will continue to be able to access the local hall or inn for community gatherings/events. It is considered that closure of Logiealmond Primary School and the reduction of capacity and refurbishment of Methven Primary School is a reasonable option. There is no indication that the roll will rise significantly at Logiealmond Primary School due to relatively low pupil numbers and a pattern of P1’s not attending the school. This option also has the benefit of supporting the sustainability of Methven Primary School which is also a rural school. 7.5 Community Proposals The community put forward proposals at the drop-in sessions which have been assessed below. These proposals were:
• To provide a nursery in the school and reduce capacity; • To bring dining provision into the school, reduce capacity and use the building more effectively 7.6 Community Proposal 1 - A nursery class is included within Logiealmond Primary School, the school remains open and capacity is reduced. A number of those who attended the community drop-in session suggested that including a nursery within Logiealmond Primary School would increase pupil numbers in the school. Those attending the session felt by providing a nursery within the school would encourage parents to keep their children at the school to attend P1. From the data provided by the NHS over the next four years there are 17 nursery aged children that could attend a school nursery as per section 4.4. Assuming the nursery is for 3 and 4 year olds, there would be 8 children in 2018/19 and 11 children in 2019/20. Historically as evidenced in table 1, the majority of P1 aged pupils have been attending other schools. In the last 8 years, 13 P1 children attended out of 37 potential pupils. Very few of these children go to other Perth and Kinross Council schools. It is likely that those children are attending private schools. It is also the case that parents have a number of different options in securing pre-school care for their children. This includes other providers such as private nurseries and childminders. While it is possible that attending the local nursery may encourage some parents to continue their child’s education at the school, it is unlikely that all children who would be eligible to attend a school nursery at Logiealmond would do so. Not all schools have a nursery class but there is an established nursery provision at Methven Primary School. The provision at Methven Primary School offers both morning and afternoon sessions. Each session provides for a maximum of 30
Page 59 of 422 children from aged 2 until they are of an age to attend primary school ie 60 places. There are 26 children (Census 2017) attending Methven Primary School nursery which is sufficient to sustain the roll. In summary, the proposal to create a nursery class within Logiealmond Primary School will not sufficiently increase pupil numbers. 7.7 Community Proposal 2 – Demolish dining block building at Logiealmond Primary School and include dining facilities within the main school building. As detailed in table 5 (section 5.4) the school roll at Logiealmond Primary School is projected to decrease slightly in future years. There are currently 2 classroom spaces available within the main school building at Logiealmond Primary School, one room has a capacity of 23 pupils and the other a capacity of 25 pupils. Regardless of which room is used for dining there would be sufficient teaching space available to accommodate the future projected school roll. This proposal would see the existing dining block building demolished with dining facilities included within the existing main school building. This option would require a feasibility study to be carried out to determine if this was possible and the associated costs. If this proposal progressed the approved capacity of the school would be reduced to either 23 or 25 dependant on the room used for a servery kitchen. This would reduce the overall school capacity due to the loss of learning and teaching space, however the building would be used more efficiently. This proposal does not address the issue of the school roll being low and the fact that children living in the area are not attending the school however, therefore it is not considered a reasonable proposal. 7.8 Overview of Options The outcome of the high level options appraisal is summarised below:
Option Option Description Outcome 1 Catchment areas of the schools Rejected. Not a reasonable option are reviewed to determine whether due to not being able to create a this would increase the occupancy catchment which will sustain the roll at both schools and ensure their at Logiealmond Primary School future sustainability. If sustainable, without impacting on other schools refurbish Logiealmond Primary and the travel arrangements of School and Methven Primary pupils from those schools. It has not School to improve condition at both been possible to expand the schools catchment of Methven Primary School to increase the school roll significantly. 2 Logiealmond Primary School Rejected. Not a reasonable option. remains open - refurbish the No prospect of a sustainable roll in school to improve condition. the school due to small numbers of Reduce capacity of Methven pre-school children and primary
Page 60 of 422 Primary School through a review of aged children living in the accommodation – including catchment area. Also not all refurbishment of the school to potential pupils in the area attend improve condition. the school. 3 Mothball Logiealmond Primary Rejected. Not a reasonable option. School and move pupils to No prospect of a sustainable roll in Methven Primary School. Logiealmond Primary School in the Refurbish Methven Primary School next 2-3 years due to small to improve condition. numbers of pre-school children and primary aged children living in the catchment area. Also not all potential pupils in the catchment attend the school. 4 Consider closing Logiealmond Accepted as a reasonable option Primary School and move pupils to for the following reasons; Methven Primary School. Refurbish Methven Primary School • Educational benefits for pupils at to improve condition. Capacity at Methven Primary School and Methven Primary School reduced Logiealmond Primary School following refurbishment. including early years provision and seamless transition to Primary 1 for both sets of pupils. • There is no indication there will be a significant increase in the roll at Logiealmond Primary School. • Condition rating improved and the removal of life expired buildings at Methven Primary School.
The outcome of the options appraisal recommends Option 4 - Consider closing Logiealmond Primary School and move pupils to Methven Primary School. Refurbish Methven Primary School to improve condition. Capacity at Methven Primary School reduced following refurbishment.
8 Detailed Analysis of Reasonable Option: This section provides a more detailed assessment of the option which is considered reasonable in the circumstances. It considers the “rural school factors” of community impact and impact on travel arrangements, as well as including an Educational Benefits Statement. This is considered a reasonable option because the school roll of Logiealmond Primary School has been low over a number of years due to low numbers of children living in the area but also due to pupils not attending their catchment school.
Page 61 of 422 8.1 Community Impact Community Impact – Loss of the school The Logiealmond community were strongly against this option as they do not want to see their school closed.
The Methven community were largely in favour as it would support the sustainability of their school roll and improvements would be made to the condition of the school.
At the Logiealmond Primary School community drop-in session the wider community described some of the challenges of living in a rural community. They made a link between the lack of suitable and affordable housing available to young families and the school roll. The number of pupils due to attend the school each year, over the last 7 years, has remained constant but it would appear that families are more mobile and exercise their right to choose other schools as the number of children attending their catchment school remains low. This is therefore evidence that people living in the area are willing to travel to access services including education and that this has not deterred families from living in the area. In 2017, the Council closed schools in Calvine (Struan Primary School) and Enochdhu (Straloch Primary School) after they had been mothballed for 5 years. In common with Logiealmond, residents in those communities were used to travelling to access most facilities and services, such as shops, leisure and health services. The evidence from both Calvine and Enochdu is that families were not deterred from moving into the area by having to travel to a neighbouring village to attend school. There does not appear to be evidence to link closure of a school with a decline in the population. In addition, there are a number of factors which will support the resilience of the community surrounding Logiealmond Primary School. Methven Primary School is only approximately 4.4 miles from Logiealmond Primary School.
As stated above, the evidence suggests that this distance is unlikely to deter families from settling in the community. There are employers in the area, such as Glenalmond College, which will continue to attract people wishing to move into the area. The community is within reasonable travelling distance of major road networks and larger settlements with employment, business and leisure opportunities. In the case of Logiealmond, where the school itself is not located within a settlement, it is more likely that it is the individuals within the community who will create the opportunities to link with each other and promote a community ethos.
Community facilities in Chapelhill will continue to provide a focus for events which bring the individuals within the community together.
The closure of Logiealmond Primary School would therefore have limited impact on the wider community. Moving the pupils to Methven Primary School would also enable individuals from Logiealmond and its surrounding communities to integrate with the community in and around Methven, enhancing both communities.
Page 62 of 422 8.2 Community Impact – Use of the building
The last let booked at Logiealmond Primary School was in April 2016. This does not mean that the school is not used by the community. Use of the school is normally agreed with the Headeacher and most events take place during school operating hours. An example of this is the stay and play that takes place every Tuesday. Most community events take place within Chapelhill Hall which is approximately 1 mile from the school. In addition, the Chapelhill Inn is also located a short distance from the hall. Glenalmond College also has close links with the local community. The school building itself is not therefore the only community amenity and the loss of the building would not significantly impact on the community. 8.3 Pupil Projections/Pupil Impact It is anticipated that the pupil roll at Logiealmond Primary School will not exceed 11 in the next 4 years. Although there are 17 pre-5’s living in the area, there is an established pattern of parents of potential P1s choosing to send their children to other Perth and Kinross schools or elsewhere. It is therefore likely that the occupancy of the school will continue to be low. If this option is implemented, pupils would attend Methven Primary School. The impact on pupils is detailed in the following sections on Travel Arrangements and the Educational Benefit Statement. 8.4 Impact on Travel Arrangements The travel distance from Logiealmond Primary School to Methven Primary School is approximately 4.4 miles with a travel time of approximately 9 minutes. Travelling for primary school education is common across Perth & Kinross because of the geography of the area. Currently the pupils attending Logiealmond Primary School journey between approximately 1.3 miles and 4.6 miles to and from school. Moving to Methven Primary School would mean pupil journey distances increase to approximately 4 miles and 8 miles each way. Staff in Perth and Kinross tend to travel throughout the area to work in schools. Many staff do not live within the catchment area of the school they work in. 4.4 miles is a relatively short distance to travel in rural Perth and Kinross. It is therefore considered that there is very limited impact on staff travelling arrangements. The community require to travel to access other services such as GP and dental surgeries, shops and post offices. As there are alternative public buildings at Harrietfield and Chapelhill, there should be no impact on travelling arrangements for users of the school’s facilities. 8.5 Educational Benefits Educational Benefit Statement This Educational Benefits Statement is written from the perspective of benefits, should the preferred option outlined in the options appraisal subsequently be
Page 63 of 422 implemented. This statement is focused on the educational benefits for pupils attending Methven Primary School. Learning and Teaching
• Children attending Methven Primary School have access to a wide range of teaching and support staff. Methven has a nursery and six primary classes, a Headteacher who is not class committed and a Principal Teacher.
• Classes comprise an average of 20 pupils, and there are pupils of all age groups within the school. This affords all pupils the opportunity to work in groups, at peer level and across all stages in the school and in mixed sex groups. This allows the sharing of ideas, peer support, informal mentoring and relationship building, all of which contribute to the whole school experience. Teachers work collaboratively at Methven linking learning across stages on a termly basis and creating opportunities for collaborative/cooperative learning for all pupils.
• Flexibility in staffing at Methven Primary School means that good use can be made of the local context ,for example by involving children in Outdoor Learning and vertical groups, where pupils from different stages come together and form committees. Staff also work together to moderate standards of learning and achievement in the school to ensure that children make appropriate progress in a structured and progressive way through Curriculum for Excellence levels. Staff and pupils work together across the school to enhance the learning opportunities of pupils through the use of their individual portfolios of learning. They share progress in this area with parents regularly through the use of digital technology.
• A collegiate approach to professional engagement amongst all staff is evident within the school. They come together regularly to review and improve practice as a school, with partner services and other schools in the Local Management Group. Currently the staff in Methven are collaborating with other local schools to further develop effective approaches to delivering high quality feedback to pupils within their learning and teaching. There is a strong commitment across all staff to lead improvements in learning and teaching from evidence based research. This enhances the quality of learning and teaching through shared opportunities to develop effective approaches
• Effective arrangements are in place for planning, taking forward improvements through self-evaluation for all staff. Good practice is shared, leading to improvements in the learning and teaching in classrooms, to the benefit of the pupils.
• Work is differentiated to adapt to pupils’ needs and pupils benefit from being able to work on co-operative learning tasks with others. Flexibility in staffing in Methven Primary School allows staff to be creative in planning for children with additional support needs; both universally and for targeted need, thus addressing potential barriers to learning.
Page 64 of 422 • Methven Primary School has support from a Pupil Support Teacher, as well as Primary School Support Assistants, which not only benefits pupils with Additional Support Needs, but all other pupils, who can work in groups, and benefit from short term support.
• The nursery provides early learning and childcare for all children aged 3 to 5 years and entitled 2 year olds. This provision is within the setting of the school, allowing for seamless transition to P1, with pupils already familiar with the physical setting as well as the opportunity for regular work with primary peers. In addition, staff plan shared learning events and visits, with nursery children involved in whole school events.
Environment for Learning
• Methven Primary School benefits from its location in a village, with pupils attending from the community of the village of Methven and surrounding areas. This location, along with the mix of pupils from rural and village homes, provides a rich environment for learning and teaching.
• The school benefits from large grounds which provide opportunities for play, physical activity and outdoor learning. This facilitates eco learning and promotes health and wellbeing through play and team games, with features such as an outdoor netball court and trim trail. In addition, the school grounds and adjacent park at Methven Primary provides facilities presenting a wide range of opportunities for the pupils to experience a range of team and individual sports, such as cross country running, football, cricket and other team games, as well as gardening. Although enjoying a rural location, Methven’s close proximity to Perth allows all children the opportunity to participate in sporting, learning and cultural experiences with other schools and organisations.
• Methven Primary has close links with the local Parks Committee and the school was involved in designing the park, as part of class learning. Ongoing involvement includes pupils being invited to plant trees in park, the Parks Committee have visited classes to talk about wildlife at The Den and the children regularly visit The Den.
• Methven Nursery makes regular use of the park for their Methven Mile and the woods behind the school for den building, fire building and outdoor learning. The nursery children have regular opportunities to learn about the life of the farmer who will stop and talk to them throughout the year about the jobs they see him doing in his tractor.
• As part of this proposal, a new gym and dining hall will be built, offering the delivery of quality physical education in a modern purpose built space. In addition to this, pupils will benefit from dining in a modern and spacious social environment. The new gym and dining hall will also provide the opportunity for additional, flexible breakout areas to allow for individual, group or whole class activities. The hall will also benefit the wider school community by providing an area where school events can take place.
Page 65 of 422 • Methven Primary is accessible for children and adults with Additional Support Needs. It has accessible toilet facilities for children and adults and a lift is provided to allow access to all parts of the main school building.
Experiences and Opportunities
• There are numerous opportunities, for both present and future pupils, for social interaction in terms of peer activities in class and at break times and accessibility to school clubs and extra-curricular activities, for example football and netball, arts and crafts and the school choir. This session the Local Bowling Club have taught P6/7 to bowl. In addition, there are a range of pupils councils, facilitated by a teacher, but pupil led. These are the Eco Council, Fair Trade, and Sports Award Committees. The school house system allows for the organisation of regular house events and there is a commitment to charity fundraising across the school. These activities give pupils opportunities to lead and make decisions.
• Methven Primary staff plan regular opportunities for children to understand the heritage of the local community with activities such as den building at the woods, walks to explore local houses and homes, features of the community and studying wildlife and nature.
• Methven Primary School pupils enjoy the experiences offered by the strong links between the school and local business, such as the local café, garage and Post Office. These businesses are supportive of fundraising events as well as curriculum opportunities, such as Burns Suppers.
• Links with the local Methven Church enhance the pupils’ experiences in aspects of Religious and Moral Education (RME), with visits to the church, and the local minister participating in assemblies. The school visits Methven Church Christmas service and the minister attends some assemblies and visits classes.
• Methven Nursery make regular use of the park for their Methven Mile, woods behind the school for den building, fire building and outdoor learning. The nursery children benefit from learning about the life of the farmer who will stop and talk to them throughout the year about the jobs they see him doing.
• Methven Primary School has an active Parent Council, with constructive and informative meetings, where parents discuss a range of topics, as well as organising fundraising activities throughout the year. They use the Community Centre nearby for social events to which the whole community are invited.
Summary of Educational Benefits
• Methven Primary School is a well- equipped and resourced school, with mixed sex classes at all stages in the school, including nursery.
Page 66 of 422 • Methven Primary has a mix of pupils from village and rural homes, sharing experiences, which supports learning.
• The school roll allows all children to participate in peer support, classroom learning, and learning groups across stages and between classes, with the benefit of allowing children to have a wide and varied range of learning experiences.
• Learning and teaching at Methven starts with the early years provision, with seamless transition to Primary One.
8.6 Financial Impact The financial savings generated from closing Logiealmond Primary School amount to £103,598 incluidng mothball costs annually (refer to Appendix 4). The capital cost of £284,198 to improve the condition and M&E items identified along with the £165,000 to replace the dining centre would not be required. These financial savings support the delivery of education across the whole of Perth and Kinross. Combining pupils from both catchment areas into one school maximises use of the school estate and represents good asset management, while also enabling the children to continue to attend a rural school. 8.7 Environmental Impact There will be environmental benefits from reduced energy consumption if Logiealmond Primary School is closed. There is little impact on travel due to the small numbers of pupils to be transported over relatively short distances. 9. Conclusions In November 2016, it was agreed as part of the School Estate Transformation project that an options appraisal should be carried out on Logiealmond Primary School due to under-occupancy. At that time, the school had a pupil roll of 12 (Census 2015) and an approved capacity of 48 giving an occupancy level of 25%. The roll has consistently fallen due to parents choosing to send their children to other schools. Information was collated on pupil numbers, housebuilding, finances, the school, the local area and community, travel arrangements and environmental impact to inform the options. Each of the options was then considered and the outcome determined as follows:
Page 67 of 422 Option Option Description Outcome 1 Catchment areas of the schools Rejected. Not a reasonable option are reviewed to determine whether due to not being able to create a this would increase the occupancy catchment which will sustain the roll at both schools and ensure their at Logiealmond Primary School future sustainability. If sustainable, without impacting on other schools refurbish Logiealmond Primary and the travel arrangements of School and Methven Primary pupils from those schools. It has not School to improve condition at both been possible to expand the schools catchment of Methven Primary School to increase the school roll significantly. 2 Logiealmond Primary School Rejected. Not a reasonable option. remains open - refurbish the No prospect of a sustainable roll in school to improve condition. the school due to small numbers of Reduce capacity of Methven pre-school children and primary Primary School through a review of aged children living in the accommodation – including catchment area. Also not all refurbishment of the school to potential pupils in the area attend improve condition. the school.
3 Mothball Logiealmond Primary Rejected. Not a reasonable option. School and move pupils to No prospect of a sustainable roll in Methven Primary School. Logiealmond Primary School in the Refurbish Methven Primary School next 2-3 years due to small to improve condition. numbers of pre-school children and primary aged children living in the catchment area. Also not all potential pupils in the catchment attend the school. 4 Consider closing Logiealmond Accepted as a reasonable option Primary School and move pupils to for the following reasons; Methven Primary School. Refurbish Methven Primary School • Educational benefits for pupils at to improve condition. Capacity at Methven Primary School and Methven Primary School reduced Logiealmond Primary School following refurbishment. including early years provision and seamless transition to Primary 1 for both sets of pupils.
• There is no indication there will be a significant increase in the roll at Logiealmond Primary School. • Condition rating improved and the removal of life expired buildings at Methven Primary School.
Page 68 of 422 The only option which is considered to be reasonable is to consider closing Logiealmond Primary School, with the pupils transferring to Methven Primary School. Special regard has been had to the rural school factors and the assessment of these is set out in the Options Appraisal. The anticipated educational benefits which are likely to occur should that option be progressed and implemented are also considered. It is therefore recommended that the most appropriate response to the issues identified in relation to the roll at Logiealmond Primary School is that a statutory consultation exercise takes place on a proposal to close the school. As a result, pupils would be transferred to Methven Primary School. The delineated area of Methven Primary School would be extended to subsume the whole catchment of Logiealmond Primary School. It is also recommended that the capacity at Methven Primary School is reduced from 229 to 176. This will allow a life expired building to be demolished. In addition a new gym/dining hall will be built. This will be funded through the Modernising Primaries Programme, which forms part of the Council’s composite capital programme 2018- 2023. Planning will take place to schedule M&E requirements from 2023 onwards through the Council’s planned maintenance programme.
Page 69 of 422 Appendix 1
Community Engagement
Website and On-line Questionnaires A ‘School Estate Transformation’ page was set up on the Perth and Kinross Council website which provided the wider community with an overview of information that the Council would be using in the options appraisal, including pupil projections and building information. A questionnaire was also available for completion, for those people that could not attend community engagement events. The questionnaire asked people to respond with their views on a series of options and questions related to the options appraisal. The questionnaire was available on the Council website from 23 August 2017 to 6 October 2017. Forty four questionnaires were completed online for Logiealmond Primary School and 17 questionnaires were completed online for Methven Primary School. Drop In Sessions A community drop-in session was held in the Chapelhill Hall, Logiealmond on Wednesday 27 September 2017 (3pm – 7pm). The drop-in session was attended by 25 people. A community drop-in session was held in the Methven Community Centre, Methven on Thursday 28 September 2017 (3pm – 6.45pm). The drop-in session was attended by 27 people. Content of Sessions Visitors to the event were given an overview of information that the Council would be using in this options appraisal, including pupil projections and building and financial information. They were asked to:
• give feedback on the impact of each of the options being considered in the options appraisal either through using post-it notes or through filling in a questionnaire • respond to additional questions related to the community within Logiealmond and Methven and how the schools form part of the community.
Page 70 of 422
Logiealmond Primary School
Community Drop-In Session 27 September 2017
Overview of comments received at Community drop-in session and Online Questionnaires
Page 71 of 422 Online Questionnaire Feedback
• Forty four questionnaires submitted online – 27 completed, 17 partially completed • 18% (7) of responses from parents, 25% (10) were from the other family members, 20% (8) of responses were from ‘other’, 33% (13) were from the wider community and 5% (2) responses from neighbours. • Four people gave no indication of their relationship to the school • Nineteen questionnaires were submitted without any comments • 59% (16) of responses preferred option 1 and 41% (11) preferred option 2 • Seventeen questionnaires submitted gave no indication to their preferred option • Questionnaire closed on 6 October 2017
Page 72 of 422 Online Questionnaire Feedback Option 1 - Catchment areas of the schools are reviewed to determine whether this would increase the occupancy at both schools and ensure their future sustainability. If sustainable, refurbish Logiealmond Primary School and Methven Primary School to improve condition at both schools. Comments
• Most logical. There are 18 young children under school age within the current catchment. As a large local employer it is important to us to have a local education establishment for young children. • Maintaining wider choice of educational provision for pupils and parents. • This seems a sensible option so the council is at least informed. The school has thrived in the past few years and the numbers have grown. • Logiealmond is an excellent rural school and local families benefit enormously from its existence. • I believe there is great benefit in having smaller, quality schools than combining pupils in larger, less accessible settings. • Logiealmond is closer to me as a potential parent and is well known for its excellent education for the children. • My . children have benefitted greatly from the education provided at Logiealmond PS. They all, now aged . - ., continue to do very well at school and I attribute this in significant part to their early schooling. The location of the school is a bonus, and a very good thing, and enhances the quality of the learning experience. Some children - mine included - undoubtedly do better in a smaller school environment and this should rightly be included in the educational provision plan of the Council. • In an isolated, rural area the catchment is always going to be variable - gathering more pupils from more densely populated areas would be sustainable and beneficial. Possibility to reduce strain on Methven and boost Logiealmond by offering an element of shared catchment in the Methven area. Likewise, in the Crieff catchment there are pupils who may feel culturally more connected to the rural community of Logiealmond than the urban one of Crieff. Look into a shared catchment in that region too. Important not to infringe upon the Logiealmond catchment as it stands however - it must be maintained intact or the purpose would be defeated. • I believe the school is an important part of the community and a link between families. • Both these schools are part of the local community and closure of either would cause unnecessary travel for children on country roads • Either option one or two would allow Perthshire to sustain a rural development programme, without overreliance on cars/roads/congestion,: both these issues should feature a lot in C21st planning, (particularly with Huntingtower development, as there may be need for room for growth-look at Abernethy school which was too small even before it opened) • Great education at Logiealmond which has transformed confidence and learning of my niece who would otherwise be quite isolated from her peer group where she lives. Provides wonderful resource and centre for local community which would struggle to interact with communities further afield.
Page 73 of 422 • Closing rural schools is a terrible idea. The idea should be to sustain and promote rural living by making moving to the countryside a viable option. One key parameter for parents is schooling, if you have to drive your children to Perth then why would you move to the country? • My preference for Option 1 is based on the following main reasons: a) I am extremely satisfied with the high quality of educational services provided to my eldest child at Logiealmond Primary School and wish to see the school remain open, and I look forward to enrolling my other child at the school in 2019; b) Enrolment at Logiealmond Primary School has been steadily improving on average over the last ten years and there are many more pupils set to enrol in coming years, as such the expansion of the school's catchment area would enhance this existing positive trend; c) Logiealmond Primary School has been rated with "A" suitability and should receive proportionate financial support to enable a sustainable future for the school's teaching services; d) Logiealmond Primary School provides a vital social and cultural hub for the surrounding local community in Glenalmond and neighbouring areas, through a programme of regular community events and extracurricular groups, such as the baby and mother play days, with additional plans for a new after-school care group; e) Logiealmond Primary School also provides good value of service through extra in kind volunteering from parents and community members making significant contributions to the school's success and sustainability, which should be acknowledged and encourage renewed sustainable financial support for the school's services and condition; f) Logiealmond Primary School's building is shown on the 1866 1st edition Ordnance Survey map of Perthshire and should be acknowledged as a historic asset, and therefore the condition should be refurbished in partnership with the own to ensure a sustainable and appropriate future for the school; g) Logiealmond and Methven Primary Schools should both remain open to avoid any negative impact on either communities. • Vital link between isolated families in the community. Logiealmond offers a fantastic quality of education. • As new parents who live within 2 miles of the Logiealmond School we would like to see a review of the catchment area of both schools undertaken to ascertain which school I will be able to take my son too. As local residents we have heard nothing official, only gossip from neighbours regarding the schooling situation. How about you knock on some local’s doors and at the very least find out exactly how many school aged children live within the catchments of both schools. As far as I understand there are 17 new-borns in the catchment over the last year, not including our own. Your projected figures are wrong. • It is an excellent school and offers great opportunities for local children. Extending the catchment area would make Logiealmond viable and reduce strain on Methven.
Page 74 of 422 Online Questionnaire Feedback Option 2 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Logiealmond Primary School remains open – refurbish the school to improve condition. Comments
• My daughter would be attending Logiealmond Primary School in 3 years’ time. Methven for us is not an option. I am a teacher myself and the pupils at Logiealmond are well rounded, well-educated and well mannered. The condition of a school is not important to me and as such, place the monetary funds into Methven if it means Logiealmond can stay open. Should Logiealmond close we will need to move home. • Because Logiealmond school is wonderful. • I am keen for Logiealmond to remain open and this option appears to be the only one that will definitely keep it open. • I firmly believe that it is vital for Logiealmond to be kept open for the sustainability if life in the countryside, the excellent education it provides for our children and the important part it plays in the local community with its annual events and open mornings, the Stay and Play group for babies and their carers, the regular shows performed by the pupils to which the community is invited, the annual Halloween party open to all, etc. Whether this means that catchment areas are reviewed or capacity at Methven Primary is reduced either way I believe it is vital that our vibrant and excellent school remains open. In order for children to understand how to live in the countryside they have to experience it, and the situation of Logiealmond Primary makes this happen. We need to ensure that there are future generations who understand life in the countryside in order to prevent the demise and ultimate death of this important environment. Logiealmond Primary plays an important part in this process and must therefore remain open, not least to allow other families to move to the area and into some of the may properties available for rent on the nearby estates. • It is important for the community that Logiealmond stays open. It offers an excellent education to the families in this rural location and a centre focus for the community as a whole. If Logiealmond were to close, it could potentially be harmful for the rural community. Logiealmond is a lively, vibrant school in the heart of a rural community. It not only offers primary education but it is a meeting place for pre-school parents and their children. • If adjusting the catchment area does not increase the occupancy of the school to the level demanded by the council in order to keep it open, then Logiealmond P.S. would, I assume, be under threat of closure again, and I really don't want that to happen. Further, continued threat to the school status only puts off potential students and their parents. We, as new parents to the area, were very wary of putting our child to Logiealmond because of the review the school was going under previously. Other parents were put off outright, and I have no doubt this is still an issue. Glenalmond College has a very large number of teaching staff (and their consequent families), and if Logiealmond were to be refurbished it would make it much more desirable as an option. Option 2 allows for the refurbishment of the school, without the
Page 75 of 422 threat of closure dependent on occupancy. The teaching standards, beautiful location away from busy roads and warm feeling amongst the students make it a lovely school and an incredibly important addition to the community. With attention from the council, it could be a real example to other rural primary school, much like Glenlyon is. • Option 2 is also very sound and positive. Schools and their communities look to the council to support them in their efforts to provide the very best education for young people. Option 2 suggests the council want to be ambitious, proactive and supportive. • Sustaining and supporting rural areas adequately is vital for all parts of Scotland to thrive and this includes keeping open and improving small local primary schools, particularly those, like Logiealmond, with a high rating. • Logiealmond is a great wee school and every effort and investment should be made to ensure it remains open. • Logiealmond Primary School should remain open, but this should not result in the reduction of services at Methven Primary School as per Option 2. • I feel the closure of Logiealmond Primary School would have a massive impact on my child's well-being, his academic attainment and the wider community in terms of its availability to meet the educational needs of local children and the focal point it offers for the community.
Page 76 of 422 Online Questionnaire Feedback Option 3 - Mothball Logiealmond Primary School and move pupils to Methven Primary School – refurbish the school to improve condition. Comments
• Your questions feel very much as if you are pitting schools and parents against each other. Is mothballing really appropriate language? • Other options of mothballing or closure are the last thing any of the Logiealmond parents and students want. Closing the school would have a terrible effect on the whole community spirit and would damage it irrevocably. • I strongly disagree with options 3, 4 and 5 because in my opinion these will have a very negative impact on the local community in Glenalmond and significantly reduce the quality of teaching for pupils at Logiealmond Primary School.
Page 77 of 422 Online Questionnaire Feedback Option 4 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Consider closing Logiealmond Primary School and move pupils to Methven Primary School. Comments There were no comments made online for Option 4.
Page 78 of 422 Online Questionnaire Feedback Option 5 - Consider closing Logiealmond Primary School and move pupils to Methven Primary School – refurbish Methven Primary School Comments
• Close the school if necessary, but make sure there are adequate facilities in place for the increasing school aged populations. • Closing Logiealmond would be a mistake as a) it's a great learning environment and b) it would put further strain on Methven. • The irreversible step of closing the school would be very sad and would diminish the vibrancy of the community on that side of the glen and in the village of Harrietfield. • I disagree completely with Logiealmond being closed. The education it provides for our children is excellent. My children are engaged in their learning, growing in confidence and maturity, enjoy learning and are taught by experienced and dedicated staff who understand their individual needs. I would therefore be extremely reluctant to have to move them to another school. Stability is important and our children love their school. Whether catchment is reviewed or capacity at Methven is a council decision, but I feel strongly that Logiealmond should remain open. • The parents of children currently at Logiealmond would not be happy uprooting their children and forcing them to go to Methven primary (a community of which they are not part). If this was the only option for the children in the Logiealmond catchment area, it would cause families to move away from the area. It is important to have a choice and have a local primary school in the community where you live. • Would be terrible to see the school closed. It encourages community spirit. • I would not close the school as it is too premature a decision, and at present it works very well in the community.
Page 79 of 422 Online Questionnaire Feedback Are there any other options/proposals that have not been considered? Comments
• Increase the pupil roll of Logiealmond by ensuring that all children in its catchment area go to the school rather than to Methven primary. • Establishing a nursery/pre-school on site at Logiealmond would be the most beneficial option. This would provide a vital service in the area which currently does not exist in any form and it would guarantee an increased pupil roll in the future. Currently, if pre-school provision is found elsewhere - in Crieff or Perth usually - we find that pupils stay there for school. Offering this at Logiealmond would be the best option for the community and for our young people. • Creating more provisions for pre-schooling at Logiealmond as there is a good demand for it. • Consider perhaps outreach community work for preschool/mixed ages, such as afterschool/weekend events? • Preschool provision in Logiealmond area would be popular and would support numbers in the primary longer term as increasing numbers of younger families have moved or are moving to the area. • Perhaps the council could consider using Logiealmond as a pre-school facility in addition to a regular primary. Last time I was in the Glenalmond area a number of parents told me this would be a good idea. Increased and sustainable investment in Logiealmond Primary School in partnership with the Parent Council to support the already high quality of service, provide a sustainable future for the school's condition and encourage continued increase in enrolment of new pupils. There could have been an option for "none of the above". • Offer a pre-primary education for younger children. • Split the catchments for Logiealmond between Bankfoot and Methven. Auchtergaven will be closer for some families and is a good school.
Page 80 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows: Option 1 - Catchment areas of the schools are reviewed to determine whether this would increase the occupancy at both schools and ensure their future sustainability. If sustainable, refurbish Logiealmond Primary School and Methven Primary School to improve condition at both schools. Comments There were no comments made on Option 1 on the questionnaires completed at the drop-in session.
Page 81 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows: Option 2 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Logiealmond Primary School remains open – refurbish the school to improve condition. Comments
• General area too sparsely populated for option1 to have any significant effect. Logiealmond small, rural style is an option. I would desire for my children. Part of community and sense of belonging given location. I/we are not really part of Methven community. Closure is a final nail in the rural life/community coffin through black & white financial decisions rather than consideration of the bigger picture. Education given at Logiealmond is superb and is a CFE class leader.
Page 82 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows: Option 3 - Mothball Logiealmond Primary School and move pupils to Methven Primary School – refurbish the school to improve condition. Comments There were no comments made on Option 3 on the questionnaires completed at the drop-in session.
Page 83 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows: Option 4 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Consider closing Logiealmond Primary School and move pupils to Methven Primary School. Comments There were no comments made on Option 4 on the questionnaires completed at the drop-in session.
Page 84 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows: Option 5 - Consider closing Logiealmond Primary School and move pupils to Methven Primary School – refurbish Methven Primary School Comments There were no comments made on Option 5 on the questionnaires completed at the drop-in session.
Page 85 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows: Are there any other options/proposals that have not been considered? Comments
• Reduce capacity of Logiealmond.
Page 86 of 422 Community Drop-In Session Drop-in session ran from 3pm – 7pm on 27 September 2017
• Twenty five attendees at the session • 16% (4) of attendees were neighbours/wider community • 44% (11) of attendees were parents • 32% (8) of attendees were past/prospective parents • 4% (1) attendee was a pupil • 4% (1) attendee was a Councillor
Page 87 of 422 Comments received at the drop-in session Option 1 - Catchment areas of the schools are reviewed to determine whether this would increase the occupancy at both schools and ensure their future sustainability. If sustainable, refurbish Logiealmond Primary School and Methven Primary School to improve condition at both schools. Comments
• Bertha Park a possibility to include in catchment? • It is all fine and well to review catchment areas but this will only work if the areas are populated! • Maintain the integrity of local rural school by enhancing the catchment • Not sure this would help. Catchment areas do need reviewed so all children should be at Logiealmond are able to attend/transport etc! • This is the obvious solution to keep the communities together and be able to accommodate the new influx of children and others to come. • Every effort should be made to increase occupancy, which benefits teacher job security and the breadths of school roll. Concerned level of cost of school refurbishment would be deemed cost prohibitive – condition is B for main building which is reasonable • Some rural areas towards Crieff are much more linked to Logiealmond than Crieff but kids go to Crieff. Think rural communities could benefit from Logiealmond Primary. SHARED catchments with Crieff, Methven & Madderty would be an exciting option. • Review catchment areas – families have chosen to move to rural Scotland & chosen rural schools for their children. City schools/Methven was not an option. Don’t lose families from rural Scotland. • Save Logiealmond • This is a possibility – talk to the estate about refurbishment or help with it. I am sure the estate would like the school to stay open. • Country school for country people • 48 would be a ridiculous number for this school • I am planning on moving into Logiealmond with my young family both my children will be going to the school. I don’t understand why PKC would upgrade the . for a young family (affordable housing scheme) to then plan to close the school. While the .. has work done could you not do the school at once • An increased catchment would be a great thing. There are families who would like to come to Logiealmond but need transport so have to be in catchment. Larger catchment would certainly increase pupil roll. • Make it easy for parents from other catchments to come to Logiealmond for a special, more individual experience. • Not sure this would improve numbers at either school and would involve a reasonable financial input, money which could be spent on dining hall.
Page 88 of 422 Comments received at the drop-in session Option 2 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Logiealmond Primary School remains open – refurbish the school to improve condition. Comments
• Definitely keep it open! The results of closure on Scottish rural communities have long lasting impact! Think of Beeching’s closure of the railways. Our country has been known for its educational excellence in the past. All pupils do better in smaller groups – the Government is committed to narrowing the attainment gap – small units must be a part of this. • This is the best option as it recognises the key part the school plays in the community. Investing in the school will show it has a long term future thus removing any concerns future parents may have at sending their children here. • Include provision of nursery and after school care. • Invest in Logiealmond – provide a nursery and after school care – I’m convinced there would be a waiting list! • Sensible option. Refurb could be staged to spread cost? • Best option. • This is a very positive option. Both schools would benefit from this option and all young people in the area would be better served. Two excellent schools with good capacity could be ensured. • Option 2, I feel in the main one that will benefit us. It means we will stay open! It also means we will get the improvement we need and cannot be held back from our ultimate capable abilities. • Definite preferred option. Fully support Logiealmond staying open. It serves the community well and can into the future if council support is there. • This is the best option for both schools as Methven is overcrowded and in need of a refurb! Logiealmond is a well-educated school with polite pupils. Just needs the catchment area reconsidered as this may help its number. It will be a shame to know it down! (SAVE LOGIEALMOND). • This should the only option. • Option 2 I feel is the best option for both Logiealmond & Methven. Reducing capacity while refurbing will ensure both areas retain their precious local school and identity. • This is the most community orientated option. Both communities deserve a good school. Logiealmond/Harrietfield/Glenalmond/Little Glenshee only come together in this building. It provides an excellent education and benefits the children being taught in one class. The children are more considerate of younger pupils/friendly/caring. • Local children really thrive in this school, we must maintain this opportunity • Best option for the school! Logiealmond could be a real gem of a school – beautiful location, very happy students who love it, fresh air in the Perthshire countryside, strong community, caring staff offering excellent education.
Page 89 of 422 • Logiealmond School must stay open. There are good reasons for small school to flourish and people move in with children who often benefit from smaller schools. • Logiealmond should be invested in. it stands as an opportunity to exemplify why rural Scottish schools are so profoundly successful.
Page 90 of 422 Comments received at the drop-in session Option 3 - Mothball Logiealmond Primary School and move pupils to Methven Primary School – refurbish the school to improve condition. Comments
• Mothballing not a good option for anyone. • If the school is mothballed, I cannot foresee it opening again. Not an option in my opinion. • There is no acceptable justification for mothballing a sector leading school because it does not meet available ‘max roll’ figures. It is flourishing and serving the local community to the highest standards. • Mothballing: NO!!! The school just won’t open again!! • Children would have to travel a lot further if Logiealmond was to be mothballed. It would also leave a sad community to see it go! • Concerned mothballing simply means closure at a later date since the pupils have moved and the culture/appetite for reopening has moved on. • Not an option for my family. I would not send my children to Methven after the wonderful experience they had at Logiealmond. • No point in “mothballing” – just the same effect as closure. Terrible idea. • One of the more concerning options as would it be easier to close a mothballed school?!? Not a good idea. • Closure by any other name. A drawn out process which would leave to much uncertainty for the whole community. • This would be a very sad outcome. The location of the school is beautiful, safe & healthy for the children. • Not an option – my children would not be sent to Methven.
Page 91 of 422 Comments received at the drop-in session Option 4 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Consider closing Logiealmond Primary School and move pupils to Methven Primary School. Comments
• Especially not as Methven is also on a potential closure list! • No way! I would NOT want to go all the way to Methven every morning! • Compare the quality of education provided by the two intuitions – to close Logiealmond would work against the needs and interests of good education. Logiealmond is the local community. To close it is to deny rural society. • Squeezing more pupils into Methven would benefit no-one. Our community would lose the central social focus it has and our children would suffer, longer term this option would lead to rural depopulation. • We live up Little Glenshee so sending our son to Methven would make a long commute – potentially dangerous during the winter. • Very concerning – a closure would lead to the death of rural communities. We are within walking distance at Glenalmond – Methven would mean busing in – not suitable in winter months! • If it is an option to reduce the capacity of Methven then why can we not consider this in Logiealmond? • If this is an option for Methven then this should be looked at as an option for Logiealmond. • If Logiealmond school accommodation could be reviewed to move the dining room inside (use one of the classrooms) this would bring occupancy up and take the overall condition back up to at least a B. • Wouldn’t go to Methven Primary. • Not a good option. Again I think this just means closure for Methven!!! • Moving pupils to Methven would mean we would lose the rural, heart of the community. Pupils would lose their identity.
Page 92 of 422 Comments received at the drop-in session Option 5 - Consider closing Logiealmond Primary School and move pupils to Methven Primary School – refurbish Methven Primary School Comments
• Not an option. I would remove my child from the system and home educate rather than risk winter travelling etc. • Logiealmond is fantastic!!!!! • Not the most creative solution. May seem like an easy option but quick fixes often have long term unforeseen consequences. Keep our excellent small local school – appreciate it’s worth. • A very poor choice indeed. Are any of these decisions based on the quality of education provided for the individual child?? • I would not like this option since the school provides for a community focal point. The catchment is unique/distinctive and the atmosphere fostered there is very positive. • I have been at Logiealmond for the past 7 years. I have always loved it and I would hate it if it closed down as it is a really good school. • Agree with refurbishing Methven however the lack of focal point in the community for young families would be highly detrimental to the area. Would result in an aging remote population. Which is not in anyone’s interest. • The whole feel of the glen, its warmth and community spirit would be damaged irrevocably by closure. • Keep Logiealmond open and don’t even consider moving to Methven. Terrible idea! • NO. • NO I love Logiealmond. • I love Logiealmond. • This is not an option for us my children would not go to Methven. • Really wouldn’t like this option to go ahead. I feel we would be losing a very loved and vital part of our community. • Logiealmond should be celebrated not threatened. It is an excellent school that provides a consistently quality education. Our community is centred on the school – it is how we know each other across this often isolated catchment. We would lose the educational benefit of a fine school, the social benefit of a great community asset and gain nothing. • No way! • Keep Logiealmond, it’s the best. • NO. • This would be profoundly negative for Scottish rural society. The school is sector-leading and highlights all that is good about curriculum for excellence. It has a low headcount because it has a sparsely-populated community (with a strange catchment size), not because of the education it provides.
Page 93 of 422 Comments received at the drop-in session Are there any other options/proposals that have not been considered? Comments
• I support proposals to maintain and enhance the provision at Logiealmond Primary and would argue against any attempt to close Logiealmond Primary on these grounds: 1 the well-being of pupils and staff at Logiealmond. 2. The maintenance of parental choice by keeping a small, rural primary school. 3. The promotion of diversity and inclusion, recognising that provision should be made for those who choose to live (or are required to live) in remote and rural areas like Logiealmond. • This is a wonderful resource which should be safeguarded – getting children into the countryside and out of doors is a drive for many early years’ enhancers. If (as I hope) Scotland delays formal education to come in line with many western countries – this school is the ideal for our youngest pupils to thrive, before they encounter larger groups etc. a nursery, a nurture class or similar could easily be accommodated in this “A” type provision(suitability). This alongside local children if numbers are low, if numbers increase then the school might not have the capacity for additional purposes. Let’s be creative and use what is an excellent provision rather than opt for even bigger schools.1. Community buy out. 2. Investment by the owner of the school building. Finally put something back into the area. 3. Open school up to wider community eg evening meetings, clubs, talks etc • At least 18 pre-school children in the area so projected pupil roll is nonsense. Actual projection for 2021 should be in excess of 20-30, many more is school is adequately supported. • Reduce capacity of Logiealmond by moving the dining room inside. This decreases the capacity – increasing the school roll and removes the stand alone dining room which moves the condition of the building from a grade C to B. • The spare capacity could be used to provide care for 3-5 yr olds as recommended by the Commission on Rural Education. • A nursery I feel would be a really good option for the school. Encouraging children to carry on up through the primary!! • A nursery!! This would then limit the amount of local children who leave the area to attend nursery than form a connection to the school connected to nursery. • Nursery/pre-school for younger children. After school clubs, out of school clubs sub-let area. • We would like the council to be supportive and ambitious. Logiealmond is a tremendous school and we should be enabling more children to access its benefits. • A nursery – within walking distance of many people’s homes, reducing our carbon footprint and encouraging healthy children! • Reduce school capacity as recommended for Methven and use that space for pre-school/after school care. • Establish nursery/pre-school. Ensure after-school club. Both these options could guarantee greater pupil numbers. There is a desperate need for
Page 94 of 422 nursery/pre-school provision in the area as there is a lot of pre-school kids looking forward to a Logiealmond education. • The area is crying out for pre-school care! If Logiealmond were able to provide a space for that, the increase in roll would happen straight away. • Leave it how it is. It’s great. Don’t close it down! • For there to be a nursery for the younger community. • Pre-school/after school care – bound to increase the school roll. • The building and space would be perfect for a pre-school 3-5 environment. Using the school house building and adding an after school wrap around programme term times only. There is an abundance of qualified staff and young children at Glenalmond/Crieff and 4 mile radius of the school. • Adding a nursery environment/wrap around care for working parents. The school would reach capacity without a doubt. Keeping the rural school ethos, surroundings – but with up-to-date facilities. • Keep it as it is. • The school does not need to change as it seems as a highlight of primary education. Support its growth (after school provision etc) and it will continue to flourish. The projected rolls are simply not reflective of the potential of the local community.
Page 95 of 422 Comments received at the drop-in session How would you describe the community and what are your thoughts on Logiealmond Primary School as part of the community? Comments
• Primary school is at the heart of our community – and well supported by local residents as well as parents. Our community needs focal points like the school to help to continue the great community feel and include our younger members of society to feel part of that. • It is great and I really like it. • Logiealmond is exceptional, community beetle drives, plant sales, Christmas shows – they all attract all the local community. It forms the heart of a rural society. To remove the school is to damage Scottish rural community. • I have dealings with many children from various schools in the area (6+ schools). The pupils from Logiealmond stand out above the rest as the most confident, clever, well-mannered children. Always 1st to volunteer and help their fellow cub scouts with whatever is asked of them. This helped us decide we would like our son to attend Logiealmond PS when he is of age. • Farming community and elderly retirees. Logiealmond School is the heart of the community. • As a previous parent – the school is very much part of the local community as is Chapel Hill Hall/other local amenities. Rural schools are unique and specialised and should be preserved, bringing more young families into rural communities. • Logiealmond is the lynchpin of this community. We would not know each other without it. In this area your closest neighbours can be miles away. We have a profound sense of community here and it is almost entirely due to the school and the connections it enables. • Very popular stay and play sessions for pre-school kids are run at Logiealmond. Nothing else like this in the area. All kids attending are intending to go to Logiealmond Primary in due course. • Vital. Great cross section of life is brought together. Closing the attainment gap. • Logiealmond P.S. is the heart of an already fragile, rural, local community. The pupils who attend here are the most polite, well mannered, bright children you could ever hope to meet. The school is the focal point, hosting many a coffee morning and flower sale! • Very important part of the community. Communication, friendships, community spirit. Good learning of life skills in so many ways! • It is a rural community with a broad mix of people, incomes and jobs. The school provides the only place locally where children from these different backgrounds interact. • The school is a fundamental part of the local community, linking a disparate population. The community is mix of demographics. A blend of agriculture and other rural occupations and education. • Really excellent resource for the community, which could have even more positive benefits if after school care. It would encourage more young families to the area and ae it a more sustainable community.
Page 96 of 422 • The community is not well serviced – there is no local public transport, there is an issue about water, broadband is patchy or non-existent. The school is one of the few services remaining. • To keep the community together it’s imperative that the primary school is kept open. • The community is to spread out and from very different backgrounds ie, academic from college, agriculture, from farms and other tourism related industries and services. The school brings these backgrounds together with wonderful results. • Logiealmond is a very important part of the community. Without the school I would not know any other families in the area about Glenalmond College • Logiealmond is friendly and it is good because it is small and you get to know your classmates really well. It is good because as it is small it means you get lots of help from the teachers. • Logiealmond P.S. is vital to the community. It’s like a home-from-home for our son and his friends. The school bus does a circular route round the glen and the children have a very strong sense of place and security. It’s heart-breaking to see how potential closure saddens the children. • School is essential part of the local community and for parents/children to mix with locals. Methven PS would not provide that opportunity. • Events such as plant sales etc bring together the wider community. • Important local employer • It is a friendly community with lots of friendly faces. Everyone pulls together. The school is a great opportunity for the children to have a high standard of education. • As a new mum to the area, the school has been absolutely fundamental in creating friendships with others in the community. Nativity plays @ Xmas, bonfire parties @ Halloween, coffee mornings, gardening, textile recycling and the toddler group are some of the many elements of the school that make it so important. • Fun. Good.
Page 97 of 422 Comments received at the drop-in session What do you think are the reasons the school roll is low? Comments
• Not many people have heard of the school. • Parents may work out with the area so child may attend schools handiest for parents. • Lack of available housing. Lack of decent housing. Lack of land to build housing. HOUSING. • Elderly retirees’ only ones to afford the few available houses. Ergo no young children. • No infrastructure/amenities to entice new residents. Nothing for youth eg youth clubs. No incentive. • The occupancy rate doesn’t seem to correspond to the amount of inhabitants in the area. • It is not low. It is a rural community with relatively few (compared to urban settings) kids. The roll has grown in the last 7 years because it is fantastic school. The school has had to compete against neighbouring schools with after-school provision. When Logiealmond gets this the roll will expand quickly. • Rural area – not high density housing. Private house prices rather high so often bought by people who are older. New house building has attracted some younger people. • Lack of pre-school provisions. There is an abundance of children local to the school that travel out with the area to nursery – they then form connections to the associated schools. As a parent of a baby I would love there to be a nursery @ Logiealmond, within walking distance of our home. • Would like to have nursery at the school. I feel this would encourage children to stay right through. Especially now with mother & toddler and after-school club. • High land and house prices reduce the potential for young families to settle here. • Lack of nursery at the school. Children who start at other nurseries then tend to stay on at the school it is connected to. • Many empty estate houses in catchment, no service bus route, no pre- school/after school care, not enough power cuts/single men. • Empty estate properties not being let. Poor water quality problems may have put people off moving to the area (but note new borehole proposals might influence this medium term). • The school has lost students in the past because of the constant reviewing of the school status. Refurbishing the school would make it v. desirable. • Catchment areas need assessing! We need a bus route. • Logiealmond needs a nursery or pre-school. There are many potential students but they go to nursery in Crieff/Perth and make a natural progression to the school attached. • Preschool/nursery would help. After school care. • The school roll is not low considering the number of houses in the catchment area. The school roll is increasing there are 15+ under 5’s in the area.
Page 98 of 422 • High rents at some of the properties leaving the properties empty. • Parents want stability for their children and know of the past threat of closure so want to avoid the possibility of changing schools. Negative media coverage has contributed to this. • No after-school provision. No pre-school/nursery. Ongoing threat to school from council. • Demographics set to rise with many young families starting families at Glenalmond. • Lack of a pre-school provision, (where there is perfect space to expand – the school house) wrap around care. Catchment area should be expanded to further rural area where families have chosen to move to. • Historically, past issues with catchments/boundaries means children went to Methven and then made difficult to increase/gain momentum.
Page 99 of 422 Methven Primary School
Community Drop-In Session 28 September 2017
Overview of comments received at Community drop-in session and Online Questionnaires
Page 100 of 422 Online Questionnaire Feedback
• Seventeen Questionnaires submitted online – 10 completed, 7 partially completed • 69% (11) of responses from parents, 25% (4) of responses from other, 6% (1) of responses from neighbours, 1 has given no indication of their relationship to the school • Nine questionnaires were submitted without any comments • 33% (3) of responses preferred option 1, 11% (1) of responses preferred option 2, 33% (3) of responses preferred option 3 and 22% (2) preferred option 5. There was no preference for Option 4. Responses from 8 questionnaires gave no indication of their preference. • Questionnaire closed on 6 October 2017
Page 101 of 422 Online Questionnaire Feedback Option 1 - Catchment areas of the schools are reviewed to determine whether this would increase the occupancy at both schools and ensure their future sustainability. If sustainable, refurbish Logiealmond Primary School and Methven Primary School to improve condition at both schools. Comments
• Both schools to remain, both areas to see increased uptake through new build. Schools in our village communities are essential to rural life. Go save money elsewhere... • I feel it's important to both ensure a good level of capacity at each school and upgrade both schools. • I believe there is a place for both schools as they provide different experiences. Small hamlets like Logiealmond shouldn't suffer and lose a community focal point just to save money. The Council has a duty of care to ensure more rural communities remain viable. However parents living nearby need to make use of their local school rather than going to Methven. Methven population is surely likely to grow as there is land banked by house developers which is bound to get built on in the next 20 years.
Page 102 of 422 Online Questionnaire Feedback Option 2 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Logiealmond Primary School remains open – refurbish the school to improve condition. Comments
• Being a former pupil myself, I feel that the facilities at Methven are already stretched. Whilst I know it is not at capacity I don't feel that if the numbers increased there would be the space. The main building and gym hall need slot of money spent on them to bring them to a decent standard. • As long as the decisions benefit all pupils and ensure teachers don't lose their jobs. I am happy to support any option but 2 my preferred • Think the children from both would benefit all being together - prepare them in numbers for secondary school and also allow the money for resources to spent once so rather than having 2 of the same thing (1 at each) there can be 2 different resources that all can use . The school would also benefit from either a breakfast club for working parents or an afterschool club for the same reason.
Page 103 of 422 Online Questionnaire Feedback Option 3 - Mothball Logiealmond Primary School and move pupils to Methven Primary School – refurbish the school to improve condition. Comments
• Many children from Logiealmond/Harrietfield field in the past and now come to Methven already. And with constant building work (new houses) going on in Methven and surrounding areas, it seems inevitable that we will take in more children.
Page 104 of 422 Online Questionnaire Feedback Option 4 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Consider closing Logiealmond Primary School and move pupils to Methven Primary School. Comments There were no comments received online for Option 4.
Page 105 of 422 Online Questionnaire Feedback Option 5 - Consider closing Logiealmond Primary School and move pupils to Methven Primary School – refurbish Methven Primary School. Comments
• Logiealmond only has around 8 students. I don't feel this is viable cost wise to remain open. This is a shame because it is a good school and the children are Happy, however it boils down to cost. If the children were moved to a larger school they would mingle with a variety of different children and hopefully have more opportunities. • As we live in . we were actually in Logiealmond PS catchment and we visited both schools before deciding Methven was the better option for our kids. Mainly because of the low number of classmates and social interaction with friends they'd have at LPS. But also I found the school to be cramped and run down. Most of the pupils there are children of lecturers and staff from Glenalmond College and I got the feeling it was being kept alive purely as a peek for the college staff, it's even mentioned in their recruitment info. I don't see how LPS can survive when larger schools than it have been closed. Let Glenalmond College buy it and run it as a Primary for their staff. Methven Primary is a great village school and a hub of our community. It is a friendly, welcoming school with values that are current and improvements have already been made since Mrs Speights arrival 2 years ago, including the addition of the invaluable nursery. The buildings on the grounds could do with refurbishment and renovation to put them to better use – in particular the former Kindergarten premises which has been due for demolition for 2 years but hasn't happened. The dinner hall capacity could be dramatically increased by using this building of the former site. I think the closure of Logiealmond and the movement of the 7 or so pupils is the best option, as a budget increase for Methven would allow for improvements instead of throwing money at LPS to keep it wind and water tight. 7 pupils are neither here nor there to a school with 100+. I hope that the restructure will also be a good step forward to creating a Breakfast or After School club for MPS as it is very much needed. As a parent I would happily volunteer time to help with school refurbishment and I know many others who would pitch in too. Please use that resource. • Tiny school at Logiealmond and will give opportunities for pupils at both schools. Kindergarten and school gym hall building have huge potential and would be great to see the facilities improved for all.
Page 106 of 422 Online Questionnaire Feedback Are there any other options/proposals that have not been considered? Comments
• I don't see how keeping an old building like LPS open for 7 children is a viable option in the current circumstance. Methven has the capacity and experience to transition the children well and welcome the parents into its community. The site at Logiealmond could be offered to Glenalmond College for its own purposes or sold off as a private dwelling. The need for school buses is already apparent throughout Logiealmond for those attending Methven through choice, so there would be a saving made there too. It's a no brainer I'm afraid and if it is kept open it will only be the influence of Glenalmond and Scone Palace estate. • I think Methven School needs some major refurbishment in particular a dinner hall that's fit for purpose and is large enough for 1 sitting. The village badly needs some kind of youth club and perhaps one of the School buildings could be kept in mind for this sort of use and perhaps other types of evening classes/events? Providing people are prepared to run one. The local Community Centre won't permit a youth club to be run in their venue and there is nowhere else where a permanent facility could be set up. • The breakfast and afterschool club. Working parents need support in community to be able to work to them support PTA fundraising etc and lack of certain childcare in area after or before school hours inhibit this. • Not sure.
Page 107 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows: Option 1 - Catchment areas of the schools are reviewed to determine whether this would increase the occupancy at both schools and ensure their future sustainability. If sustainable, refurbish Logiealmond Primary School and Methven Primary School to improve condition at both schools. Comments
• In need of refurbishment anyway Methven and numbers of pupils would justify the improvement, along with parking issues.
Page 108 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows: Option 2 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Logiealmond Primary School remains open – refurbish the school to improve condition. Comments
• Methven School is vital to the village community. Type of housing that was built was never going to increase capacity of school roll (limited affordability). Logiealmond children are often affected by weather conditions not allowing them to attend secondary school so this would be similar outcome for travel to Methven being cancelled. Cost of bus travel and age of children has to be taken into consideration also. Kindergarten should not to be taken into the equation and same for playgroup as both are closed.
Page 109 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows: Option 3 - Mothball Logiealmond Primary School and move pupils to Methven Primary School – refurbish the school to improve condition. Comments
• Any refurbishment to Methven School would be a great benefit to the future of the school and we would fully support.
Page 110 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows: Option 4 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Consider closing Logiealmond Primary School and move pupils to Methven Primary School. Comments There were no comments made on Option 4 on the questionnaires completed at the drop-in session.
Page 111 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows: Option 5 - Consider closing Logiealmond Primary School and move pupils to Methven Primary School – refurbish Methven Primary School. Comments There were no comments made on Option 5 on the questionnaires completed at the drop-in session.
Page 112 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows: Are there any other options/proposals that have not been considered? Comments
• Any help in providing wrap around care at Methven Primary would be of great benefit.
Page 113 of 422 Community Drop-In Session Drop-in session ran from 3pm – 6:45pm on 28 September 2017
• Twenty seven attendees at the session • 55% (15) of attendees were parents • 7% (2) were classed themselves as other family members • 30% (8) were neighbours/residents • 4% (1) was classed as other • 4% (1) was from the Press
Page 114 of 422 Comments received at the drop-in session Option 1 - Catchment areas of the schools are reviewed to determine whether this would increase the occupancy at both schools and ensure their future sustainability. If sustainable, refurbish Logiealmond Primary School and Methven Primary School to improve condition at both schools. Comments
• Quality of education is important – accessibility for workers in the area is also an advantage. Sustainability could be a problem. • It is very important that Methven PS is refurbished asap as at present it is unfit for purpose, which cannot be to the requirements of meeting what is best for the pupils. • Could be possibly short sighted but would depend on future building plans whether this option is sustainable. • From a business point of view, this may not be sustainable and could be a further drain on resources. • Why put kids from other areas, to schools out of their catchment area. If children went to own catchment area, then NO school would need to Close.
Page 115 of 422 Comments received at the drop-in session Option 2 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Logiealmond Primary School remains open – refurbish the school to improve condition. Comments
• This would be my preferred option as it’s sensible to keep such young children in the local areas. Removing rooms from Methven could remove options for additional support rooms/sensory. • I think a refurbishment is a good idea but often unoccupied rooms are ‘gems’ to schools who use them as libraries, breakout/sensory rooms etc so I’d be reluctant to suggest getting rid of rooms. – preferred option. • This option is preferred, schools remain open, both communities benefit from this and both schools have their condition improved. A winner all the way. • Keep both schools open and refurbish. • Always best if at all possible to accommodate children locally. Both schools need money spent on them – good use of public funds. • Great option keep both schools open. • Preferred option. • This is my preferred option as people attend Logiealmond because that’s where they want to be. I’d love to see both schools kept open and upgrade them. • This is a good option, although I have concerns that the front annex buildings may be way beyond economic repair. I agree with reduced capacity, build new hall and keep Logiealmond open. Preferred.
Page 116 of 422 Comments received at the drop-in session Option 3 - Mothball Logiealmond Primary School and move pupils to Methven Primary School – refurbish the school to improve condition. Comments
• Refurbish Methven and close Logiealmond as it is so small the costs are very high per capita. • This school needs money put into it, to refurbish. • Good option but will depend on whether logistics work for the children who are furthest from Methven School. No child should have to travel more than 15-20 minutes to get to school. • Wouldn’t Logiealmond pupils benefit from attending Methven? Larger school, more friends, less daunting when moving to secondary. • Good idea, school needs to be refurbished. • Methven school definitely needs money spent on it especially for children’s safety. • Unfair to local pupils and parents to mothball or close Logiealmond. • Cannot see council getting agreement from Logiealmond parents to close/or mothball the school. Defo refurbish Methven P.S. • Unfair to expect 5/6/7 yr. old children to travel too far to attend school, but again this depends on sustainability. Methven definitely does need refurbished!
Page 117 of 422 Comments received at the drop-in session Option 4 - Reduce capacity of Methven Primary School through a review of accommodation – including refurbishment of the school to improve condition. Consider closing Logiealmond Primary School and move pupils to Methven Primary School. Comments
• Whilst it would be sad to see Logiealmond close, surely it must be difficult to sustain a school with so few kids. Many kids from Logiealmond catchment come to Methven anyway. I’m sure we’d welcome more. • Similar to option 2. Refurbishment needed at dining hall and gym hall. • Good idea as would increase occupancy at Methven and school buildings needs to be updated. • Would be fantastic to see Methven school refurbished. The gym hall and kindergarten and dining hall in dire need of repair. • If possible it’d be best to try and keep both schools open. • Although I think this option will be used I am of the opinion that it is wrong as every effort should be made to keep Logiealmond open. • I can see the thought process behind this option but I feel it unfair to force parents to have to put their children to a school which they did not choose. • I think both schools should be kept open. • Similar to option 2. Methven needs refurbished. Depends on future sustainability of Logiealmond.
Page 118 of 422 Comments received at the drop-in session Option 5 - Consider closing Logiealmond Primary School and move pupils to Methven Primary School – refurbish Methven Primary School. Comments
• Think every effort should be made to keep both schools open. • Refurbishment needed but closing Logiealmond might have negative effects to local community and needs to be looked at. • This option not a good idea. • Could cause both communities to become fragmented. • This option should not be decided upon. Closing small rural schools is a backward step.
Page 119 of 422 Comments received at the drop-in session Are there any other options/proposals that have not been considered? Comments
• Bigger dinner hall for Methven. • Methven has quite a big footprint – could think about an all-weather sports area. • After school club, holidays, breakfast club. • New gym and dining hall, demolish all old external annex and use school for more for out of school activities; consider breakfast and after school club as many parents need it. I believe only 2 childminders in Methven. • Potential to increase numbers at Logiealmond by opening up a special/additional needs class? • I think the nursery would benefit from free-flow garden access that they could use throughout the nursery session rather than the stand alone garden they have at present. • Breakfast club/afterschool’s club would be very useful for working parents. • Breakfast and after school clubs would be beneficial. Possibly use gym hall for after school club or stand-alone activities. The nursery could have free flowing play to an outdoor space, to encourage choice and learning.
Page 120 of 422 Comments received at the drop-in session How would you describe the community within Methven and what are your thoughts on Methven Primary School as part of the community? Comments
• This school involve the children in local happenings. • School is a hugely important part of the community. It’s where children and their parents can meet people/make friends. “Heart of the community”. • I think Methven is quite a close community and the school plays a big part in that. People, who perhaps otherwise would not engage in events in the community, do so when they have a link to the school (relative, neighbour etc). • I live in one of the outer catchment areas for Methven PS so feel that I only really come to Methven for school. So very important. • School seems to play an important part in the community. It always has (I’m a former pupil). I hope for this to continue, it encourages good social skills from an early age. • Methven school is a good school not too big all children know each other and big part of the community. • Methven School is a big part of the community – it can share resources with the community and vice versa. Nice sized classes, good opportunity for 1-1 with teaching staff, picking up problems quickly. • Big part of local communities, and I feel it could be even more so if used for after school club, evening activities and possible breakfast club.
Page 121 of 422 Appendix 2a Moving existing Logiealmond Primary School boundary into Auchtergaven Primary School catchment area
Page 122 of 422 Appendix 2b Moving existing Logiealmond Primary School boundary into Royal School of Dunkeld Primary School catchment area
Page 123 of 422 Appendix 2c Moving existing Logiealmond Primary School boundary into Methven Primary School catchment area
Page 124 of 422 Appendix 3
Catchment Other School Primary Pre -5s in Analysis Area Catchment School area Proposed Impacted pupils in area Moving Auchtergaven < 5 < 5 The majority of pupils in the Auchtergaven Primary School catchment existing Primary School area live in Bankfoot within close proximity of the school. Logiealmond Primary Changing the catchment boundary to include this additional area School would result in fewer than 5 additional primary school pupils for catchment Logiealmond Primary School. There are less than 5 pre-school age boundary into children living within this area. Auchtergaven Primary Should the existing Logiealmond Primary School catchment area School include the proposed Auchtergaven Primary School area the travel catchment. distance for pupils who would live furthest from Logiealmond Primary School would be approximately 11 miles from the school with a travel See Appendix time of approximately 24 minutes. 2a – area highlighted in The same pupils are currently approximately 1.3 miles from yellow. Auchtergaven Primary School and have a travel time of approximately 4 minutes.
The fastest route to the school would also take these pupils through Luncarty Primary School catchment area.
Moving this single boundary would not be sufficient to make Logiealmond Primary School sustainable.
Page 125 of 422 Catchment Other School Primary Pre -5s in Analysis Area Catchment School area Proposed Impacted pupils in area Furthermore it would be detrimental to some pupils to travel to Logiealmond Primary School due to the travel distance and time. Moving the Royal School of 12 7 The area to the west of the Royal School of Dunkeld Primary School existing Dunkeld catchment area is rural and sparsely populated. Logiealmond Primary Changing the catchment boundary to include this area would result in School 12 additional pupils into Logiealmond Primary School. These pupils catchment all currently attend their catchment school. There are 7 pre-school age boundary into children living in this area. Royal School of Dunkeld Should this option progress pupils living furthest to the west of the catchment. catchment would have a travel distance of approximately 18 miles and a travel time of approximately 35 minutes to Logiealmond Primary See Appendix School. 2b – area highlighted in They currently have a travel distance of approximately 16 miles and yellow. journey time of approximately 28 minutes.
Pupils in the north of this area near Trochry would have a travel distance of approximately 18 miles and a journey time of approximately 31 minutes to Logiealmond Primary School.
Pupils in this area currently have a travel distance of approximately 4 miles and journey time of approximately 10 minutes to Royal School of Dunkeld Primary School.
Moving this single boundary would not be sufficient to make Logiealmond Primary School sustainable.
Page 126 of 422 Catchment Other School Primary Pre -5s in Analysis Area Catchment School area Proposed Impacted pupils in area Furthermore it would be detrimental to some pupils to travel to Logiealmond Primary School due to the travel distance and time. Moving Methven 10 < 5 If the Logiealmond Primary School catchment area was changed to existing Primary School include the area highlighted in yellow this would result in an additional Logiealmond 10 pupils moving into Logiealmond Primary School. Primary School Not all pupils in the area highlighted in yellow attend their catchment catchment school and therefore may choose not to attend Logiealmond Primary boundary School. south into Methven There are less than 5 pre-school age children living in this area. Primary School The area highlighted in blue has not been included as this is a catchment densely populated area with the majority of pupils attending Methven area. Primary School.
See Appendix If the option of including the area highlighted in yellow progressed, the 2c – area longest travel distance would be approximately 5 miles and a journey highlighted in time of approximately 10 minutes to travel to Logiealmond Primary yellow. School.
With this option the travel distance and time may be reduced for approximately 2 pupils. The travel distance and time would be detrimental for the rest of the pupils living in this area due to an increase in travel distance and time.
Moving this single boundary would not be sufficient to make Logiealmond Primary School sustainable.
Page 127 of 422 Appendix 4
Additional financial Annual recurring Name of School Costs for full financial impact on receiving savings (column 2 Logiealmond Primary School year (2017-18) school [Methven] minus column 3) School costs Employee costs - teaching staff £ 75,897.00 £ - £ 75,897.00 support staff £ 19,886.00 £ - £ 19,886.00 teaching staff training (CPD etc) £ 475.00 £ - £ 475.00 Supply costs £ 1,324.00 £ - £ 1,324.00 Slippage Target -£ 2,543.00 £ - -£ 2,543.00 Building costs: non domestic rates £ - £ - £ - water & sewerage charges £ 1,222.00 £ - £ 1,222.00 energy costs £ 5,485.00 £ - £ 5,485.00 cleaning (contract or inhouse) £ 4,212.00 £ - £ 4,212.00 building repair & maintenance £ 3,182.00 £ - £ 3,182.00 grounds maintenance £ 162.00 £ - £ 162.00 other £ 328.00 £ - £ 328.00
School operational costs: learning materials £ 972.00 £ 579.60 £ 392.40
Page 128 of 422
Transport costs: note 3 home to school £ 24,259.20 £ 31,859.20 -£ 7,600.00 other pupil transport costs £ 2,198.00 £ - £ 2,198.00 staff travel £ 128.00 £ - £ 128.00 SCHOOL COSTS SUB-TOTAL £ 137,187.20 £ 32,438.80 £ 104,748.40
Income: Other £ - £ - SCHOOL INCOME SUB-TOTAL £ - £ -
TOTAL COSTS MINUS INCOME FOR SCHOOL £ 137,187.20 £ 32,438.80 £ 104,748.40
UNIT COST PER PUPIL PER YEAR £ 9,799.09 £ 2,317.06 £ 7,482.03 Annual Property costs incurred (moth-balling) until disposal property insurance £ - non domestic rates £ - water & sewerage charges £ 150.00 energy costs £ 1,000.00 cleaning (contract or inhouse) £ - security costs £ - building repair & maintenance £ - grounds maintenance £ - other £ - TOTAL ANNUAL COST UNTIL DISPOSAL £ 1,150.00
Page 129 of 422 Impact on GAE based on pupils going to Methven PS £ 43,960.00 GAE IMPACT £ 43,960.00
Notes 1. The total costs incurred for teaching staff (row 5) and support staff (row 6) are required to be included. Column 2 should include the current costs for a full financial year for the school proposed for closure, and column 3 should include the additional cost to the receiving school as a result of staff transferring. For teaching staff, this should include regular teachers, itinerant teachers, learning support teaching staff and special education (ASN) staff. Itinerant teaching staff includes central support services such as English as additional language support, hearing, visually impaired services, educational psychology services. For support staff, this should include classroom assistants, administration staff and janitorial staff. For all staff the costs entered should include salary, NI and pension costs. If the school proposed for closure has less than 3 staff members, then the cumulative staff costs only should be given in row 5 (for both teaching and support staff), so as to avoid possible disclosure of indiviudal salaries. Training costs should be identified separately in rows 7 and 8.
2. Supply costs to cover teaching and support staff. This may be held in a central budget, be devolved or shared across the budgets. 3. ‘Home to school’ pupil transport costs should include those school transport costs incurred in accordance with Council policy. ‘Other pupil transport costs’ will cover costs incurred for the transport of pupils for activities such as swimming etc 4. Row 30 of column 3 should include the additional transport costs related to the increased home to school transport arrangements that are put in place in accordance with Council policy. This figure is therefore likely to be considerably higher than current costs. 5. This table is to capture the impact on the revenue support grant as a result of changes to GAE. Impact on GAE should consider the issues covered in the GAE section of the guidance document that accompany this template. 6. Facilities management costs will include costs related to caretakering, janitorial and security. 7. The capital costs for the receiving school should be taken across the life cycle of the school in line with the life expectancy of that school. The capital costs for the school proposed for closure should be taken across the same life cycle period.
Page 130 of 422 Additional financial impact Annual recurring savings Name of School Costs for full financial on receiving (column 2 minus column Methven Primary School year (2017-18) school [N/A] 3) School costs Employee costs - teaching staff £ 360,332.00 £ - £ 360,332.00 support staff £ 51,266.00 £ - £ 51,266.00 teaching staff training (CPD etc) £ 375.00 £ - £ 375.00 Supply costs £ 5,196.00 £ - £ 5,196.00 Slippage Target -£ 11,809.00 £ - -£ 11,809.00 Building costs: non domestic rates £ 27,727.00 £ - £ 27,727.00 water & sewerage charges £ 2,277.00 £ - £ 2,277.00 energy costs £ 19,404.00 £ - £ 19,404.00 cleaning (contract or inhouse) £ 22,678.00 £ - £ 22,678.00 building repair & maintenance £ 77,877.00 £ - £ 77,877.00 grounds maintenance £ 1,114.00 £ - £ 1,114.00 other £ 1,694.00 £ - £ 1,694.00
School operational costs: learning materials £ 5,058.00 £ 5,058.00
Transport costs: note 3
Page 131 of 422 home to school £ - other pupil transport costs £ - £ - £ - staff travel £ 532.00 £ - £ 532.00 SCHOOL COSTS SUB-TOTAL £ 563,721.00 £ - £ 563,721.00
Income: Other £ - £ - SCHOOL INCOME SUB-TOTAL £ - £ -
TOTAL COSTS MINUS INCOME FOR SCHOOL £ 563,721.00 £ - £ 563,721.00
UNIT COST PER PUPIL PER YEAR £ 4,777.30 £ - £ 4,777.30
Notes 1. The total costs incurred for teaching staff (row 5) and support staff (row 6) are required to be included. Column 2 should include the current costs for a full financial year for the school proposed for closure, and column 3 should include the additional cost to the receiving school as a result of staff transferring. For teaching staff, this should include regular teachers, itinerant teachers, learning support teaching staff and special education (ASN) staff. Itinerant teaching staff includes central support services such as English as additional language support, hearing, visually impaired services, educational psychology services. For support staff, this should include classroom assistants, administration staff and janitorial staff. For all staff the costs entered should include salary, NI and pension costs. If the school proposed for closure has less than 3 staff members, then the cumulative staff costs only should be given in row 5 (for both teaching and support staff), so as to avoid possible disclosure of indiviudal salaries. Training costs should be identified separately in rows 7 and 8.
2. Supply costs to cover teaching and support staff. This may be held in a central budget, be devolved or shared across the budgets. 3. ‘Home to school’ pupil transport costs should include those school transport costs incurred in accordance with Council policy. ‘Other pupil transport costs’ will cover costs incurred for the transport of pupils for activities such as swimming etc 4. Row 30 of column 3 should include the additional transport costs related to the increased home to school transport arrangements that are put in place in accordance with Council policy. This figure is therefore likely to be considerably higher than current costs. 5. This table is to capture the impact on the revenue support grant as a result of changes to GAE. Impact on GAE should consider the issues covered in the GAE section of the guidance document that accompany this template. 6. Facilities management costs will include costs related to caretakering, janitorial and security. 7. The capital costs for the receiving school should be taken across the life cycle of the school in line with the life expectancy of that school. The capital costs for the school proposed for closure should be taken across the same life cycle period.
Page 132 of 422 Appendix 5 The Scottish Index of Multiple Deprivation (SIMD) identifies small area concentrations of multiple deprivation across all of Scotland in a consistent way. It allows effective targeting of policies and funding where the aim is to wholly or partly tackle or take account of area concentrations of multiple deprivation. SIMD provides information to help improve the understanding about the outcomes and circumstances of people living in the most deprived areas in Scotland.
SIMD ranks to quintiles, deciles and vigintiles. Quintiles split data zones into 5 groups, each containing 20% of data zones. The lower the quintile the more deprived the area. ACORN is a well-developed segmentation tool which categorises the UK’s population into demographic types. Acorn segments households, postcodes and neighbourhoods into 6 categories, 18 groups and 62 types, based on a range of different data collected in many ways. ACORN is used to understand life and living conditions, lifestyles, behaviours and attitudes and can therefore help inform the public service needs of neighbourhoods and households. There are 5 categories ACORN reports on; Category 1 Affluent Achievers, Category 2 Rising Prosperity, Category 3 Comfortable Communities, Category 4 Financially Stretched and Category 5 Urban Adversity. Category 5 indicates the level of deprivation within an area.
SIMD and ACORN are based on address.
Page 133 of 422
Page 134 of 422 5 18/85 PERTH AND KINROSS COUNCIL
Lifelong Learning Committee
21 March 2018
Options Appraisal – Blairingone Primary School
Report by Executive Director (Education and Children’s Services)
PURPOSE OF REPORT This report seeks approval of the recommendation of the Options Appraisal (Appendix A) which has been undertaken in respect of Blairingone Primary School. Lifelong Learning Committee is asked to agree that the Executive Director (Education and Children’s Services) commence statutory consultation on a proposal to close Blairingone Primary School .
1. BACKGROUND
School Estate Transformation
1.1 The school estate is a significant and valuable asset to the communities of Perth and Kinross. Between 2017 and 2023, the Council will invest £141m in the school estate, including a number of new or replacement primary schools and a substantial upgrade programme for secondary schools. In addition a new £32.5m secondary school at Bertha Park.
1.2 The School Estate Strategy (Report No. 12/370 refers) sets out the Council’s aspirations for our schools, and in particular the high value we place on learning, through our vision for well designed, maintained and managed schools.
1.3 It is important, in light of the significant investment and cost associated with the school estate, that it is managed in an efficient and effective manner, and that the priorities which are addressed meet the wider strategic objectives of the Council and the needs of our communities.
1.4 There are significant challenges for managing the school estate over the coming years. These include changing demographics including population growth and movement, house building in certain locations, ongoing deterioration in building infrastructure, pressure on planned maintenance budgets, increasing revenue costs and the expansion of Early Learning and Childcare from 600 to 1140 hours.
1.5 The Council’s Transformation Strategy 2015-2020 ‘Building Ambition’ and Organisational Development Framework were approved by Council on 1 July 2015 (Report No. 15/292 refers ). Together they detail how Perth and Kinross Council will deliver transformation over the next five years. Accompanying the
Page 135 of 422 strategy is a programme of major reviews which are considered to be key drivers and enablers of transformation across the organisation.
1.6 On 24 August 2016, Lifelong Learning Committee (Report No. 16/347 refers .) approved principles to be used as a basis for the transformation review, ‘Securing the Future of the School Estate’. The principles approved by Lifelong Learning Committee as a basis for the transformation review were as follows:
(i) schools should have an occupancy rate where possible greater than 60% of the capacity and ideally should be operating at over 80% capacity; (ii) every school should be rated as A or B ie at least satisfactory for condition and suitability; and (iii) life expired buildings 1 within the school estate should be prioritised for replacement.
1.7 On 2 November 2016, Lifelong Learning Committee (Report 16/485 refers) approved the development of a number of options appraisals to consider in detail schools which were identified as requiring further consideration.
1.8 Blairingone Primary School was included in the schools to be considered by an options appraisal as a result of being under-occupied at Census 2 2015. The school had 7 pupils and an occupancy level of 28% at this time.
The overall suitability of the building is rated ‘B’ (performing well but with minor problems). A survey of the building was carried out in January 2017 to assess the current condition of the building. Condition is an assessment of the physical condition of the school and its grounds. The condition of the building is rated ‘B’ (Satisfactory – performing adequately but showing minor deterioration).
Key Legislation
1.9 Councils, as Education Authorities, have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand.
1.10 Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value.
1.11 The Schools Consultation (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals for school closures and other major changes to schools. These consultation processes are expected to be robust, open,
1 Life expired buildings are defined as buildings which are uneconomic to maintain. 2 An annual pupil census in publicly funded schools in Scotland is carried out every year for publication by the Scottish Government. This usually takes place in September.
Page 136 of 422 transparent and fair, and seen to be so. They are also expected to be consistent across Scotland.
1.12 The 2010 Act makes special arrangements in relation to rural schools, establishing a presumption against closure of rural schools. The result of this is that education authorities must have special regard to a number of factors before formulating a proposal to close a rural school and in consulting on and reaching a decision as to whether to implement a rural school closure proposal. These factors are:
• Effect on the Community • Effect on Travel Arrangements • Educational Benefits
2. OPTIONS APPRAISAL
2.1 An options appraisal has been undertaken to consider the future of Blairingone Primary School. The options appraisal is attached as Appendix A.
2.2 The options appraisal considered the under-occupancy of Blairingone Primary School, which had 7 pupils and an occupancy level of 28% at Census 2015. The roll decreased further and there were 4 pupils at the school at Census 2017. The roll had fallen due to pupils choosing to attend other primary schools in the area.
2.3 The Scottish Government’s Rural School List 2017 classifies Blairingone Primary School as an “accessible rural” school under Section 14 of the Schools (Consultation) (Scotland) Act 2010. Therefore in considering the options the rural school factors detailed in paragraph 1.12 were explored fully in the options appraisal.
2.4 The findings contained within the options appraisal conclude that the only reasonable option is to close Blairingone Primary School because the school roll is not sustainable. None of the other options were considered to be reasonable alternatives to closure, for the reasons set out in the options appraisal. These are summarised below:
Option Description Outcome Option 1 School remains open Rejected. Not a reasonable option due to not being able to maintain a sustainable school roll. Option 2 Consider mothballing the school Rejected. Not a reasonable – move pupils to Fossoway option due to not being able to Primary School develop a sustainable school roll in the next 2-3 years. Option 3 Consider closing school – move Accepted as a reasonable pupils to Fossoway Primary option for the following School reasons;
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• Educational benefits to Blairingone Primary School pupils moving to Fossoway Primary School include peer support and learning groups across stages and between classes and early years provision with seamless transition to Primary 1.
• Unsustainable school roll at Blairingone Primary School but promotes the sustainability of Fossoway Primary School. Option 4 Catchment area is reviewed to Rejected. Further consultation determine whether this would and assessment in relation to increase the school roll a possible extension to the sufficiently to ensure the future catchment area to include sustainability of the school Powmill was undertaken but it would not be possible to create a catchment which would develop a sustainable roll. Not a reasonable option
2.5 Although option 3, if implemented, could result in the closure of Blairingone Primary School, this option would support the future of Fossoway Primary School, which is also a rural school, by increasing the size of its catchment area. Recurring savings of £85,626 including mothball costs per annum would support the wider delivery of education across Perth and Kinross.
2.6 Closing the school is the most appropriate response to the falling roll for the reasons outlined in the options appraisal. If implemented, pupils would be transferred to Fossoway Primary School. The delineated area of Fossoway Primary School would be extended to subsume the whole catchment of Blairingone Primary School. 3. PROPOSALS
3.1 It is therefore proposed to formally embark upon a statutory consultation in relation to the closure of Blairingone Primary School.
3.2 This would be undertaken in terms of the Schools (Consultation) (Scotland) Act 2010.
3.3 A formal Proposal Paper, based on the options appraisal will be prepared for publication.
Page 138 of 422 3.4 A public meeting will be undertaken by the Convener of the Lifelong Learning Committee and the Executive Director (Education and Children’s Services), supported by officers from Education and Children’s Services.
3.5 Following this, a report will be submitted to a future Lifelong Learning Committee detailing the outcome of the statutory consultation.
4. CONCLUSION AND RECOMMENDATIONS
4.1 Following the preparation of a comprehensive options appraisal, it is proposed that a formal consultation in relation to the closure of Blairingone Primary School should take place.
4.2 It is recommended that the Committee:
(i) Approves the recommendation of the options appraisal that a statutory consultation in relation to the closure of Blairingone Primary School should take place; (ii) Instructs the Executive Director (Education and Children’s Services) to prepare and publish a proposal paper to close Blairingone Primary School, transfer pupils to Fossoway Primary School and extend the delineated area of Fossoway Primary School to subsume the whole catchment area of Blairingone Primary School; (iii) Instructs the Executive Director (Education and Children’s Services) to formally consult the appropriate bodies and persons on the terms of the proposal paper, all in terms of the Schools (Consultation) (Scotland) Act 2010; (iv) Delegates authority to the Executive Director (Education and Children’s Services) to investigate and manage any alleged omissions or inaccuracies during the consultation process and to take appropriate action in accordance with The Schools (Consultation) (Scotland) Act 2010; and (v) Instructs the Executive Director (Education and Children’s Services) to prepare a report on the results of the consultation and report back to the Committee on the outcome of the consultation at a future meeting of the Lifelong Learning Committee.
Author(s)
Name Designation Contact Details Carol Taylor Service Manager [email protected] (Resource Management) 01738 475000
Gareth Findlay Project Officer - [email protected] Transformation 01738 475000
Page 139 of 422 Approved Name Designation Date Sheena Devlin Executive Director 16 February 2018 (Education and Children’s Services)
Page 140 of 422 ANNEX
1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION
Strategic Implications Yes / None Community Plan / Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial Yes Workforce Yes Asset Management (land, property, IST) Yes Assessments Equality Impact Assessment Yes Strategic Environmental Assessment Yes Sustainability (community, economic, environmental) Yes Legal and Governance Yes Risk Yes Consultation Internal Yes External Yes Communication Communications Plan Yes
1. Strategic Implications
Community Plan / Single Outcome Agreement
1.1 The proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations.
This report relates to all of these objectives .
Corporate Plan
1.2 The Perth and Kinross Community Plan 2013-2023 and Perth and Kinross Council Corporate Plan 2013/2018 set out five strategic objectives : (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations.
This report relates to all of these Objectives.
Page 141 of 422 1.3 The report also links to the Education & Children’s Services Policy Framework in respect of the following key policy area:
• Maximising Resources
2. Resource Implications
Financial
2.1 There are no direct financial implications arising from this report other than those reported within the body of the main report.
Workforce
2.2 As a result of this report there will be workforce implications in terms of resourcing any statutory consultation for several teams across Council Services which include ECS Resource Management, ECS Business Services, ECS Finance, Human Resources and Legal Services.
As part of the statutory consultation there is a requirement to consult with staff affected by the proposal.
Asset Management (land, property, IT)
2.3 There are no direct asset management implications arising from this report at this point. Asset management implications will not be known until the statutory consultation is complete.
3. Assessments
Equality Impact Assessment
3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties.
3.1.1 An Equalities Impact Assessment will be completed as part of the statutory consultation.
Strategic Environmental Assessment
3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals.
3.2.1 The environmental impact of each option is considered in the options appraisal; however there are no implications at this stage of the process. The environmental impact will be considered further through the statutory consultation.
Page 142 of 422 Sustainability
3.3 Under the provisions of the Local Government in Scotland Act 2003 the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. In terms of the Climate Change Act, the Council has a general duty to demonstrate its commitment to sustainability and the community, environmental and economic impacts of its actions.
3.3.1 There is no direct impact on sustainability as a result of this report, and sustainability will be considered further as part of the statutory consultation process.
Legal and Governance
3.4 The Head of Legal Services has been consulted in the preparation of this report. Any consultation would require to be carried out in accordance with the Schools Consultation (Scotland) Act 2010.
Risk
3.5 A risk log is being maintained for the School Estate Transformation Programme. A further risk log will be created as part of the statutory consultation process.
4. Consultation
Internal
4.1 The Head of Democratic Services, Head of Finance, Head of Legal, Head of Property Services have been consulted in the preparation of this report.
External
4.2 The Options Appraisal details the consultation which has been carried out in the development of this report.
5. Communication
5.1 A communication plan has been prepared which will support effective communication and engagement with stakeholders, and to promote the anticipated efficiencies and benefits of this Transformation Project as well as the links to the wider Transformation Programme. A range of methods will be used to consult with internal and external stakeholders as identified in the draft communication plan, such as meetings, briefings, community consultation and focus groups. A separate communications plan will be developed for the Statutory Consultation process.
Page 143 of 422 2. BACKGROUND PAPERS
2.1 No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (other than any containing confidential or exempt information) were relied on to any material extent in preparing the above report.
3. APPENDICES
3.1 Appendix A - Options Appraisal Report – Blairingone Primary School
Page 144 of 422 Appendix A
PERTH AND KINROSS COUNCIL EDUCATION AND CHILDREN’S SERVICES OPTIONS APPRAISAL REPORT BLAIRINGONE PRIMARY SCHOOL
Page 145 of 422 1. Introduction
The Council’s Corporate Plan identifies the vision of ‘a confident and ambitious Perth and Kinross with a strong identity and clear outcomes that everyone works together to achieve. Our area will be vibrant and successful; a safe secure and healthy environment; and a place where people and communities are nurtured and supported’. This strategic approach embraces the vision for our area, our communities and our people as outlined in the Corporate Plan. Our key service priorities support the delivery of our commitments in the Community Planning Partnership’s Single Outcome Agreement and Corporate Plan, helping Education and Children’s Services to focus on the local outcomes that will achieve meaningful improvements for the area, our local communities and our citizens.
Councils, as Education Authorities, have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand. Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value. The school estate is a significant and valuable asset to the communities of Perth and Kinross. From 2017 to 2023, the Council will invest £141m in the school estate, including a number of new or replacement primary schools and a substantial upgrade programme for secondary schools. In addition a new £32.5m secondary school at Bertha Park will become operational in August 2019. The School Estate Strategy ( Report No. 12/370 refers ) sets out the Council’s aspirations for our schools, and in particular the high value we place on learning, through our vision for well designed, maintained and managed schools. The School Estate Management Plan details how we plan to deliver the strategy. It is important, in light of the significant investment and cost associated with the school estate, that it is managed in an efficient and effective manner, and that the priorities which are addressed meet the wider strategic objectives of the Council and the needs of our communities.
2. Background
2.1 Transformation
There are significant challenges for managing the school estate over the coming years. These include changing demographics including population growth, and house building in certain locations and reduction in population in other areas. This has led to an ‘imbalance’ in occupation of the school estate, with roll pressures in some urban schools and under-occupation in some rural schools. There is also ongoing deterioration in building infrastructure, pressure on planned maintenance budgets, increasing revenue costs and the expansion of Early Learning
Page 146 of 422 and Childcare which are challenging in terms of funding and maintenance of the school estate. The Council’s Transformation Strategy 2015-2020 ‘Building Ambition’ and Organisational Development Framework were approved by Council on 1 July 2015 (Report No 15/292 refers). Together they detail how Perth and Kinross Council will deliver transformation over the next five years. Accompanying the strategy is a programme of major reviews which are considered to be key drivers and enablers of transformation across the organisation. As part of the Council’s Transformation Programme 2015-2020, a review of the school estate was approved. On 24 August 2016, the Council approved the report “Transformation – School Estate Review” (Report 16/347 refers ). This report proposed principles to be used to prioritise investment and as a basis for a high level review of the school estate. The purpose of the transformation review is to support the delivery of better outcomes for all of our young people through more effective use and management of the school estate. 2.2 Basis of review
The principles approved as a basis for the review are: (i) Every school should be rated as A or B ie at least satisfactory for condition and suitability; (ii) Schools should have an occupancy rate where possible greater than 60% of the capacity and ideally should be operating at between 80% and 100% capacity; and (iii) Life expired buildings within the school estate should be prioritised for replacement.
2.3 Options Appraisal
This report is the options appraisal for Blairingone Primary School. This will be submitted to Lifelong Learning Committee of the Council which will determine whether any statutory consultation will proceed. 2.4 Inclusion of Blairingone Primary School
On 2 November 2016, the Council approved the report “Securing the Future of the School Estate – Next Steps” ( Report 16/485 refers ). This report detailed the outcome of the high level review and proposed to proceed with further work on the schools which did not meet the suitability, condition or occupancy principles. In this report, it was agreed that an options appraisal should be carried out on Blairingone Primary School due to under-occupancy. The school had a pupil roll of 7 (Census 1 2015) and an approved capacity of 25 giving an occupancy level of 28%.
1 An annual pupil census in publicly funded schools in Scotland is carried out every year for publication by the Scottish Government. This usually takes place in September.
Page 147 of 422 Blairingone Primary School has 4 pupils as at Census 2017 and an approved capacity of 25 giving an occupancy level of 16%. 2.5 Legislation
The Schools Consultation (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals for school closures and other major changes to schools. These consultation processes are expected to be robust, open, transparent and fair, and seen to be so. They are also expected to be consistent across Scotland.
The 2010 Act makes special arrangements in relation to rural schools, establishing a presumption against closure of rural schools. The result of this is that education authorities must have special regard to a number of factors before formulating a proposal to close a rural school and in consulting on and reaching a decision as to whether to implement a rural school closure proposal. These factors are:
• Effect on the Community • Effect on Travel Arrangements • Educational Benefits
The duties are outlined in the Schools (Consultation) (Scotland) Act 2010 and the accompanying Statutory Guidance . In order to ensure a robust approach to each option appraisal carried out under the School Estate Review the factors that require to be considered as part of a rural school closure will be adopted in all cases. The Education (Scotland) Act 2016 amends the Standards in Scotland’s Schools Act 2000 by adding in new duties to address inequality of outcome. These duties apply in different ways to both Scottish Ministers and education authorities. Where the education authority is making or implementing strategic decisions about school education, it is required to have due regard to the need to carry out its functions in a way which is designed to reduce inequalities of outcome. This is particularly directed in the Act towards pupils who experience those inequalities through socio-economic disadvantage, but there is also a power to extend the range of pupils who are covered by this duty. In addition, the Community Empowerment (Scotland) Act 2015 sets out a new right for community organisations to request the transfer of local assets into local community ownership/management. Public bodies including Councils must consider such requests and respond within a reasonable timescale to them. 2.6 Community Engagement The Statutory Guidance promotes informal consultation or “pre consultation” with communities regarding a proposal before a formal 2010 Act proposal paper is formulated. The Statutory Guidance recommends ‘early engagement with the local community’ with a view to:
Page 148 of 422 • ‘establishing possible alternatives’; • ‘information gathering and sharing in advance of a statutory consultation’; • ‘engaging and empowering communities to understand and help shape the proposals that affect them’.
Details of the feedback from the community sessions are contained in Appendix 1. Relevant feedback is also referred to in the later sections of this document, to provide the community view of the impact of the options. The feedback which is detailed in the Appendix has been issued to the Parent Council, Headteacher and Community Council and published on the Council website.
The key themes in the feedback from Blairingone Primary School were:
• The school is a good school; • Blairingone has lost many of its amenities and the school is the last community resource/asset that the village retains; • The lack of amenities and services including public transport must be addressed if small rural communities are to thrive; • Planned new housing will increase the roll of the school; • A catchment review could increase the school roll and make the school sustainable; and • A nursery or after school club would encourage parents to enrol pupils in Blairingone.
3. Blairingone and the Local Area
3.1 Local Area and Community
The small settlement of Blairingone is situated on the western boundary of Perth and Kinross, approximately 10 miles west of Kinross. Blairingone is a former mining village and has been the subject of limited growth over the past 20 years.
The nearest local amenities for the community, other than the school, are in Dollar in Clackmannanshire, which is approximately 3 miles from Blairingone. Dollar has a doctor’s surgery, dentist, pharmacist, post office and a number of shops. In Crook of Devon, which is approximately 4.7 miles away, there is a village hall for community use, a village store including post office and an inn.
At the community drop-in sessions, people were asked to describe the community, and some information on the community was also provided through comments on the options. Some views were as follows:
• Blairingone is a friendly and active community but the school is the only hub left for the village. Which will become a commuter hamlet with no attractions for people to move here; • Small village with static population;
Page 149 of 422 • In my opinion the reason for lack of new families in the village is that we have very little to offer new residents. We need more amenities if we are to grow as a village; • No services – no pub, no shop, no public transport; • School numbers have decreased over time. Farm estates being sold off ie. Solgirth, Arndean. Children of farm workers used to come to Blairingone Primary. Parents in the local area perhaps send their children to private school in Dollar; • There are already plans for housing expansion in Blairingone and this should be expedited.
3.2 Location of School The school is situated on the outskirts of the village on the A977.
The school lies approximately 7.8 miles 2 from Cleish Primary School and approximately 4.5 miles from Fossoway Primary School. Strathdevon Primary School, which is in Dollar, is approximately 3 miles away.
The Scottish Government’s Rural School List 2017 classifies Blairingone Primary School as “accessible rural” school under Section 14 of the Schools (Consultation) (Scotland) Act 2010. The classification is based on two main criteria, settlement size and accessibility based on drive time. For Blairingone Primary School the classification criteria is “areas with a population of less than 3,000 people and within a 30 minute drive time of a settlement of 10,000 or more” (Source: Scottish Government Rural School List 2017).
3.3 Population Data on pre-school children registered with GP practices living in the Blairingone Primary School catchment shows that although potential P1 intake numbers have remained relatively low over the last few years, they are much higher than the pupils who are attending the school.
2011 2012 2013 2014 2015 2016 2017 P1 aged pupils due to attend Blairingone Primary School 2 6 2 5 2 4 4 Table 1 : P1 aged pupils living in Blairingone catchment area 3.4 Socio Economic Factors The Council uses the Scottish Index of Multiple Deprivation (SIMD) and ACORN data to understand levels of deprivation across Perth and Kinross and also in individual schools. Both sets of data are based on address. Appendix 2 explains SMID and ACORN.
2 All approximate distances sourced from Google Maps
Page 150 of 422 Blairingone Primary School does not receive Pupil Equity Funding. PEF is provided as part of the £750m Attainment Scotland Fund which will be invested over the current Parliamentary term to tackle the poverty related attainment gap. There are no pupils attending Blairingone Primary School who are considered as coming from socio economically deprived households on the basis of SIMD and ACORN data. 3.5 Development, Housebuilding and Employment The current Local Development Plan (LDP) was adopted in 2014 and the Council is required to keep it up to date and review it at a maximum of five year intervals.
The adopted LDP included a potential housing site for 30 houses in the village of Blairingone (site H74). The site was identified to support local aspirations to boost the school roll. Although the housing site was identified, due to concerns over ground stability as a result of past mine operations the site was not considered to be effective.
It should be noted that this site has been planned for a number of years without any development taking place. It was noted in the 1994 LDP when it was site H32. It also appeared in the 2001 LDP as site H12 but was removed in 2004 after a public local inquiry. It returned in 2014 as site H74.
The Proposed Local Development Plan (LDP) 2 was approved for consultation by Council on 22 November 2017. The aspiration is to have a final LDP to adopt by Spring 2019. A more flexible LDP2 framework for the landowners/community at Blairingone is being proposed due to the concerns over the effectiveness of H74. The officer recommendation for the Proposed LDP2 for Blairingone will be for H74, now MU74 to be expanded to include additional land to the south of the A977, however this larger 5.5 hectare allocation will state that 30 homes is the maximum for the LDP period up to 2028 and it will be made a mixed use allocation to allow opportunity for other uses such as community and small scale retail to come forward. This is to ensure that whilst there is greater flexibility over where development can happen, the scale of development is contained to something appropriate for Blairingone and something which will not undermine the wider Kinross area spatial strategy.
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Information received from Perth and Kinross Council Business Growth Team indicated that there are no significant new business activities in the Blairingone area. In addition to H74 there are a number of small sites which are expected to build out in the next 4 to 6 years. Further information on these sites is provided in Appendix 6. This information indicates that planned housebuilding is unlikely to build out within timescales provided in the Housing Land Audit (HLA) 3 as many have been in the planning stage for a number of years. Housebuilding Summary
After further analysis of individual planning applications and discussion with Planning the programming contained within the HLA for the small sites is felt to be optimistic. As detailed in Appendix 6 planning applications have been ongoing for some time with little construction taking place.
In addition site H74 has been awaiting development for a number of years.
It is likely that house building in the Blairingone Primary School catchment area over the next 4 years may continue to be limited with few if any additional pupils for the school as a result.
3.6 The School within the Community At the pre-consultation the community were asked to describe the community within Blairingone and their thoughts on Blairingone Primary School as part of the community, some of the comments are as follows:
3 The Housing Land Audit is compiled by PKC Planning on an annual basis, it estimates build out rates for sites over 5 houses across Perth and Kinross.
Page 152 of 422 • The school is the only focus for the community in Blairingone. Without it there would be very little opportunity for the locals to come together; • The school is the heart and soul of our community, they attend events, support fundraising. It is all we have. Without it we would just be houses. The community want to see more families building the community for the future. Our school = our community! • Having lived in the village for 5 years, I feel the school could play a much larger part in the community – only ever been used for Council meetings; • School gives village identity. The school pupils invite the community into the school for plays, fundraising events and other events during the school term. The Community Council use the school for their meetings on occasion. The meetings alternate between Fossoway Primary School, Blairingone Primary School and Powmill Moubray Hall. There have been no other formal lets of the school recently. 4. Blairingone Primary School 4.1 School Catchment The school catchment area boundary extends to Arndean in the North, Newhall to the South, Tethyknowe to the East and Mains of Blairingone to the West.
The catchment for Blairingone Primary School adjoins the catchment for Fossoway Primary School. It also has boundaries with Clackmannanshire and Fife.
Milnathort
Community School of Auchterarder
Kinross
Fossoway
Cleish
Blairingone
Page 153 of 422 4.2 School Capacity
The current school capacity is 25 pupils. This is based on a single classroom school. A layout of the school is attached as Appendix 3.
4.3 Pupil Numbers
The tables below show the historic, current and projected pupil numbers for Blairingone Primary School. School Roll Pupil Numbers – Current and Historic Data
(Based on Census) Primary 2011 2012 2013 2014 2015 2016 2017 Classes Capacity 25 25 25 25 25 25 25 Pupils in 11 10 6 4 7 7 4 school Table 2: Historic school roll pupil numbers As table 2 indicates, the school roll has been low for a number of years. Table 3 below shows that this is primarily due to parents not choosing to send children to the school.
Primary Classes 2011 2012 2013 2014 2015 2016 2017 P1 aged pupils due to attend Blairingone Primary School 2 6 2 5 2 4 4 P1 intake at Blairingone 2 0 1 0 1 1 0 Primary School Table 3: Historic P1 intakes, possible v’s actual Information provided by the NHS indicates there are 14 children living in the Blairingone Primary School catchment area due to attend P1 in the next 4 years. Table 4 below provides more detail on recent attendance at Blairingone Primary School. The table indicates that the number of primary school pupils living in the area attending PKC schools has increased in recent years. Some pupils are attending other schools in Perth and Kinross but also schools out with Perth and Kinross. Currently 5 pupils from the catchment area attend Strathdevon School in Dollar. It is possible that other pupils attend Dollar Academy, however this information is not available.
Census Census Census Census 2014 2015 2016 2017 Primary School Aged Pupils living in 3 6 7 12 Blairingone Primary School catchment attending PKC schools
Blairingone Primary School Catchment 2 3 4 4
Page 154 of 422 pupils attending Blairingone Primary School Pupils from outwith Perth and Kinross 2 4 3 0 attending Blairingone Primary School Pupil Roll Blairingone 4 7 7 4
Blairingone Primary School Catchment 1 3 3 8 pupils attending other PKC schools Table 4: Attendance at Blairingone Primary School and other schools Future Pupil Projections The methodology used for pupil projections allows Education and Children’s Services to project a detailed year by year analysis for each school catchment. The methodology applied for projecting future P1 intakes uses aggregated GP registration data. The anonymized data, sourced from the NHS reflects children registered with a GP, within specific school catchments areas. P1 pupils included within the data received from the NHS do not always decide to attend their catchment school. This is primarily because parents make placing requests to other schools or elect to send their child to a denominational school. As a result of these movements the P1 data is adjusted taking into consideration the movement of pupils in previous years. The adjusted data is the primary source of information for forward planning. It should be noted that due to the fluid nature of pupil movements within the school estate, for a number of different reasons, predicting future years’ schools rolls will not be exact. It is however accurate enough to provide valuable information on forward planning for the school estate.
School Roll – Future Pupil Numbers Projected
2018/ 2019/ 2020/ 2021/ 2019 2020 2021 2022 Blairingone Primary 25 25 25 25 School Capacity Blairingone Primary 3 3 3 5 School Roll
Table 54: Projected school roll
The table above assumes that some under 5’s living in the area currently will not attend Blairingone Primary School on the basis of previous P1 intakes.
Information on house building is detailed in section 3.5. The projected future pupil numbers for the school does not include pupil numbers from house building. This is
4 The projected school roll is based on actual P1 registrations as at 23 February 2018. Data provided by the NHS indicated 6 P1 pupils were likely to start at the school in August 2018. Currently no pupils are registered to start in P1. 2 pupils due to attend P1 living in the Blairingone catchment area has made a placing request to Fossoway Primary School.
Page 155 of 422 because the house building has been planned for some time without sites developing and it is felt the programming contained within the HLA is optimistic.
4.4 Building information
The school site and the school building are owned by Perth and Kinross Council. There are no title restrictions which would prohibit the Council from selling the site. There is no record of the building, or any part of the building being listed with Historic Scotland. Suitability is an assessment of the school as a whole, its buildings and its grounds and the impact they have on teaching and learning, leisure and social activities and the health and wellbeing of users. The overall suitability of the building is rated ‘B’ (performing well but with minor problems). A survey of the building was carried out in January 2017 to assess the current condition of the building. Condition is an assessment of the physical condition of the school and its grounds. The condition of the building is rated ‘B’ (Satisfactory – performing adequately but showing minor deterioration). A further ‘desktop’ Mechanical and Electrical (M&E) survey was undertaken in November 2017. The condition has not been adjusted to take this M&E survey into account, as the Council along with other Scottish Councils is about to update the means of assessing condition. The works required as a result of the M&E survey have been included in the potential future spend, however. These works include ventilation, heating systems, insulation and building fabric improvements. Planned and unplanned maintenance on the school building over the last 3 years was £21,413. 4.5 Financial Information (Staff, Transport and Other)
The revenue (or running) cost for financial year 2017/2018 for operating Blairingone Primary School is £115,574. This includes staff and building costs such as energy and cleaning. The cost of upgrading the building as detailed in paragraph 4.4 above is £245,424.
A financial overview is contained in Appendix 4.
5. Options for Consideration A number of options are considered for the future of Blairingone Primary School as part of this options appraisal;
• Option 1 – School remains open; • Option 2 - Consider mothballing the school – move pupils to Fossoway Primary School; • Option 3 - Consider closing the school – move pupils to Fossoway Primary School; and • Option 4 - Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school.
Page 156 of 422 In considering the options below, account was taken of the fact that there is a presumption against closure of a rural school. As part of the options appraisal, the “rural school factors” specified in the School Consultation (Scotland) Act 2010 have been given special regard. These are:
• Effect on Community • Effect on Travel Arrangements • Educational Benefit 5.1 Option 1 – School Remains Open Community Impact
People supported the retention of the school, for the good of the community and the local children who do attend the school; however there was also recognition that the pupil numbers were low.
• The village needs a school if it is to survive as a village and encourage house building and families to move into the area. • Option 1 – will increase the possibility of closure – not acceptable. Pupil Impact/Pupil Roll There were differing views on this option in relation to pupil impact. There are views that the small numbers at Blairingone Primary School benefit pupils but also that the opposite is true.
• The children who are there thrive in the school and would suffer having to travel further to school, especially the young ones; • I know a pupil at the school and I know the parents are happy with their children's educational attainments. The pupil enjoys that the school is small and has a supportive nurturing atmosphere; • The status quo is not acceptable because such low numbers do not provide the necessary educational and social interaction in peer groups which are crucial for the successful development of the child; • Blairingone is our catchment school; our children are . and . we live very close to the school. I have enrolled our . year old in P . at Fossoway primary and will request the same for his sibling; I couldn't consider a school with such low numbers. I fully believe the educational experience requires peer learning as well as teacher student learning to be a positive and successful process. Attending a school with little or no children of the same age will not help develop vital social skills and I fear the transition to high school would be made much more difficult without these skills . The pupil roll projections (Table 5) reflect that there is no evidence to suggest that the roll will significantly increase in future years. Low future pupil numbers are unlikely to lead to a sufficient increase to make the school roll sustainable. It is likely that house building in the Blairingone Primary School catchment area over the next 4 years will be limited and will result in few if any additional pupils for the school as a result.
Page 157 of 422 Financial Impact The financial implications of retaining the ‘status quo’ for the school are a continuation of the current running costs of approximately £115,574 per annum. There is a capital cost of approximately £245,424 required to upgrade the building in future years. Assessment of Option 1 This option will not affect the community, travel arrangements or current pupils. The reason for taking forward an options appraisal for Blairingone Primary School was that pupil numbers had been consistently low over recent years and there was concern over the sustainability of the school. The pupil roll projections (Table 5) reflect that there is no evidence to suggest that the roll will significantly increase in future years. The key issue is that out of 17 children who could attend the school currently, 13 of them attend neighbouring schools. In addition, low future pupil numbers are unlikely to lead to a sufficient increase to make the school roll sustainable. It has not been possible to identify other steps which could increase the roll, whilst maintaining the status quo in terms of catchment area. This is therefore not considered a reasonable option. 5.2 Option 2 - Consider mothballing the school – move pupils to Fossoway Primary School
The term 'mothballing' is used, according to Scottish Government guidance, to refer to a temporary decision to close a school where the roll has fallen to zero. It recognises the permanent impact on a community of closing the school and seeks to avoid that final decision until there is sustained evidence of no demand. It can be an appropriate and positive step where there is some prospect of revival in a community. All parents must agree to a school being mothballed.
The Statutory Guidance for the Schools (Consultation) (Scotland) Act 2010, in relation to mothballing, states “the maximum length of its duration is likely to depend on the location of the school and the desirability of maintaining capacity to re-open a school there, but it is unlikely that it should exceed 3 years in areas that are not very remote.”
Community Impact The majority of feedback was against mothballing:
• The community would disappear overnight – saying the school would possibly re-open if needed is not viable. People would leave the area and homes would appeal; • Mothballing the school would not be a good option as it would be the first step to a complete closure;
Page 158 of 422 • The school numbers have fluctuated in the past and the numbers projected for the future look better so it would seem to be the wrong time given our possible expansion of housing in the area and • Mothballing best option – to wait until houses are ready. Won’t happen in next 3 years.
Pupil Impact/Travel Arrangements If Blairingone was mothballed, pupils would be accommodated at Fossoway Primary School which is approximately 4.5 miles away and is the nearest school in Perth and Kinross. Three out of 4 of the children at Blairingone are within walking distance of the school. Children would have to travel between approximately 4.2 miles and approximately 6.4 miles to attend Fossoway Primary School. In some other more rural areas within Perth and Kinross pupils are travelling greater distances on more minor roads to reach their school. Pupils would be entitled to transport if they live more than 2 miles away. There were two comments from the community engagement session on the effect of change on children related to mothballing:
• The other options mean major change for my son and children like him with additional needs, who have not thrived in larger schools and who struggle with change. This would lead to increased anxiety and a possible drop in development; • If school was mothballed, if school were to reopen it would mean moving children back after setting them in another school. School Environment The school environment of Fossoway Primary School is detailed in section 5.3.
Pupil Roll If Blairingone Primary School is to be mothballed, current and new pupils would attend Fossoway Primary School, the projected roll at Fossoway Primary School would be as follows:
2018/ 2019/ 2020/ 2021/ 2019 2020 2021 2022 Fossoway Primary School Capacity 150 150 150 150
Blairingone Primary School Pupils 3 3 3 5
Fossoway Primary School Pupils 113 108 110 112
Fossoway Primary School Roll with 116 111 113 117 Blairingone Primary School Pupils
Table 6 : Fossoway Primary School pupil roll (current and future)
Page 159 of 422 Financial Impact The revenue savings generated from mothballing Blairingone Primary School amount to approximately £85,626 annually. This is made up of staff and building costs however it takes account of transport costs for current pupils to attend Fossoway Primary School.
Environmental Impact There will be reduced energy consumption if the school is to be mothballed. Children would travel further to school in Crook of Devon, however most would be provided with transport, including those who already attend Fossoway Primary School as a placing request currently. Option 2 - Assessment The roll at Blairingone Primary School is unlikely to exceed 5 pupils in the next 4 year period. There is evidence that pupils from the catchment area currently choose to attend other schools in the area instead of Blairingone Primary School and as set out in section 4.3, this will be for a range of reasons. In addition, as mentioned in section 3.5, it is likely that house building in the Blairingone Primary School catchment area over the next 4 years will be limited with few if any additional pupils for the school as a result. It is also possible that if the school is mothballed, pending an increase in pupil numbers, children will become settled at Fossoway Primary School and would not return to Blairingone Primary School. For the reasons above, mothballing the school in anticipation of increased pupil numbers due to house building is therefore not considered a reasonable option. 5.3 Option 3 - Consider closing the school – move pupils to Fossoway Primary School
Community Impact
The majority of people disagreed with this option because of the impact on the community:
• Community gone! Blairingone would become a place/road with houses and nothing else! • Blairingone has already lost pub, shop, bus service. Hard to encourage new families into village. If school were to close the last community hub would be gone; • It would be a real shame to see the school go; this brings a sense of community to the area. Seeing the children go off in the morning and come home at night. The school is required for the redevelopment of Blairingone as this will be a major attraction to the area for families; • Very short sighted to close school when so much potential is offered. With the Development of village, where would children get schooled?
Page 160 of 422 There were comments from the community that there was a lack of public transport available to them in Blairingone and they felt without a school it would become a place just to drive through. There was a sense that new families would not move to the area as there are no other amenities in the village to attract them.
Pupil Impact/Travel Arrangements
A number of people, including parents, mentioned the impact of closure on the education of children. There were differing views:
• Closing the school and moving pupils does not put the child’s welfare at the centre. If not felt appropriate to move children if boundaries moved why is it ok to move because LA decide financial cuts means school closes. GIRFEC indicators apply in both cases equally and should not be manipulated for financial reasons; • The other options are to close the school it’s a very good school why should it close the education of the children should be more important than the closure of the school; • Although Blairingone provides a very nurturing and happy environment for the children, because of its size, there are many opportunities for interaction and learning that aren't available. My main reasons for closure are to allow the children: - to have contact and interaction with other children of their own age - to better develop social skills essential for future happiness and success at school - to get exposure to different teaching styles - to receive more teaching time - to access better resources - to make more friends; • The current situation is detrimental to both the educational and social development of the children involved. If Blairingone Primary School was closed, pupils would be accommodated at Fossoway Primary School which is approximately 4.5 miles away and is the nearest school in Perth and Kinross. Children would have to travel approximately between 4.2 miles and 6.4 miles to attend Fossoway Primary School, with an approximate travel time of between 8 and 14 minutes. A number of people commented on pupils having to travel to school:
• Moving the children to Fossoway would mean extra travel on the roads; • Would result in any primary school children within the Blairingone area having to travel over four miles to school. Not a great prospect particularly in inclement weather; • There will surely be a cost to the Council if they have to provide transport to and from schools out with Blairingone for local children and it takes them away from the village community. Staff in Perth and Kinross already travel throughout the area to work in schools.
Page 161 of 422 School Environment
Fossoway Primary School is a 6 classroom school, with a shared hall for dining and PE, office accommodation, toilets and cloakrooms and a library. Two of the classrooms are situated alongside the nursery. A floorplan of the school can be found in Appendix 5. Fossoway Primary School has a capacity of 150 pupils. The current roll at Fossoway Primary School is 107 pupils (Census 2017). The school is currently operating with 5 classes. Nursery pupils are not included in school capacities or school rolls. Fossoway Primary School has a nursery provision which currently offers both morning and afternoon sessions. Each session provides for a maximum of 20 children from aged 3 until they attend school. There are currently 35 nursery children registered at the school. The class composition in recent years at Fossoway Primary School is as follows:
Class 2014/15 Class 2015/16 Class 2016/17 Class 2017/18 P1/2 17 P1/2 16 P1/2 21 P1/2 20 P2/3 23 P2/3 19 P2/3 24 P2/3 17 P4/5 23 P4 22 P4/5 23 P3/4 24 P5/6 24 P5/6 23 P5/6 23 P5/6 22 P7 20 P6/7 23 P7 25 P6/7 24 Table 7 – class composition The average class size in Perth and Kinross primary schools is 23 pupils (Census 2017). The maximum class size for composite classes is 25. The maximum class size for P1 is 25, P2 and P3 is 30 and P4-P7 is 33. Fossoway Primary School has been graded ‘A’ for suitability (Good – Performing well and operating efficiently - the school buildings and grounds support the delivery of services to children and communities). Fossoway Primary School was surveyed on 27 April 2016 and was graded condition ‘B’ (Satisfactory – performing adequately but showing minor deterioration).
Financial Impact
The revenue savings generated from closing Blairingone Primary School amount to approximately £85,626 including mothball costs annually. This is predominately made up of staff and building costs and is net of transport costs. The capital cost of upgrading the building of £245,424 would not be required.
A capital receipt would be forthcoming if the building was sold or income would be generated through a lease.
Refer to Appendix 4 for detailed financial summary.
Page 162 of 422 Environmental Impact
There will be environmental benefits from a reduction in energy consumption if the school is to be closed. There is little environmental impact in relation to the transport of pupils or the travel arrangements of staff due to the relatively short distances and small numbers involved.
Option 3 - Assessment
The community generally support the school remaining open; however there was also a view that reflected on the advantages to the pupils, of attending a bigger school. The community commented that there was a lack of amenities in the village and this puts families off moving to Blairingone. This is not borne out by the data on pupil numbers detailed in section 4.3 which shows that there are 17 primary school pupils living in the area. There is perhaps a correlation with families choosing to send children to school in villages where there are other amenities which they use.
The school has not been used for lets recently by the community with the exception of Fossoway Community Council. There is, therefore, likely to be little impact on other users of the school if the school were to close. It is unlikely that closure of the school would result in the building being used for the community, as other community facilities such as the pub and village hall have closed down. The closure of these facilities would appear to indicate that there has not been enough demand to sustain them, possibly due to there being more and better facilities available in Dollar and Crook of Devon.
Analysis of recent pupil information shows that the school roll is low primarily due to parents requesting placements at other local schools, including schools in other Local Authority areas. Currently only 4 out of 17 children living in the catchment area attend Blairingone Primary School. It is likely that house building in the Blairingone Primary School catchment area over the next 4 years will be limited and will result in few if any additional pupils for the school as a result.
It is considered that closure of the school is a reasonable option because of an unsustainable school roll. This option also has the benefit of supporting the sustainability of Fossoway Primary School, which is approximately 4.5 miles from Blairingone Primary School and is also a rural school. 5.4 Option 4 - Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school
A catchment review can, in principle, be a reasonable option in some cases to increase the potential roll and, therefore, sustainability of a school. Where there is evidence to indicate that a catchment review may be a potential option to support a sustainable increase in the roll of a school, careful analysis is required in each case to ascertain whether a sustainable increase in school roll could be achieved. There is also a need to assess whether a review may have a
Page 163 of 422 detrimental impact on the sustainability of neighbouring schools and travel distances for pupils. Community Impact This option was by far the preferred option of the people who took part in the sessions and completed the on-line questionnaire, with 44 comments in support of this option. Many of the comments focused on the school rather than the community impact.
• Assuming the school is viable to accommodate 25 pupils – this would be a positive move to enhance the community and develop the village potential. Care would be needed to manage the road traffic locally; • Make sense! Attract larger numbers! Create an even bigger and stronger community; • It would be sad to see the school close as it is the only active life in the village. I would suggest the school needs some good PR to get more pupils – maybe move the boundaries; • Blairingone School has served the community well for many years. It would be a great shame if it were to close now and would certainly have a detrimental effect on anyone considering buying a home in the village, particularly in the light of the proposed development plans for housing. Pupil Impact/Travel Arrangements
Some comments associated with this option relating to pupil impact are as follows;
• Great idea! Encourage more families into Blairingone Primary School. Speaking to other mothers they would have their child at Blairingone if they were in catchment (Powmill); • I am happy with the educational attainment provided by Blairingone Primary School as it provides a very supportive atmosphere for learning. This is particularly important at a time when school classes are generally getting bigger. A catchment area review would potentially increase the school roll to ensure that new building plans should they materialize would secure the future of the school within the community; • Open up schools valuable education to a wider area. Excellent education at this school; • If extending the catchment area increased the school intake to a maximum level then I see that as a feasible option. Potential Catchment Changes
The area to the east of Blairingone as far as Powmill was identified as a potential extension to the catchment area, as it is the only area of Perth and Kinross that borders Blairingone Primary School’s current catchment area.
Data gathered from the NHS in relation to children under 5 has been used (as per paragraph 4.3) to identify potential pupil numbers. This information has been aggregated by the NHS for the purposes of this exercise because numbers are small
Page 164 of 422 ie <5 children. Therefore the data relating to pre-school children as a whole is used, rather than pre-school children in individual year groups.
The outcome of the catchment analysis is shown in table 8. Catchment Other Primary Pre -5’s Summary Area School School in area Proposed Catchment pupils in Impacted area Moving Fossoway 15 < 5 Moving this single boundary existing would not be sufficient to catchment make Blairingone Primary boundary to School sustainable due to the east to the low number of under 5’s include in the combined catchment Powmill of Blairingone and Powmill. If the primary pupils were to move the school roll could be sustainable. Table 8 : Catchment review summary
Catchment Review Survey
Although the numbers of pre-school age children living within the potential catchment area is very small, a survey was distributed to parents/carers of primary school age pupils and nursery pupils attending Fossoway Primary School who live in the proposed review area. It was also sent to the manager of a private nursery in Fossoway to distribute to parents from the area. The parents of most of the pupils and pre-school children in the table above should have received a link to the survey.
The purpose of the survey was to gain an understanding of whether this specific group of parents would be likely send their children to Blairingone Primary School if the catchment area was changed to include the area up to and including Powmill.
Powmill parents were consulted as this is the only Perth and Kinross school catchment area that adjoins the catchment area of Blairingone Primary School.
There were a total of 4 responses received. Out of the 4 responses, there were no parents of pre-school children; the parents all have school aged children.
In response to the question “would you choose to send your child/children to Blairingone Primary School if it was your catchment school?” 3 out of 4 respondents said no. The reason for this was due to the low numbers in the school.
• The school is far too small for the provision of local children. It is (assumed this should read ‘if it was’) was to include the Powmill area it would only gain another 9 children which would still mean the school is far too small to offer the social as well as the curriculum that I believe my child already received from their local school; • Lack of numbers was my biggest concern.
Page 165 of 422 • As outlined before. A disruption like this would really not be good for him. He has 1.5 years left and needs to be settled for high school. Would not be happy about this.
Respondents were also asked if they had any other comments, only one comment was received:
• Think that Blairingone should close for the sake of disrupting 4 children over moving and upsetting many children.
Option 4 - Assessment Option 4 was the favoured option of the Blairingone community at the community engagement session and through the online survey.
The only option to extend the Blairingone Primary School catchment would be to remove the area from the boundary of Blairingone east to Powmill from the Fossoway Primary School catchment and add it to Blairingone Primary School catchment area. The maximum number of primary school pupils who could attend Blairingone Primary School currently from this area is 15. All of these pupils could choose whether to attend the new catchment school or not. There are less than 5 children living in this area under the age of 5.
New P1’s would be expected to attend Blairingone Primary School as their catchment school unless they were successful with a placing request to another school. Following the community engagement session a survey was compiled to consult with parents/carers in a specific area that would allow the catchment area of Blairingone Primary School to be expanded. Three out of 4 parents would not send their children to Blairingone Primary School if the catchment was changed.
The pupil population from the area east of Blairingone up to Powmill is not sufficient to increase the pupil roll at Blairingone Primary School unless a large number of the primary school pupils attending Fossoway Primary School from the area choose to move school or children from the Blairingone Primary School catchment area start to attend their catchment school. Parents would not be required to move primary age children from their current school when a catchment review takes place and generally parents are reluctant to do so. The survey did not evidence that Powmill parents would act contrary to this. There are not enough pre-school children to make the school sustainable.
In summary, it is unlikely that increasing the catchment area into Powmill will create a sustainable pupil roll for Blairingone Primary School. This option is therefore not a reasonable option.
Page 166 of 422 5.5 Community Proposal Community Proposal - A nursery class is included within Blairingone Primary School and the school remains open At the community drop-in session a number of those who attended suggested that including a nursery within the school would increase pupil numbers in the school. There are 14 children living in the Blairingone Primary School catchment area due to attend P1 in the next 4 years. There is insufficient space within the school to accommodate nursery and capital funding would be required to create nursery accommodation in the adjoining school house building. It is not feasible to invest capital funding in this property when a sustainable nursery roll cannot be guaranteed. In summary, it is not a reasonable option to consider creating a nursery class within Blairingone Primary School, due to low number of nursery age children living within the area. Overview of Options The outcome of the high level options appraisal is summarised below:
Option Description Outcome Option 1 Do nothing Rejected. Not a reasonable option due to not being able to maintain a sustainable school roll. Option 2 Consider mothballing the school – Rejected. Not a reasonable move pupils to Fossoway Primary option due to not being able School to develop a sustainable school roll in the next 2-3 years. Option 3 Consider closing the school – Accepted as a reasonable move pupils to Fossoway Primary option for the following School reasons;
• Educational benefits to Blairingone Primary School pupils moving to Fossoway Primary School include peer support and learning groups across stages and between classes and early years provision with seamless transition to Primary 1.
• Unsustainable school roll at Blairingone
Page 167 of 422 Primary School but promotes the sustainability of Fossoway Primary School. Option 4 Catchment area is reviewed to Rejected. Further determine whether this would consultation and increase the school roll sufficiently assessment in relation to a to ensure the future sustainability possible extension to the of the school catchment area to include Powmill was undertaken but it would not be possible to create a catchment which would develop a sustainable roll. Not a reasonable option
The outcome of the option appraisal recommends Option 3 – consider closing Blairingone Primary School, with pupils attending Fossoway Primary School. 6. Detailed Analysis of Reasonable Option: Consider closing Blairingone Primary School, pupils attend Fossoway Primary School. This section provides a more detailed assessment of the option which is considered reasonable in the circumstances. It considers the “rural school factors” of community impact and impact on travel arrangements, as well as including an Educational Benefits Statement. This is considered a reasonable option because parents are choosing to place their children at other primary schools and this has led to the school having very low pupil numbers. A survey was carried out to gauge support for a catchment review among those who would be affected by this. There was little support for this. It is therefore unlikely that an expanded catchment area would make the school roll sustainable. This option, if implemented, would support the future sustainability of Fossoway Primary School, which is approximately 4.5 miles from Blairingone Primary School. Fossoway Primary School is also a rural school. 6.1 Community Impact Community Impact – Loss of the school At the community engagement session there was much comment on the school being the only remaining amenity within the village. The community suggested that the lack of a school, transport and other amenities would deter families moving into the area. The data on pupil numbers would suggest however that there are families living in the area but that they are not attending the local school. In 2017, the Council closed schools in Calvine (Struan Primary School) and Enochdhu (Straloch Primary School) after they had been mothballed for 5 years. The
Page 168 of 422 evidence from both areas was that families were not deterred from moving into the area by having to travel to a neighbouring village to access facilities. There are clear parallels with Blairingone in that the communities already travelled to other local communities to access services. Neither school/community was as accessible as Blairingone, which has a main trunk road (A977) running through the village and is only approximately 10 miles from Kinross and approximately 3 miles to Dollar. Fossoway Primary School is approximately 4.5 miles away. Community Impact – Use of the building There are no other public buildings in Blairingone. However, with the exception of Community Council meetings, there have been no regular lets of the school in recent years by the community. This indicates that the community does not rely on the school as a public/community facility at present. There is a Village Hall in nearby Crook of Devon and Fossoway Primary School is available for lets. 6.2 Impact on Travel Arrangements The travel distance from Blairingone Primary School to Fossoway Primary School is approximately 4.5 miles with a travel time of approximately 9 minutes. Travelling for primary school education is common across Perth & Kinross because of the geography of the area. Currently the pupils attending Blairingone Primary School journey between approximately 0.2 miles and 2.7 miles to and from school. Moving to Fossoway Primary School would mean pupil journey distances increase to between 4.2 miles and 6.4 miles each way which is not an unreasonable travelling distance to get to school. In some other more rural areas within Perth and Kinross pupils are travelling greater distances on more minor roads to reach their school. Staff in Perth and Kinross tend to travel throughout the area to work in schools. Many staff do not live within the catchment area of the school they work in. 4.5 miles is a relatively short distance to travel in rural Perth and Kinross. It is therefore considered that there is very limited impact on staff travelling arrangements. The community currently requires to travel to access other services such as GP and dental surgeries, shops and post offices. As the school is not generally used by the community, there should be no impact on travelling arrangements for any other users of the school’s facilities. 6.3 Educational Benefits This Educational Benefits Statement has been prepared having regard to the Guidance and Explanatory Notes published by the Scottish Government in association with the Schools (Consultation) (Scotland) Act 2010. As required by the above Act, this Educational Benefits Statement is written from the perspective of benefits, should the preferred option outlined in the options appraisal proceed to a proposal paper under the Schools Consultation (Scotland) Act 2010, and subsequently be implemented.
Page 169 of 422 Learning & Teaching
• Children attending Fossoway have access to a range of teaching and support staff from early years and primary. Fossoway has a nursery and five primary classes. This allows children to transition throughout the school as they get older and be taught by different practitioners in different settings.
• Pupils have access to early years provision within the setting of the school, allowing for seamless transition to P1, with pupils already familiar with the physical setting as well as the opportunity for regular work with primary peers.
• At Fossoway Primary School, staff are challenged and supported through a range of continuous professional development and review, which comes of having a Headteacher and five members of teaching staff, in five classes for 107 pupils. Staff collaborate across the school for planning, learning and teaching to ensure children receive experiences that are relevant and present clear challenge and enjoyment. Flexibility in staffing at Fossoway means that good use can be made of the local context, for example by involving children in Outdoor Learning. Staff also work together to moderate standards of learning and achievement in the school to ensure that children make appropriate progress in a structured and progressive way through Curriculum for Excellence levels.
• A collegiate approach to professional engagement amongst all staff is evident within the school. They come together regularly to review and improve practice as a school, with partner services and other schools in the Local Management Group. There is a strong commitment across all staff to lead improvements in learning and teaching from evidence based research. This enhances the quality of learning and teaching through shared opportunities to develop effective approaches and to share and moderate standards. Currently, Fossoway primary school staff collaborate with other schools on Digital Learning, ensuring that staff share good practice across other schools in the area
• Work is differentiated to adapt to pupils’ needs and pupils benefit from being able to work on co-operative learning tasks with others. Flexibility in staffing allows staff to be creative in planning for children with additional support needs both universally and for targeted need, thus addressing potential barriers to learning.
• The team at Fossoway Primary School have developed a diverse range of family learning programmes to meet the varying needs of families in the community and draws on expertise and knowledge across the community to enhance the learning and experiences for children across the school.
• Fossoway Primary School affords the opportunity for all children to build relationships with different groups and individuals, develop a range of skills and undertake group responsibilities, which the larger class sizes enable. Pupils work in groups, at peer level and across all stages in the school and in mixed sex groups. This allows the sharing of ideas, peer support, informal mentoring and relationship building, all of which contribute to the whole school experience for all pupils.
Page 170 of 422
• The school has support from a Pupil Support Teacher, allowing for specialist teaching, which not only benefits pupils with Additional Support Needs, but all other pupils.
Environment for Learning
The school grounds at Fossoway provide facilities for the pupils to experience a range of team and individual sports, such as football, netball and basketball. Within the school grounds there are facilities to enhance imaginative learning and play, such as a climbing wall, and fort and garden. Some classrooms are semi open plan, allowing the opportunity for children to work alongside each other in other classes and break out areas. These break out spaces allow for flexibility in teaching methods and afford a range of learning opportunities, from working in small groups, to allowing children of different stages and classes to work together. All classrooms have interactive screens, providing the opportunity for children to access the curriculum in modern and innovative ways, through the use of smartboards and interactive technology. The school uses additional classroom space flexibly to offer nurture support, additional support for learning and a meeting space for working groups, meetings and collaboration with partners. Fossoway Primary School is accessible for children and adults with Additional Support Needs. It is on one level and has fully accessible toilet facilities for children and adults. Experiences and Opportunities
• The school has pupils of both sexes at each stage, allowing all pupils to interact and socialise with groups of children their own age and sex, at appropriate levels.
• The school has a house system that all children are members of, which enhances many aspects of school practice; including learning, promoting positive behaviour, buddying and mentoring, and school events.
• Pupil voice is evident at Fossoway Primary through the Learning Council, which allows them the opportunity to share and discuss learning across the school and identify areas for further improvements in the school.
• The school focuses on pupil led experiences and opportunities in a range of ways. There are pupil councils, facilitated by a teacher, but pupil led. These are the Eco Council, the Rights Respecting group, the Grounds and Outdoor Learning Council. These give pupils opportunities to lead and make decisions.
Page 171 of 422 • Pupils facilitate a range of groups, such as Digital Learning, Fun Learning, Pupil Choir and Ukulele and Guitar Club. In addition, the pupils take control of the weekly school assembly, organising the agenda and ensuring that it runs smoothly, taking into account the needs of pupils and staff.
• Fossoway has an active Parent Council, which support the school in its work with parents and encourages links between school, parents, pupils and the community. Parental support enables the school to gain experiences out with the local community, and trips. Family learning programmes have been developed to further enhance parental involvement in children’s learning.
Summary of Educational Benefits
• Fossoway Primary is a bright, modern school, with mixed sex classes at all stages in the school, including nursery.
• The school roll allows all children to participate in peer support, classroom learning, and learning groups across stages and between classes, with the benefit of allowing children to have a wide and varied range of learning experiences.
• Learning and teaching at Fossoway starts with the early years provision, supporting a seamless transition to Primary One.
• The building lends itself to modern teaching methods, with good use of break out space, accessible and flexible teaching and outdoor areas and good facilities for sport and leisure. 6.4 Financial Impact The financial savings generated from closing Blairingone Primary School amount to £85,626 including mothball costs annually (refer to Appendix 4). These financial savings support the delivery of education across the whole of Perth and Kinross. A capital receipt would be forthcoming if the building was to be sold or income could be generated through a lease. Combining pupils from both catchment areas into one school maximises use of the school estate and represents good asset management, while also enabling the children to continue to attend a rural school. Additionally, the increased roll at Fossoway Primary School contributes towards ensuring a sustainable roll there. 6.5 Environmental Impact There will be environmental benefits from energy consumption reducing if the school is to be closed. There is little impact on travel due to the small numbers of pupils to be transported.
Page 172 of 422 6.6 Pupil Projections This would lead to the pupil roll being a maximum of 5 in the next 4 years. This is insufficient to create a sustainable roll. It is likely, given past patterns, that parents of new P1s would continue to choose to send their child to other nearby primary schools. It is likely that house building in the Blairingone Primary School catchment area over the next 4 years will continue to be limited with few if any additional pupils for the school as a result. 7. Conclusions In November 2016, it was agreed as part of the School Estate Transformation project that an options appraisal should be carried out on Blairingone Primary School due to under-occupancy. At that time, the school had a pupil roll of 7 (Census 2015) and an approved capacity of 25 giving an occupancy level of 28%. The roll had fallen due to more pupils choosing to attend other primary schools in the area, particularly Fossoway Primary School. Information was collated on pupil numbers, housebuilding, finances, the school, the local area and community, travel arrangements and environmental impact to inform the options. As part of the review, a pre-consultation exercise was carried out with the local community. This included a survey to gauge support for a catchment review. Each of the options was then considered and the outcome determined as follows:
Optio n Description Outcome Option 1 School remains open Rejected. Not a reasonable option due to not being able to maintain a sustainable school roll. Option 2 Consider mothballing the school Rejected. Not a reasonable option – move pupils to Fossoway due to not being able to develop a Primary School sustainable school roll in the next 2- 3 years. Option 3 Consider closing school – move Accepted as a reasonable option for pupils to Fossoway Primary the following reasons; School • Educational benefits to Blairingone Primary School pupils moving to Fossoway Primary School include peer support and learning groups across stages and between classes and early years provision with seamless transition to Primary 1.
Page 173 of 422 • Unsustainable school roll at Blairingone Primary School but promotes the sustainability of Fossoway Primary School. Option 4 Catchment area is reviewed to Rejected. Further consultation and determine whether this would assessment in relation to a possible increase the school roll extension to the catchment area to sufficiently to ensure the future include Powmill was undertaken but sustainability of the school it would not be possible to create a catchment which would develop a sustainable roll. Not a reasonable option
The only option which is considered to be reasonable is to consider closing Blairingone Primary School, with the pupils transferring to Fossoway Primary School. Special regard has been given to the rural school factors and the assessment of these is set out in the Options Appraisal. The anticipated educational benefits which are likely to occur should that option be progressed and implemented are also considered. It is therefore recommended that the most appropriate response to the issues identified in relation to the roll at Blairingone Primary School is that a statutory consultation exercise takes place on a proposal to close the school. As a result, pupils would be transferred to Fossoway Primary School. The delineated area of Fossoway Primary School would be extended to subsume the whole catchment of Blairingone Primary School.
Page 174 of 422 Appendix 1 Community Engagement Website and On-line Questionnaires A ‘School Estate Transformation’ page was set up on the Perth and Kinross Council website which provided the wider community with an overview of information that the Council would be using in the options appraisal, including pupil projections and building information. A questionnaire was also available for completion, for those people that could not attend the community engagement events. The questionnaire asked people to respond to a series of options and questions related to the options appraisal. The questionnaire was available on the Council website from 12 September 2017 to 6 October 2017. Fifty one questionnaires were submitted with 36 detailing a preferred option. Drop-In Session A community drop-in session was held at Blairingone Primary School on Thursday 21 September 2017 from 3pm to 7pm to seek feedback from the community on the future of Blairingone Primary School. Thirty two people attended the session. 57% of the attendees identified themselves as members of the community, 28% as parents 6% as family members and 9% as Local Members. The Council is grateful to Blairingone Parent Council and Fossoway Community Council for their assistance in the planning and publicity for the drop-in session. Content of Sessions Visitors to the events were given an overview of information that the Council would be using in this options appraisal, including pupil projections and building information. They were asked to:
• give feedback on each of the options being considered in the options appraisal either through using post-it notes or through filling in a questionnaire. • respond to a couple of additional questions related to the reducing roll of the school and the reasons for choosing the school.
Page 175 of 422
Blairingone Primary School
Community Drop-In Session 21 September 2017
Overview of comments received at Community drop-in session and Online Questionnaire
Page 176 of 422 Online Questionnaire Feedback
• Fifty one questionnaires submitted online – 39 completed, 12 partially completed • 7% (3) of responses from parents, 23% (10) were from the other family members, 9% (4) of responses were from ‘other’, 23% (10) were from the wider community and 39% (17) responses from neighbours. • Seven people gave no indication of their relationship to the school • Eighteen questionnaires were submitted without any comments • 14% (5) of responses preferred option 1, 8% (3) of responses preferred option 2, 6% (2) of responses preferred option 3 and 72% (26) preferred option 4 • Fifteen questionnaires submitted gave no indication to their preferred option • Questionnaire closed on 6 October 2017
Online Questionnaire Feedback
Option 1 - Do nothing
Comments
• Doing nothing is an option to edit and see the future development in the area. I'm not familiar enough with Fossoway Primary to comment on its capacity to absorb Blairingone Primary. • I know a pupil at the school and I know the parents are happy with their children's educational attainments. The pupil enjoys that the school is small and has a supportive nurturing atmosphere. There is a proposed new housing development within a site at Blairingone which would support the school. • The children who are there thrive in the school and would suffer having to travel further to school, especially the younger ones. • Keep the school open. • To lose the school would be heart-breaking, my daughter would be devastated and she struggles as she has asd. This would really affect her welfare. • I am a resident within Blairingone; I am a foster carer and can have up to three children at one time. The school and its reputation is exactly what foster kids need to settle in. • The status quo is not acceptable because such low numbers do not provide the necessary educational and social interaction in peer groups which are crucial for the successful development of the child. • I feel that the school remaining open would not be an issue to me but I do feel penalised by wanting a full education for our children but having no access to transport to and from the nearest primary school that can provide that, if the school was closed or mothballed we would have access to a school bus. • Option 1 - will increase the possibility of closure - not acceptable.
Page 177 of 422
Online Questionnaire Feedback
Option 2 - Consider mothballing the school – move pupils to Fossoway Primary School
Comments
• Blairingone is our catchment school; our children are . and . we live very close to the school. I have enrolled our . year old in P . at Fossoway primary and will request the same for his sibling; I couldn't consider a school with such low numbers. I fully believe the educational experience requires peer learning as well as teacher student learning to be a positive and successful process. Attending a school with little or no children of the same age will not help develop vital social skills and I fear the transition to high school would be made much more difficult without these skills. As a parent, I also worry greatly about the A977 and volume of HGVs that travel past the gates of the school at high speed with little regard and very little traffic calming measures in place. • The closure of the school seems inevitable, there are only four pupils this year and I suspect that the standards at Fossoway will naturally have to be higher because of the needs of the larger community. • At the moment with only 4pupils. I feel children need to be in larger classes with children of their own age. It is important they make friends which will carry on to Secondary School. • Closing/mothballing the school would be bad for the overall area, but doing nothing will not address the problem as the overall population of the area is aging. • Mothballing the school would result in a deterioration of the building with little prospect of it being re-opened. • Mothballing implies a possible influx of primary age children in the future which is an unlikely eventuality.
Online Questionnaire Feedback
Option 3 - Consider closing the school – move pupils to Fossoway Primary School
Comments
• The current situation is detrimental to both the educational and social development of the children involved. • Although Blairingone provides a very nurturing and happy environment for the children, because of its size, there are many opportunities for interaction and
Page 178 of 422 learning that aren't available. My main reasons for closure are to allow the children: - To have contact and interaction with other children of their own age - To better develop social skills essential for future happiness and success at school - To get exposure to different teaching styles - To receive more teaching time - To access better resources - To make more friends • Closure of Blairingone is a very short sighted plan. Costs of transporting children would be a poor option. These are rural children requiring their own rural school. • There will surely be a cost to the Council if they have to provide transport to and from schools out with Blairingone for local children and it takes them away from the village community • Would result in any primary school children within the Blairingone area having to travel over four miles to school. Not a great prospect particularly in inclement weather. • Closing the school I believe is the worst option, the local community has already lost local shops, post office, police stations and I believe this will impact greatly on the local wellbeing as yet another amenity disappears • Very short sighted to close school when so much potential is offered. With the Development of village, where would children get schooled? • I believe it would be detrimental to life in the village if the school was closed and thus I do not consider the other options to be justifiable. • The other options are to close the school it’s a very good school why should it close the education of the children should be more important than the closure of the school • Should not be considered at all • It would be a real shame to see the school go; this brings a sense of community to the area. Seeing the children go off in the morning and come home at night. The school is required for the redevelopment of Blairingone as this will be a major attraction to the area for families.
Online Questionnaire Feedback
Option 4 - Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school.
Comments
• There are currently plans for housing development around Blairingone which if approved could increase the roll considerably. In addition, there are a
Page 179 of 422 number of houses in the area for rent or sale which are family sized properties. The new owners or tenants could have Primary school aged children that could attend Blairingone Primary. Although not a parent, I live in the area and every child I know who has attended the school is articulate, well-mannered and a well-rounded individual. Closing the school without due regard to the potential increase in the roll would be a mistake. Schools once closed do not often reopen. • There have been plans to build more houses in Blairingone and it would be a shame to close the school. A very short sighted plan. Also, the children we have met in the area have loved the school, thrived there and reached excellent academic standards. All have gone on to secondary school as confident, rounded pupils. To close the school would be very detrimental to Blairingone as a village. • My sister is happy with her daughter’s educational attainments' and although small it has a supportive nurturing atmosphere. There is currently a proposed new housing development within a site at Blairingone which would support local services most notably Blairingone PS and would bring other much needed amenities to a struggling community. Another option would be to increase the catchment area for the primary to Powmill which would potentially also increase the school roll sufficiently. • There are already plans for housing expansion in Blairingone and this should be expedited. • Blairingone School has served the community well for many years. It would be a great shame if it were to close now and would certainly have a detrimental effect on anyone considering buying a home in the village, particularly in the light of the proposed development plans for housing. • Small schools are the heart of rural communities and the children generally do well in a smaller, nurtured class than when they are placed in large groups where any special needs are not picked up. • Parents/locals enjoy that the school is small and has a supportive nurturing atmosphere support local services most notably Blairingone PS and would bring other much needed amenities to a struggling community. • To ensure the future of Blairingone community as the school is the only amenity that remains. • The benefit of the village and the children that attend the school. • For the benignity of the village and the children that attend the school. • Good school to stay open and Fossoway is bursting at the seams with pupils. • A school located in the village was one of the reasons my partner and I bought a house in the village and as the only community amenity left I believe it should be protected. • The school needs to be kept open for the future of the education for the children.
Page 180 of 422 • The school is the hub if the community. If the new houses are being considered this school is needed. • The community need to keep local amenities for local kids. • This is the only local amenity the village has left, we need to keep it for the community. • Without a school the village will virtually die as it will be of no interest to potential new village residents. We need more amenities not less! • The school is important part of the local community. I sent my own children to Blairingone School; they had a great education, small classes, were able to come home for lunch and could walk to and from school. The school is an extension of the small community we live in and has also been an important part of the village. • Country schools are a fantastic resource and do a wonderful community job. It is already there so use it! Give local education a chance. • Redevelopment is in the pipeline for Blairingone, this school would serve the increase in numbers. This is the only local amenity left in the community. • Members of my family benefited greatly from small local primary schools. • Increasing the catchment area for the primary to Powmill which would potentially also increase the school roll sufficiently. • Widen catchment area so children from Dollar and Powmill have a chance to go to the school and provide a bus/ taxi for the children. • Catchment needs to be widened. • If extending the catchment area increased the school intake to a maximum level. Then I see that as a feasible option. • I am happy with the educational attainment provided by Blairingone Primary School as it provides a very supportive atmosphere for learning. This is particularly important at a time when school classes are generally getting bigger. A catchment area review would potentially increase the school roll to ensure that new building plans should they materialize would secure the future of the school within the community. • Open up schools valuable education to a wider area. Excellent education at this school. • We are happy with the children's education and enjoy that the school is small and has a nurturing atmosphere. • Makes school potentially viable. • Expanding the catchment area in what is a very rural environment is unlikely to change the situation.
Page 181 of 422 Online Questionnaire Feedback
Are there any other options/proposals that have not been considered?
Comments
• Make school more community based and perhaps make it like a community centre as well as a school. • There was options put forward a few years ago none of which were taken any further, are we wasting our time. • Could children from Powmill (which doesn't have a Primary School) be brought to Blairingone instead of attending Fossoway School? • Make it more of a community hub, like the secondary school in Kinross. Local library/drop in centre/information point/office services/local meeting point/car park/cafe. • At present children in Blairingone have an option for which primary school they can attend. Maybe review whether this option is necessary? Blairingone primary clearly has benefits due to the smaller numbers it can cater which surely adds value to a child's education. • I feel that all of the other options just postpone the inevitable decision to close. The sooner a resolution is reached, the quicker the children can adapt to their new surroundings and benefit from a more normal learning environment, which will give them the best preparation for secondary school. • I'm surprised at the executional approach to the problem. Closing a school is simply symptomatic of wider problems in the way the country is run. A more strategic approach might be to look at what communities need to thrive - post offices, schools, local shops, pubs, playparks etc and consider how they can be funded. Closing small public amenities kills off communities and forces people to move to more populous areas, in turn putting unnecessary strain on them. • Revitalise small villages with amenities.
Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 1 - Do nothing
Comments
• Numbers have gone up and down over the year. With the projected/proposed developments we should have the need for all places available in Blairingone. Children need to be educated within their own community. • No decision on the school’s future should be made until outcome of LDP2 consultation is known.
Page 182 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 2 - Consider mothballing the school – move pupils to Fossoway Primary School
Comments
• Busing children is not a good option. Traffic, weather will effect arrival at school as well as potentially put children at risk. If a child is taken ill and parents have no transport what will happen? • The school numbers have fluctuated in the past and the numbers projected for the future look better so it would seem to be the wrong time given our possible expansion of housing in the area. • The other options mean major change for my son and children like him with additional needs, who have not thrived in larger schools and who struggle with change. This would lead to increased anxiety and a possible drop in development. • If school was mothballed, if school were to reopen it would mean moving children back after setting then in another school.
Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 3 - Consider closing the school – move pupils to Fossoway Primary School
Comments
No comments were noted for this option on the questionnaires completed at the drop-in session.
Page 183 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 4 - Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school.
Comments
• Option 4 should have been explored before and will enhance the consideration of option 1. • Catchment area should be both Fossoway and Cleish – if school can be expanded through option 4, improved transport will be needed. More integration with neighbouring PKC schools. • The school is not just our children’s school; it is the heart of our community, the only part of Blairingone that provides a sense of community. • If more children were at school it would not be in danger of closing.
Questionnaires were provided at the drop-in session, the feedback is as follows:
Are there any other options/proposals that have not been considered?
Comments
• To also add/build through to school house add an after school club that would attract parents who worked to send their children here. I believe this would attract higher numbers to the school.
Page 184 of 422 Community Drop-In Session
Drop-in session ran from 3pm – 7pm on 21 September 2017
• Thirty two attendees at the session • 19% (6) of attendees were neighbours • 28% (9) of attendees were parents • 6% (2) of attendees were other family members • 38% (12) of attendees were part of the community • 9% (3) attendees were Councillors
Comments received at the drop-in session
Option 1 - Do nothing
Comments
• We need to do something to ensure a sustainable future for all here just now and in the future – increase catchment and make it appealing to working parents. • The village needs a school if it’s to survive as a village and encourage house building and families to move to the area. • What is a community when does it become one and when does it not become one? Community is people – schools – post office – village hall – shop – when they are gone what is left for a community of people. • Children are very happy here at the school. Doing nothing would keep school in danger of closing and children won’t be happy about moving. • I would support this option at the moment because the LDP2 consultation on further growth for the village should be concluded before final decisions are made.
Comments received at the drop-in session
Option 2 - Consider mothballing the school – move pupils to Fossoway Primary School
Comments
• Mothballing best option – to wait until houses are ready. Won’t happen in next 3 years. • This would mean there would be no community at Blairingone and surrounding areas. • The community would disappear overnight – saying the school would possibly re-open if needed is not viable. People would leave the area and homes would appeal.
Page 185 of 422 • Most of the kids who go to school live in the village and this is a way better school than Fossoway. • 7 houses getting built at Pitfield at moment. • I am opposed to this; the school should remain open at present until we know the outcome of the LDP2 consultation. • Mothballing the school would not be a good option as it would be the first step to a complete closure. • Moving children would be detrimental to their education, children need routine. • Mothballing the school is the end of the school as it will never re-open as the building would deteriorate.
Comments received at the drop-in session
Option 3 - Consider closing the school – move pupils to Fossoway Primary School
Comments
• Tragic but logical that it has to close unless there is house building. • The potential for new housing in the area and Fossoway Primary is some distance away for children who don’t live in Blairingone but live in the catchment area. Surely this would mean larger class numbers. • Moving the children to Fossoway would mean extra travel on the roads. • Very sad to see school closure. It’s often huge potential for practical learning in an exceptional location. Traffic is a real concern. • I am opposed to closing the school and have been throughout my council terms (now on fifth since 1999). There should be more interaction between the other rural primary schools in the area, offering mutual support. • Community gone! Blairingone would become a place/road with houses and nothing else! • Closing the school and moving pupils, does not put the child’s welfare at the centre. If not felt appropriate to move children if boundaries moved why is it ok to move because LA decide financial cuts means school closes. GIRFEC indicators apply in both cases equally and should not be manipulated for financial reasons. • Blairingone has already lost pub, shop, bus service. Hard to encourage new families into village. If school were to close the last community hub would be gone. • Again taking away the school would leave Blairingone with no community. Fossoway Primary is running at full capacity. Cleish is also under review in phase 2.
Page 186 of 422 Comments received at the drop-in session
Option 4 - Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school.
Comments
• Increase the catchment to Powmill would increase the school roll, along with the potential of a new housing development, would increase the roll. • I strongly agree that the catchment area should be reviewed in order that more children from Fossoway and/or Cleish areas could consider this school. • I am opting for option 4 to keep Blairingone on the map – Powmill pupils could come to Blairingone. • If catchment area expanded, more children in school to keep it open. Powmill doesn’t have a primary school. Children moving to Blairingone School would benefit from wonderful education. • Great idea! Encourage more families into Blairingone Primary School. Speaking to other mothers they would have their child at Blairingone if they were in catchment (Powmill). • Option 4, move catchment to Gartwinzan to get more kids into the school. • Move the boundary to add more pupils. An excellent school spoiled with no expansion to the village. • Move boundary to include Gartwinzan and/or Powmill. • Increase the catchment area to increase the feasibility of the school and give time for the possible developments proposed for the village. • This could be a good option as it would increase the roll and make the school better. • Wider catchment areas would increase opportunity to higher pupil numbers. Also increase opportunity for greater community involvement. Whilst appreciate difference would not be seen quickly due to not moving children’s school it would widen catchment for younger children. • Make sense! Attract larger numbers! Create an even bigger and stronger community. • Assuming the school is viable to accommodate 25 pupils – this would be a positive move to enhance the community and develop the village potential. Care would be needed to manage the road traffic locally. • The sustainability of the school is down to money. An increase in numbers would identify the good quality of teaching within this school and the importance of the school to the village and surrounding area. • It would be sad to see the school close as it is the only active life in the village. I would suggest the school needs some good PR to get more pupils – maybe move the boundaries.
Page 187 of 422 Comments received at the drop-in session
Are there any other options/proposals that have not been considered?
Comments
• If the school cannot survive as it is I would add a breakfast and after school club. Also a possible kindergarten – something different – an outdoors school – seems very popular. Lots of lovely countryside you need a unique selling point to encourage people to use the school – not the same old thing - build it and they will come. • Consider inclusion of a nursery provision to the school which would encourage children into the school. If children put to nursery unlikely to be preference of parents to move into primary classes. • Increase catchment and build through to school house and create after school facility or nursery. Promote school lets; no one knew they could use this facility. • Make more use of the buildings, nursery is a good idea. • The few children in the village’s parents choose Strathdevon as there is no nursery facilities but bring them back into the catchment for Kinross High School. • Next door made into a nursery day time, with after school club would encourage parents to use the school, offering more facilities. • Another option would be to have some kind of after school care for the children to bring in new families to the area at the moment families have to take their kids to Strathdevon (Dollar) for afterschool care. • More interaction with other primary schools in the area for mutual support. Review transport links. • Increase catchment area. • A village hall would be a good thing this however was turned down a couple of years ago. • Making it easier for the community to use the school after hours – school lets.
Comments received at the drop-in session
Why do you think are the reasons the school roll is low?
Comments
• Lack of amenities in the village – apart from the school, we have nothing. Some incentive must be offered if we want new families moving to the village. • Small village with static population.
Page 188 of 422 • In my opinion the reason for lack of new families in the village is that we have very little to offer new residents. We need more amenities if we are to grow as a village. • School roll is low; possibly due to the fact Blairingone has no other amenities. No bus service, no pub, no church. • No services – no pub, no shop, no public transport. • School roll is low, poor transport links, poor amenities. If closed then to me it’s a dying village. • Lack of public transport in village stops families moving to area. • School roll is low, poor transport links, poor amenities. • Fossoway Community Council, object to small communities moving forward. • It’s a wonder people want to live in Blairingone the roads/pavements aren’t looked after, the village looks like a tip, the road is like a race track, why would anyone want to bring up children here. • At one time 2 local estates used to send workers children to Blairingone. These both no longer have workers. • School numbers have decreased over time. Farm estates being sold off ie. Solgirth, Arndean. Children of farm workers used to come to Blairingone Primary. Parents in the local area perhaps send their children to private school in Dollar. • No nursery provision, no public transport, other good primary school in the area that offer nursery so kids make friends and parents reluctant to move their children. • No nursery provision, children form friendships at nursery and continue to primary school. • A single teacher school concerns some parents, ways should be found to combat this reason. • No social interaction for children so parents send children to other schools. • No one knows about the school! The catchment is so small. There is no after school so working parents struggle to send their children and work. • Dollar Academy! The school is so small. Don’t offer free transport to Powmill children.
Page 189 of 422 Comments received at the drop-in session
How would you describe the community within Blairingone and what are your thoughts on Blairingone Primary School as part of the community?
Comments
• The council meeting takes place in Blairingone School and could be further used in the evenings for community use. • LA strategic plan state each community should have a hall or a school? Blairingone lost its hall with unfulfilled plan for a replacement – that leaves the school – let’s use it and expand it!! • The community with Blairingone is very important. Very close knit community good community environment terrible transport links. • Blairingone School is the only thing left what makes it a community. • School provides current focal point in village for events; meetings etc. so it is a valuable resource in the community and this should be retained. • School gives village identity. • Blairingone has a great community spirit, when shows are put on by pupils the response is amazing – standing room only. Charity events are held at school eg McMillan Coffee Morning again huge turnout. • The school is the heart and soul of our community, they attend events, support fundraising. It is all we have. Without it we would just be houses. The community want to see more families building the community for the future. Our school = our community! • Very close knit community and the school has always been a large part of this year by year. – We have lost all of our amenities, and this is the last remaining thing left for the community. *it must be saved*. • Having lived in the village for 5 yrs I feel the school could play a much larger part in the community – only ever been in for council meetings. • Blairingone Primary host events for the community. They hold their annual Christmas show which locals attend. They had fundraising events including MacMillian coffee mornings. The pupils also litter pick up within the community along with eco work and regular monitoring of travel and traffic around Blairingone. • The school is the only focus for the community in Blairingone. Without it there is very little opportunity for locals to come together. • Sadly the school is the last remaining community hub for Blairingone. Blairingone needs community empowerment not for the community to be shut down. • What will happen to the value of our homes if the last of our amenities go? And also if the new development goes ahead who will buy. NO BUS. NO SCHOOL. NO COMMUNITY.
Page 190 of 422 • I think the school should stay, over the years I have loved here the amenities have dwindled to almost zero if the school closes we will become a hamlet, and I feel there will be no reason to come and live in the village. • Blairingone is a friendly and active community but the school is the only hub left for the village. Which will become a commuter hamlet with no attractions for people to move here. • Small community – no facilities except for school. Where else would the F.C.C and other community activities meet? Need a venue. The school is the hub of the village – xmas fayre – MacMillan Coffee Mornings etc. • The school should not close pending the outcome of LDP2 consultation. There are plans for a housing development on a site near the school and if this went ahead Blairingone would need a school. • My first school banded me from art next banded from spelling and now perfect. • Confident pupils in all aspects of life. • Ask Kinross High pupils from Blairingone are always confident, independent and well rounded. • Small school allows for in depth curricular activity.
Email Received:
Sirs, We are aware that the future of Blairingone school is shortly being considered. There is a movement underway to invigorate the village through the building of more houses. A local school would of course be an integral part of this and we ask you to spare the school. Although the number of pupils is very low at the moment the level of satisfaction with parents is excellent and academic achievement is high.
Page 191 of 422 Appendix 2 The Scottish Index of Multiple Deprivation (SIMD) identifies small area concentrations of multiple deprivation across all of Scotland in a consistent way. It allows effective targeting of policies and funding where the aim is to wholly or partly tackle or take account of area concentrations of multiple deprivation. SIMD provides information to help improve the understanding about the outcomes and circumstances of people living in the most deprived areas in Scotland.
SIMD ranks to quintiles, deciles and vigintiles. Quintiles split data zones into 5 groups, each containing 20% of data zones. The lower the quintile the more deprived the area. ACORN is a well-developed segmentation tool which categorises the UK’s population into demographic types. Acorn segments households, postcodes and neighbourhoods into 6 categories, 18 groups and 62 types, based on a range of different data collected in many ways. ACORN is used to understand life and living conditions, lifestyles, behaviours and attitudes and can therefore help inform the public service needs of neighbourhoods and households. There are 5 categories ACORN reports on; Category 1 Affluent Achievers, Category 2 Rising Prosperity, Category 3 Comfortable Communities, Category 4 Financially Stretched and Category 5 Urban Adversity. Category 5 indicates the level of deprivation within an area. SIMD and ACORN are based on address.
Page 192 of 422 Appendix 3
Page 193 of 422 Appendix 4
Current revenue costs for school proposed for closure Name of School: Costs for full financial year (2017 - Additional financial impact Annual recurring savings (column 2 minus column 3) Blairingone Primary School 18) on receiving school (Column 4) (Column 1) (Column 2) [Fossoway] (Column 3) School costs Employee costs - teaching staff £ 71,247.00 £ - £ 71,247.00 support staff £ 19,440.00 £ - £ 19,440.00 teaching staff training (CPD etc) £ 475.00 £ - £ 475.00 support staff training £ - £ - £ - Supply costs £ 1,204.00 £ - £ 1,204.00 Slippage Target -£ 2,422.00 £ - -£ 2,422.00
Building costs: property insurance £ - £ - £ - non domestic rates £ - £ - £ - water & sewerage charges £ 456.00 £ - £ 456.00 energy costs £ 3,926.00 £ - £ 3,926.00 cleaning (contract or in - house) £ 3,816.00 £ - £ 3,816.00 building repair & maintenance £ 15,237.00 £ - £ 15,237.00 grounds maintenance £ 503.00 £ - £ 503.00 facilities management costs - note 6 £ - £ - £ - revenue costs arising from capital £ - £ - £ - other £ 641.00 £ - £ 641.00
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School operational costs: learning materials £ 351.00 £ 248.40 £ 102.60 catering (contract or in - house) £ - £ - £ - SQA costs £ - £ - £ - other school operational costs (e.g. licences) £ - £ - £ -
Transport costs: note 3 home to school £ - £ 28,500.00 -£ 28,500.00 other pupil transport costs £ - £ - £ - staff travel £ 700.00 £ - £ 700.00 SCHOOL COSTS SUB -TOTAL £ 115,574.00 £ 28,748.40 £ 86,825.60
Income: Sale of meals £ - £ - Lets £ - £ - External care provider £ - £ - Other £ - £ - SCHOOL INCOME SUB - TOTAL £ - £ -
TOTAL COSTS MINUS INCOME FOR SCHOOL £ 115,574.00 £ 28,748.40 £ 86,825.60
UNIT COST PER PUPIL PER YEAR (4 pupils) £ 28,893.50 £ 7,187.10 £ 21,706.40
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Capital Costs School proposed for closure (Column 5) (Column 6) Capital Life Cycle cost £ - Third party contributions to capital costs £ -
Annual Property costs incurred (moth -balling) until disposal property insurance £ - non domestic rates £ - water & sewerage charges £ 150.00 energy costs £ 1,050.00 cleaning (contract or in -house) £ - security costs £ - building repair & maintenance £ - grounds maintenance £ - facilities management costs £ - other £ - TOTAL ANNUAL COST UNTIL DISPOSAL £ 1,200.00
Impact on GAE Based on pupils going to Fossoway PS £ 12,560.00 GAE IMPACT £ 12,560.00
Notes 1. The total costs incurred for teaching staff (row 5) and support staff (row 6) are required to be included. Column 2 should include the current costs for a full financial year for the school proposed for closure, and column 3 should include the additional cost to the receiving school as a result of staff transferring. For teaching staff, this should include regular teachers, itinerant teachers, learning support teaching staff and special education (ASN) staff. Itinerant teaching staff includes central support services such as English as additional language support, hearing, visually impaired services, educational psychology services. For support staff, this should include classroom assistants, administration staff and janitorial staff.
Page 196 of 422 For all staff the costs entered should include salary, NI and pension costs. If the school proposed for closure has less than 3 staff members, then the cumulative staff costs only should be given in row 5 (for both teaching and support staff), so as to avoid possible disclosure of individual salaries. Training costs should be identified separately in rows 7 and 8. 2. Supply costs to cover teaching and support staff. This may be held in a central budget, be devolved or shared across the budgets. 3. ‘Home to school’ pupil transport costs should include those school transport costs incurred in accordance with Council policy. ‘Other pupil transport costs’ will cover costs incurred for the transport of pupils for activities such as swimming etc 4. Row 30 of column 3 should include the additional transport costs related to the increased home to school transport arrangements that are put in place in accordance with Council policy. This figure is therefore likely to be considerably higher than current costs. 5. This table is to capture the impact on the revenue support grant as a result of changes to GAE 6. Facilities management costs will include costs related to caretaking, janitorial and security. 7. The capital costs for the receiving school should be taken across the life cycle of the school in line with the life expectancy of that school. The capital costs for the school proposed for closure should be taken across the same life cycle period.
Page 197 of 422 Appendix 5
Page 198 of 422
Page 199 of 422 Appendix 6
Site location Number of houses Barnhill Farm, Powmill 6 Pitfar, Powmill 7 Newhall Farm, Solsgirth 6 Westmuirhead Farm, Solsgirth 5 Easter Muirhead, Solsgirth 6
Table 9: Planned house building in Blairingone Primary School catchment After further investigation some of the proposed house building detailed in the HLA has been planned for a number of years without building progressing. The following provides some additional information on the these sites;
Barnhill Farm, Powmill
The planning application was received in 2009. Planning permission was granted in 2015 however there has been no building on the site. Planning consent will expire in March 2018. A planning application was received in 2017 for change of use to commercial/equestrian use on the same site however this was refused.
Pitfar, Powmill
The planning application was originally received in 2007. Some house foundations were built in 2010 making planning approval for 6 units active but there has been no construction since. The planning consent for one further house will expire in February 2018 if building has not commenced. The site is currently overgrown and has been abandoned for some time.
Page 200 of 422 Newhall Farm, Solsgirth
In principle planning consent was given in January 2009. This was extended in April 2012 which expired in April 2015. Full planning consent was given for 1 house in October 2015 which expires in October 2018. The other units do not have full consent and this is required before they can be built.
Westmuirhead Farm, Solsgirth
The site received full planning consent for 3 houses and in principle consent for 2 houses in September 2007. Full consent was provided for the 2 houses in 2011. One house was built in 2011 with no other building since.
Easter Muirhead, Solsgirth
The original planning application was received in 2008 with a decision to approve the application in 2011. The planning application included the formation of an equestrian centre. The 6 residential properties included 4 in a steading group and 2 houses originally tied to the business. It is still possible that the 2 houses tied to the business could be sold on the open market but they are not likely to attract significant market interest due to their proximity to the equestrian centre.
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Page 202 of 422 6 PERTH AND KINROSS COUNCIL 18/86
Lifelong Learning Committee
21 March 2018
Options Appraisal – Abernyte Primary School
Report by Executive Director (Education and Children’s Services)
PURPOSE OF REPORT This report seeks approval of the recommendation of the options appraisal (Appendix A) which has been undertaken in respect of Abernyte Primary School. Lifelong Learning Committee is asked to agree that the Executive Director (Education and Children’s Services) proceed with further assessment of the option to change the catchment area at this time. This assessment, which will include engagement with parents in the affected area, will seek to clarify whether a proposal to change the catchment area would provide an increased and sustainable school roll for Abernyte Primary School.
1. BACKGROUND
School Estate Transformation
1.1 The school estate is a significant and valuable asset to the communities of Perth and Kinross. Between 2017 and 2023, the Council will invest £141m in the school estate, including a number of new or replacement primary schools and a substantial upgrade programme for secondary schools. In addition a new £32.5m secondary school at Bertha Park will come into operation in August 2019.
1.2 The School Estate Strategy (Report No. 12/370 refers) sets out the Council’s aspirations for our schools, and in particular the high value we place on learning, through our vision for well designed, maintained and managed schools.
1.3 It is important, in light of the significant investment and cost associated with the school estate, that it is managed in an efficient and effective manner, and that the priorities which are addressed meet the wider strategic objectives of the Council and the needs of our communities.
1.4 There are significant challenges for managing the school estate over the coming years. These include changing demographics including population growth and movement, house building in certain locations, ongoing deterioration in building infrastructure, pressure on planned maintenance budgets, increasing revenue costs and the expansion of Early Learning and Childcare from 600 to 1140 hours.
Page 203 of 422 1.5 The Council’s Transformation Strategy 2015-2020 ‘Building Ambition’ and Organisational Development Framework were approved by Council on 1 July 2015 (Report No. 15/292 refers ). Together they detail how Perth and Kinross Council will deliver transformation over the next five years. Accompanying the strategy is a programme of major reviews which are considered to be key drivers and enablers of transformation across the organisation.
1.6 On 24 August 2016, Lifelong Learning Committee (Report No. 16/347 refers ) approved principles to be used as a basis for the transformation review, ‘Securing the Future of the School Estate’. The principles approved by Lifelong Learning Committee as a basis for the transformation review were as follows:
(i) schools should have an occupancy rate where possible greater than 60% of the capacity and ideally should be operating at over 80% capacity; (ii) every school should be rated as A or B ie at least satisfactory for condition and suitability; and (iii) life expired buildings 1 within the school estate should be prioritised for replacement.
1.7 On 2 November 2016, Lifelong Learning Committee (Report 16/485 refers) approved the development of a number of options appraisals to consider in detail schools which were identified as requiring further consideration.
1.8 Abernyte Primary School was included in the schools to be considered by an options appraisal as a result of being under-occupied at Census 2 2015. The school had 8 pupils and an occupancy level of 18% at that time.
The overall suitability of the building is rated ‘A’ (performing well and operating efficiently). A survey of the building was carried out in January 2017 to assess the current condition of the building. Condition is an assessment of the physical condition of the school and its grounds. The condition of the building is rated ‘B’ (Performing adequately but showing minor deterioration).
Key Legislation
1.9 Councils, as Education Authorities, have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand.
1.10 Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value.
1 Life expired buildings are defined as buildings which are uneconomic to maintain. 2 An annual pupil census in publicly funded schools in Scotland is carried out every year for publication by the Scottish Government. This usually takes place in September.
Page 204 of 422 1.11 The Schools Consultation (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals for school closures and other major changes to schools. These consultation processes are expected to be robust, open, transparent and fair, and seen to be so. They are also expected to be consistent across Scotland.
1.12 The 2010 Act makes special arrangements in relation to rural schools, establishing a presumption against closure of rural schools. The result of this is that education authorities must have special regard to a number of factors before formulating a proposal to close a rural school and in consulting on and reaching a decision as to whether to implement a rural school closure proposal. These factors are:
• Effect on the Community • Effect on Travel Arrangements • Educational Benefits
2. OPTIONS APPRAISAL
2.1 An options appraisal has been undertaken to consider the future of Abernyte Primary School. The options appraisal is attached as Appendix A.
2.2 The options appraisal considered the under-occupancy of Abernyte Primary School, which had 8 pupils and an occupancy level of 18% at Census 2015. The roll decreased further and there were 5 pupils at the school at Census 2017 giving an occupancy level of 11%. The roll had fallen due to small numbers of children living in the catchment area and pupils choosing to attend other primary schools in the area.
2.3 The Scottish Government’s Rural School List 2017 classifies Abernyte Primary School as an “accessible rural” school under Section 14 of the Schools (Consultation) (Scotland) Act 2010. Therefore in considering the options the rural school factors detailed in paragraph 1.12 were explored fully in the options appraisal.
2.4 The findings contained within the options appraisal indicate that extending the catchment area of Abernyte Primary School could make the school roll sustainable. Further assessment, including engagement with parents living in the affected area, is proposed at this stage. This assessment will ascertain whether a change to the catchment area would create an increased, sustainable pupil roll. This assessment will relate to that part of the Inchture Primary School catchment area which lies north of the A90, for the reasons detailed in the options appraisal.
Page 205 of 422 2.5 The findings of the options appraisal are summarised below:
Option Description Outcome
Option 1 School remains open with Rejected. Not a reasonable
existing catchment area option due to not being able to
maintain a sustainable school
roll.
Option 2 Consider mothballing the school Rejected. Not a reasonable – pupils moved to Inchture option due to not being able to Primary School develop a sustainable school roll within 3 years. Option 3 Consider closing the school – Not a reasonable option until pupils moved to a neighbouring option 4 is explored fully. catchment School Option 4 Catchment area is reviewed to Accepted as a reasonable determine whether this would option. increase the school roll sufficiently to ensure the future Further assessment to take sustainability of the school place to ascertain whether a change to the catchment area for Abernyte Primary School to incorporate the Inchture Primary School catchment area north of the A90 would create a sustainable pupil roll for Abernyte Primary School.
3. PROPOSALS
3.1 It is proposed to embark upon further assessment to ascertain whether a change to the catchment area for Abernyte Primary School for that part of the Inchture Primary School catchment area which lies north of the A90 would create an increased, sustainable roll.
3.2 Following this assessment, an updated options appraisal report will be submitted to a future Lifelong Learning Committee with recommendations.
4. CONCLUSION AND RECOMMENDATIONS
4.1 Following the preparation of a comprehensive options appraisal, it is proposed that further assessment in relation to extension of the catchment for Abernyte Primary School should take place.
4.2 It is recommended that the Committee:
(i) Approves the recommendation of the options appraisal that the Executive Director (Education and Children’s Services) proceed with further assessment of the option to change the catchment area as
Page 206 of 422 detailed in the options appraisal in order to ascertain whether it is possible to create a sustainable pupil roll; and (ii) Instructs the Executive Director (Education and Children’s Services) to update the options appraisal and bring it back to a future meeting of the Lifelong Learning Committee.
Author(s)
Name Designation Contact Details Carol Taylor Service Manager [email protected] (Resource Management) 01738 475000
Gareth Findlay Project Officer - [email protected] Transformation 01738 475000
Approved Name Designation Date Sheena Devlin Executive Director 16 February 2018 (Education and Children’s Services)
Page 207 of 422 ANNEX
1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION
Strategic Implications Yes / None Community Plan / Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial Yes Workforce Yes Asset Management (land, property, IST) Yes Assessments Equality Impact Assessment Yes Strategic Environmental Assessment Yes Sustainability (community, economic, environmental) Yes Legal and Governance Yes Risk Yes Consultation Internal Yes External Yes Communication Communications Plan Yes
1. Strategic Implications
Community Plan / Single Outcome Agreement
1.1 The proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations.
This report relates to all of these objectives .
Corporate Plan
1.2 The Perth and Kinross Community Plan 2013-2023 and Perth and Kinross Council Corporate Plan 2013/2018 set out five strategic objectives : (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations.
This report relates to all of these Objectives.
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1.3 The report also links to the Education & Children’s Services Policy Framework in respect of the following key policy area:
• Maximising Resources
2. Resource Implications
Financial
2.1 There are no direct financial implications arising from this report other than those reported within the body of the main report.
Workforce
2.2 As a result of this report there will be workforce implications in terms of resourcing further assessment, for several teams across Council Services which include ECS Resource Management, ECS Business Services, ECS Finance, Human Resources and Legal Services.
As part of any future statutory consultation there is a requirement to consult with staff affected by the proposal.
Asset Management (land, property, IT)
2.3 There are no direct asset management implications arising from this report at this point. Asset management implications will not be known until any future statutory consultation is complete.
3. Assessments
Equality Impact Assessment
3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties.
3.1.1 An Equalities Impact Assessment will be completed as part of any future statutory consultation.
Strategic Environmental Assessment
3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals.
3.2.1 The environmental impact of each option is considered in the options appraisal; however there are no implications at this stage of the process. The
Page 209 of 422 environmental impact will be considered further through any future statutory consultation. Sustainability
3.3 Under the provisions of the Local Government in Scotland Act 2003 the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. In terms of the Climate Change Act, the Council has a general duty to demonstrate its commitment to sustainability and the community, environmental and economic impacts of its actions.
3.3.1 There is no direct impact on sustainability as a result of this report, and sustainability will be considered further as part of any future statutory consultation process.
Legal and Governance
3.4 The Head of Legal Services has been consulted in the preparation of this report. Any future consultation would require to be carried out in accordance with the Schools Consultation (Scotland) Act 2010
Risk
3.5 A risk log is being maintained for the School Estate Transformation Programme. A further risk log will be created as part of any future statutory consultation process.
4. Consultation
Internal
4.1 The Head of Democratic Services, Head of Finance, Head of Legal, Head of Property Services have been consulted in the preparation of this report.
External
4.2 The options appraisal details the consultation which has been carried out in the development of this report.
5. Communication
5.1 A communication plan has been prepared which will support effective communication and engagement with stakeholders, and to promote the anticipated efficiencies and benefits of this Transformation Project as well as the links to the wider Transformation Programme. A range of methods will be used to consult with internal and external stakeholders as identified in the draft communication plan, such as meetings, briefings, community consultation and focus groups. A separate communications plan will be developed for any future Statutory Consultation process.
Page 210 of 422 2. BACKGROUND PAPERS
2.1 No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (other than any containing confidential or exempt information) were relied on to any material extent in preparing the above report.
3. APPENDICES
3.1 Appendix A - Options Appraisal Report – Abernyte Primary School
Page 211 of 422
Page 212 of 422 Appendix A
PERTH AND KINROSS COUNCIL EDUCATION AND CHILDREN’S SERVICES OPTIONS APPRAISAL REPORT ABERNYTE PRIMARY SCHOOL
Page 213 of 422 1. Introduction
The Council’s Corporate Plan identifies the vision of ‘a confident and ambitious Perth and Kinross with a strong identity and clear outcomes that everyone works together to achieve. Our area will be vibrant and successful; a safe secure and healthy environment; and a place where people and communities are nurtured and supported’. This strategic approach embraces the vision for our area, our communities and our people as outlined in the Corporate Plan. Our key service priorities support the delivery of our commitments in the Community Planning Partnership’s Single Outcome Agreement and Corporate Plan, helping Education and Children’s Services to focus on the local outcomes that will achieve meaningful improvements for the area, our local communities and our citizens.
Councils, as Education Authorities, have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand. Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value. The school estate is a significant and valuable asset to the communities of Perth and Kinross. From 2017 to 2023, the Council will invest £141m in the school estate, including a number of new or replacement primary schools and a substantial upgrade programme for secondary schools. In addition a new £32.5m secondary school at Bertha Park will come into operation in August 2019. The School Estate Strategy ( Report No. 12/370 refers ) sets out the Council’s aspirations for our schools, and in particular the high value we place on learning, through our vision for well designed, maintained and managed schools. The School Estate Management Plan details how we plan to deliver the strategy. It is important, in light of the significant investment and cost associated with the school estate, that it is managed in an efficient and effective manner, and that the priorities which are addressed meet the wider strategic objectives of the Council and the needs of our communities. 2. Background
2.1 Transformation
There are significant challenges for managing the school estate over the coming years. These include changing demographics including population growth, and house building in certain locations and reduction in population in other areas. This has led to an ‘imbalance’ in occupation of the school estate, with roll pressures in some urban schools and under-occupation in some rural schools. There is also ongoing deterioration in building infrastructure, pressure on planned maintenance budgets, increasing revenue costs and the expansion of Early Learning
Page 214 of 422 and Childcare which are challenging in terms of funding and maintenance of the school estate. The Council’s Transformation Strategy 2015-2020 ‘Building Ambition’ and Organisational Development Framework were approved by Council on 1 July 2015 (Report No 15/292 refers). Together they detail how Perth and Kinross Council will deliver transformation over the next five years. Accompanying the strategy is a programme of major reviews which are considered to be key drivers and enablers of transformation across the organisation. As part of the Council’s Transformation Programme 2015-2020, a review of the school estate was approved. On 24 August 2016, the Council approved the report “Transformation – School Estate Review” (Report 16/347 refers). This report proposed principles to be used to prioritise investment and as a basis for a high level review of the school estate. The purpose of the transformation review is to support the delivery of better outcomes for all of our young people through more effective use and management of the school estate. 2.2 Basis of review
The principles approved as a basis for the review are: (i) Every school should be rated as A or B ie at least satisfactory for condition and suitability; (ii) Schools should have an occupancy rate where possible greater than 60% of the capacity and ideally should be operating at between 80% and 100% capacity; and (iii) Life expired buildings within the school estate should be prioritised for replacement.
2.3 Options Appraisal
This report is the options appraisal for Abernyte Primary School. This will be submitted to Lifelong Learning Committee of the Council which will determine whether any statutory consultation will proceed. 2.4 Inclusion of Abernyte Primary School
On 2 November 2016, the Council approved the report “Securing the Future of the School Estate – Next Steps” ( Report 16/485 refers ). This report detailed the outcome of the high level review and proposed to proceed with further work on the schools which did not meet the suitability, condition or occupancy principles. In this report, it was agreed that an options appraisal should be carried out on Abernyte Primary School due to under-occupancy. At that time, the school had a pupil roll of 8 (School Census 1 2015) and an approved capacity of 44 at the same time giving an occupancy level of 18%. Abernyte Primary School has 5 pupils as at the School Census 2017.
1 An annual pupil census in publicly funded schools in Scotland is carried out every year for publication by the Scottish Government. This usually takes place in September.
Page 215 of 422 2.5 Legislation
The Schools Consultation (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals for school closures and other major changes to schools. These consultation processes are expected to be robust, open, transparent and fair, and seen to be so. They are also expected to be consistent across Scotland.
The 2010 Act makes special arrangements in relation to rural schools, establishing a presumption against closure of rural schools. The result of this is that education authorities must have special regard to a number of factors before formulating a proposal to close a rural school and in consulting on and reaching a decision as to whether to implement a rural school closure proposal. These factors are:
• Effect on the Community • Effect on Travel Arrangements • Educational Benefits
The duties are outlined in the Schools (Consultation) (Scotland) Act 2010 and the accompanying Statutory Guidance . In order to ensure a robust approach to each option appraisal carried out under the School Estate Review the factors that require to be considered as part of a rural school closure will be adopted in all cases. The Education (Scotland) Act 2016 amends the Standards in Scotland’s Schools Act 2000 by adding in new duties to address inequality of outcome. These duties apply in different ways to both Scottish Ministers and education authorities. Where the education authority is making or implementing strategic decisions about school education, it is required to have due regard to the need to carry out its functions in a way which is designed to reduce inequalities of outcome. This is particularly directed in the Act towards pupils who experience those inequalities through socio-economic disadvantage, but there is also a power to extend the range of pupils who are covered by this duty. In addition, the Community Empowerment (Scotland) Act 2015 sets out a new right for community organisations to request the transfer of local assets into local community ownership/management. Public bodies including Councils must consider such requests and respond within a reasonable timescale to them. 2.6 Community Engagement
The Statutory Guidance promotes informal consultation or “pre consultation” with communities regarding a proposal before a formal 2010 Act proposal paper is formulated. The Statutory Guidance recommends ‘early engagement with the local community’ with a view to:
• ‘establishing possible alternatives’; • ‘information gathering and sharing in advance of a statutory consultation’;
Page 216 of 422 • ‘engaging and empowering communities to understand and help shape the proposals that affect them’.
Details of the feedback from the community sessions are contained in Appendix 1. Relevant feedback is also referred to in the later sections of this document, to provide the community view of the impact of the options. The feedback which is detailed in the Appendix has been issued to the Parent Council, Headteacher and Community Council and published on the Council website.
The key themes in the feedback from Abernyte Primary School were:
• Doing nothing is not the answer • A catchment review could increase the school roll and make the school sustainable; • The school is important to the community; • The school is a good school and benefits the pupils; and • A nursery and/or after school club would encourage parents to enrol pupils in Abernyte.
3 Abernyte and the Local Area
3.1 Location of School Abernyte Primary School is located within the village of Abernyte. Abernyte lies just off the B953, approximately 6 minutes driving time from the A90 between Perth and Dundee. The school lies approximately 3.4 miles 2 from Inchture Primary School and approximately 4.4 miles from Longforgan Primary School. The Scottish Government’s Rural School List 2017 classifies Abernyte Primary School as “accessible rural” school under Section 14 of the Schools (Consultation) (Scotland) Act 2010. The classification is based on two main criteria, settlement size and accessibility based on drive time. For Abernyte Primary School the classification criteria is “areas with a population of less than 3,000 people and within a 30 minute drive time of a settlement of 10,000 or more” (Source: Scottish Government Rural School List 2017).
3.2 Local Area and Community
Abernyte is within the Carse of Gowrie ward of Perth and Kinross Council. The Carse of Gowrie stretches for approximately 20 miles (32 km) along the north shore of the Firth of Tay between Perth and Dundee . Abernyte has a church, which is located approximately a mile from the school. The church is linked with 3 other Carse Churches; Kinnaird, Inchture and Longforgan. Abernyte Church is available for use by the community.
2 All approximate distances sourced from Google Maps
Page 217 of 422 Attractions in the area include the Scottish Antique & Arts Centre, a micro-brewery and local walks. Visitors to the area can be accommodated at Milton Farm Lodges as well as various holiday cottages in the area.
The Abernyte Community Interest Company (ACIC) was formed in 2006 to represent the community of Abernyte. They amalgamated in 2015 with the local Heritage Group. The ACIC organise and host events in and around Abernyte, for example: afternoon events at the Millennium Walk and the Abernyte Harvest Festival. Other events that occur in the area are the annual Parish Walk and the French exchange (through the Inchture Area Twinning Association). The Abernyte community set up an ‘Abernyte Heating Oil Collective’ (AHOC) in 2010. Since the set-up the group has over 40 members ordering over 100,000 litres of their heating oil per year. The ACIC owns the large playing field that lies next to the school. This playing field is used for various activities by the community and school.
The community were asked to describe the community of Abernyte at the engagement session. A few of the comments are below:
• Very strong and vibrant community. We all know each other. Many activities together at all levels. A sense of ‘pride’ exists in the area; • The community revolves round the church and the school (the shop closed some years ago) we are a very active community and very supportive of the school – primarily for the children but also as a community building; • Abernyte Primary is part of a very dynamic and creative village with many talented people. I am new to the village. I think this creative linkage could be developed massively to mutual advantage. It needs creative thinking and planning – and leading with expert council input, but the future to the whole area could be transformative, educationally, socially, culturally.
3.3 Population
Data on pre-school children registered with GP practices living in the Abernyte catchment tends to support the comments made by the community in relation to the number of families living in the catchment area which has remained low over a number of years.
2009 2010 2011 2012 2013 2014 2015 2016 2017 P1 aged pupils due to attend Abernyte Primary School 4 1 2 2 3 2 1 3 1 Table 1 – P1 aged pupils living in Abernyte Primary School catchment area • Very few new houses in area which mean not a lot of young families equals no children. Low school roll; • Population of the village has aged & everybody moves here for life as it’s a wonderful place to live. The young families left have now put children to other schools as the population is low – a change in the catchment area.
Page 218 of 422 3.4 Socio Economic Factors
The Council uses the Scottish Index of Multiple Deprivation (SIMD) and ACORN data to understand levels of deprivation across Perth and Kinross and also in individual schools. Both sets of data are based on address. Appendix 2 explains SIMD and ACORN. Abernyte Primary School does not receive Pupil Equity Funding (PEF). PEF is provided as part of the £750m Attainment Scotland Fund which will be invested over the current Parliamentary term to tackle the poverty related attainment gap. There are no pupils attending Abernyte Primary School who are considered as coming from socio economically deprived households on the basis of SIMD and ACORN data. 3.5 Development, Housebuilding and Employment
The current Local Development Plan (LDP) was adopted in 2014 and the Council is required to keep it up to date and review it at a maximum of five year intervals. The TAYplan sets out a hierarchical approach to directing new development to existing settlements and identifies Perth Core Area as the tier 1 settlement which should take the majority of new development. There is no planned house building for the Abernyte area contained within the LDP or Housing Land Audit (HLA) 2016. The Proposed Local Development Plan (LDP) 2 was approved for consultation by Council on 22 November 2017. The aspiration is to have a final LDP to adopt by Spring 2019. There are no changes proposed for Abernyte in LDP2. Information received from Perth and Kinross Council Business Growth Team indicated the following in relation to business activities in the Abernyte area:
• The biggest local employer in Abernyte is the Scottish Antique & Arts Centre. • The Taypack processing and manufacturing plant (47 employees) is based in nearby Inchture. • Abernyte micro-brewery started up around 2015 – it is of small scale. There is no indication at this point of any significant changes to business growth or population as a result of business growth. 3.6 The School within the community At the pre-consultation the community were asked to describe the community within Abernyte and their thoughts on Abernyte Primary School as part of the community, some of the comments are as follows:
• The school is a vibrant and essential part of Abernyte. Its community centres around the children who are the future; • Many activities take place in the school bringing all the parents, grandparents etc together. Strengthening the community;
Page 219 of 422 • Friendly community – school has declined in importance within the community – high input by Headteacher necessary to revive interest. • No village hall or other central meeting place. Inchture village hall always booked. School bookings expensive
The school invites local people into the school throughout the year for various events. The community have commented that there will be a negative impact on the community if the school was to close. The Wine Club and Heritage Group use the school out with school hours. The Wine Club meets monthly and the Heritage Group meets a number of times a year. 4. Abernyte Primary School
4.1 School Catchment
Abernyte Primary School serves all of Abernyte village and the surrounding area. The delineated catchment area is from within a boundary line from Outfield Farm, Balloleys Farm, Dundriven, Little Ballo, Lauriston Cottage Knapp and the Scottish Antiques and Arts Centre.
Burr elton
Collace
Abernyte
Inchture
4.2 Pupil Numbers The school roll at Abernyte Primary School has been decreasing since 2011. In 2011 there were no P1’s registered at the school and in the last 3 years there have been no P1 intakes.
Page 220 of 422 School Roll Pupil Numbers – Historic Data (Based on Census)
Primary 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 Classes Capacity 44 44 44 44 44 44 44 44 44 44 44 Pupils in 22 21 16 21 15 15 14 11 8 7 5 school Table 2: Historic school roll pupil numbers At Census 2017, there were 10 primary school aged pupils living in the catchment area attending Perth and Kinross schools. Five of these pupils attended other PKC schools. There were no P1 pupils registered in the school. There are also no boys registered at the school.
Pupil Pupil Pupil Pupil Census Census Census Census 2014 2015 2016 2017 Primary School Aged Pupils living in 13 11 10 10 catchment attending PKC schools
Abernyte Primary School Catchment 3 4 4 5 pupils attending other PKC schools
Abernyte Primary School Catchment 10 7 6 5 pupils attending Abernyte Primary School
Pupils from other catchments attending 1 1 1 0 Abernyte Primary School
Pupil Roll 11 8 7 5 Table 3: Attendance at Abernyte and other schools Future Pupil Projections The methodology used for pupil projections allows Education and Children’s Services to project a detailed year by year analysis for each school catchment. The methodology applied for projecting future P1 intakes uses aggregated GP registration data. This anonymised data, sourced from the NHS, reflects children registered with a GP, within specific school catchment areas based on addresses. P1 pupils included within the data received from the NHS do not always decide to attend their catchment school. This is primarily because parents make placing requests to other schools or elect to send their child to a denominational school. As a result of these movements the P1 data is adjusted taking into consideration the movement of pupils in previous years. The adjusted data is the primary source of information for forward planning It should be noted that due to the fluid nature of pupil movements within the estate, for a number of different reasons, predicting future years’ schools rolls will not be
Page 221 of 422 exact. It is however accurate enough to provide valuable information on forward planning for the school estate. School Roll – Future Pupil Numbers Projected
2018/ 2019/ 2020/ 2021/ 2019 2020 2021 2022
Abernyte Capacity 44 44 44 44
Abernyte Roll 5 5 3 5
Table 4: Future pupil projections 3 The table above assumes that some under 5’s living in the area currently will not attend Abernyte Primary School on the basis of previous P1 intakes. There are 5 new pupils included in the table above. P1 Pupil Numbers
2011 2012 2013 2014 2015 2016 2017 Abernyte 2 2 3 2 1 3 1 Primary School P1 pupil numbers projected Abernyte 0 2 2 1 0 0 0 Primary School Actual P1 pupil numbers Table 5: Projected and actual P1 pupil numbers In the past 7 years the projected number of P1 pupils to attend the school was 14, however only 5 registered at Abernyte Primary School. 4.3 Building Information Abernyte Primary School belongs to the Council and there are no restrictions on the title. The school is on one level and is made up of 2 classrooms, a hall for dining and PE, toilets, resources room, school office/staff room and the kitchen. The classroom at the main entrance of the school can accommodate 20 pupils and the classroom at the rear of the school can accommodate 24 pupils. A floor plan of the building can be found in Appendix 3. Suitability is an assessment of the school as a whole, its buildings and its grounds and the impact they have on teaching and learning, leisure and social activities and
3 The projected school roll is based on actual P1 registrations as at 23 February 2018. 2 pupils living within the Abernyte Primary School catchment area due to attend the school in August 2018 have made placing requests to attend other schools.
Page 222 of 422 the health and wellbeing of users. The overall suitability of the building is rated ‘A’ (performing well and operating efficiently). A survey of the building was carried out in January 2017 to assess the current condition of the building. Condition is an assessment of the physical condition of the school and its grounds. The condition of the building is rated ‘B’ (Performing adequately but showing minor deterioration). A further ‘desktop’ Mechanical and Electrical (M&E) survey was undertaken in November 2017. The condition has not been adjusted to take this M&E survey into account, as the Council along with other Scottish Councils is about to update the means of assessing condition. The works required as a result of the M&E survey have been included in the potential future spend, however. These works include ventilation, fire alarm systems, heating and hot water pipework, insulation and building fabric improvements. Planned and unplanned maintenance on the school building in the last 3 financial years cost £14,144. 4.4 Financial Information (Staff, Buildings, Transport and Other)
The revenue cost for financial year 2017/2018 for operating Abernyte Primary School is £120,786. This includes staff and building costs such as energy and cleaning. The cost of upgrading the building as detailed in paragraph 4.3 “Building Information” is £333,090. A financial overview is contained in Appendix 4. 5. Options for Consideration A number of options are considered for the future of Abernyte Primary School as part of this options appraisal:
• Option 1 – School remains open with existing catchment area; • Option 2 - Consider mothballing the school – pupils moved to Inchture Primary School; • Option 3 - Consider closing the school – pupils moved to a neighbouring catchment school; and • Option 4 - Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school.
In considering the options below, account was taken of the fact that there is a presumption against closure of a rural school. As part of the options appraisal, the “rural school factors” specified in the School Consultation (Scotland) Act 2010 have been given special regard. These are:
• Effect on Community • Effect on Travel Arrangements • Educational Benefit
Page 223 of 422 5.1 Option 1 – School remains open with existing catchment area Community Feedback The community was not in agreement with this option. If this option progressed then the community felt that the school roll would continue to fall and this would eventually result in school closure.
• To do nothing is not an option, unsustainable and not stimulating; • Will not help with predicted continued decline in pupil numbers; • The school will close if nothing is done. Community Impact
From the community engagement session, there was a view that the school was an important part of the village and many do not want to see it close. Comments suggested without the school in the village it would have a detrimental effect on the local community. The local community use the school building to host their monthly Wine Club and the Heritage Group also host meetings in the school occasionally during the year. Within Abernyte, the Church building is available to let for community events. In nearby villages there are schools and village halls available to host future community events if the school was unavailable. Pupil Impact/Pupil Roll If the school is to remain open without change, then pupils would not experience any change to their current schooling. However, table 4 in section 4.2 shows that the school roll is not expected to increase in the next 4 years, so it is the case that pupil numbers will be likely to remain very low. Financial Impact The financial implications of retaining the ‘status quo’ for the school are a continuation of the current annual revenue costs of approximately £120,786 per annum. This figure includes home to school transport. A capital cost of £333,090 will still be required to upgrade the building. Assessment of Option 1 This option will not affect the community or travel arrangements. Current pupils would continue to attend the school. The reason for taking forward an options appraisal for Abernyte Primary School was that pupil numbers had been consistently low over recent years and there was concern over the sustainability of the school. The pupil roll projections (table 4 section 4.2) reflect that there is no evidence to suggest that the roll will increase over the next 4 years.
Page 224 of 422 It has not been possible to identify other steps which could increase the roll, whilst maintaining the status quo. Therefore, other options which may make the school more sustainable should be considered. This is therefore not considered a reasonable option. 5.2 Option 2 – Consider mothballing the school – pupils moved to Inchture Primary School The term 'mothballing' is used, according to Scottish Government guidance, to refer to a temporary decision to close a school where the roll has fallen to zero. It recognises the potential impact on a community of closing the school and seeks to avoid that final decision until there is sustained evidence of no demand. It can be an appropriate and positive step where there is some prospect of revival in a community. All parents must agree to a school being mothballed.
The Statutory Guidance for the Schools (Consultation) (Scotland) Act 2010, in relation to mothballing, states “the maximum length of its duration is likely to depend on the location of the school and the desirability of maintaining capacity to re-open a school there, but it is unlikely that it should exceed 3 years in areas that are not very remote”.
Community Feedback
The feedback received from the engagement session was that this is not a preferred option. There were a few comments that if the school is mothballed then it will eventually close.
• Mothballing would be the worst option as it would mean the school was not available for either the children or the wider community; • Not in favour of this option – will inevitably lead to closure & the loss of a valuable community resource. Likely to lead to inevitable building deterioration & unfortunate vandalism. Also leads to increased pupil transport costs; • Mothballing would lead to slow decline in the vibrancy of local community; • Very poor option that is effectively closing the school.
Pupil Impact/Travel Arrangements
If Abernyte Primary School was to be mothballed, pupils will be accommodated at Inchture Primary School which is approximately 3.4 miles away and is the closest school to Abernyte Primary School. Current pupils would have to travel between approximately 3.3 miles and 5.8 miles to attend Inchture Primary School.
Pupils would be entitled to transport as they live more than two miles away.
Two comments were received from the community engagement session and surveys on the effect of change on children relating to mothballing, both related to transport.
• Less family time due to doubling journey at both ends of day. Carbon footprint doubled. Days lost due to snow will increase. Too far especially for young pupils. Inchture is full;
Page 225 of 422 • Transport to Inchture = increased pollution.
School Environment
Inchture Primary School has a capacity of 264 pupils. The current roll at Inchture Primary School is 220 pupils (Census 2017). The school is currently operating with 9 classes.
The school currently has classrooms for primary education, a nursery, toilets, staff and resources room, dining, general purpose room, offices, hall, storage and the multi-use games area (MUGA). A floorplan of the school can be found in Appendix 5.
In August 2014, an extensive refurbishment and extension was carried out at the school which added a library, hall for PE provision and a MUGA.
The MUGA benefits from an all-weather playing surface allowing the school and the community to use year round. The MUGA was part funded by the community.
Inchture Primary School has a nursery provision which currently offers both morning and afternoon sessions. Each session provides for a maximum of 35 children from aged 2 until they attend school ie 70 children in all. There are 39 nursery children (Census 2017) registered at the school.
The class composition in recent years at Inchture Primary School is as follows:
Class 2014/15 Class 2015/16 Class 2016/17 Class 2017/18 P1 21 P1 24 P1A 16 P1A 21 P2A 17 P1/2 22 P1B 19 P1B 18 P2B 17 P2/3 22 P2 25 P2 22 P3 27 P3 22 P2/3 25 P2/3 23 P4 27 P4 26 P3/4 24 P3 23 P5 22 P5 26 P4 22 P4 27 P6 19 P6 22 P5 27 P5 31 P7 16 P7 17 P6 27 P6 27 P7 25 P7 28 Table 6 – class composition The average class size in Perth and Kinross primary schools is 23 pupils (Census 2017). The maximum class size for composite classes is 25. The maximum class size for P1 is 25, P2 and P3 is 30 and P4-P7 is 33. The overall suitability of Inchture Primary School is rated ‘B’ (performing well but with minor problems). A survey of Inchture Primary School was carried out in April 2016 to assess the current condition of the building. The condition of the building is rated ‘B’ (performing adequately but showing minor deterioration).
Page 226 of 422 Pupil Roll If Abernyte Primary School was to be mothballed, current and new pupils would attend Inchture Primary School. The projected roll at Inchture Primary School would be as follows:
2018/ 2019/ 2020/ 2021/ 2019 2020 2021 2022 Inchture Primary School 264 264 264 264 Capacity Abernyte Primary School 5 5 3 5 Pupils
Inchture Primary School Pupils 218 233 235 240
Inchture Primary School Roll 223 238 238 245 with Abernyte Primary School Pupils
Total Capacity % 84 90 90 93
Table 7: Inchture Primary School pupil roll (current and future)
It should be noted that nursery pupils are not included in school capacities or school rolls.
Financial Impact The revenue savings generated from mothballing Abernyte Primary School amount to approximately £108,213 annually. This is made up of staff and building costs however it takes account of transport costs for current pupils to attend Inchture Primary School.
Environmental Impact There will be reduced energy consumption if the school is to be mothballed. Children from Abernyte would have to travel further to school in Inchture, however pupil numbers are small, the distance is minimal and the effect is therefore limited. Option 2 - Assessment The basis of this option is whether there will be changes in the next 3 years which will lead to a sustainable roll at Abernyte Primary School and whether the school should be mothballed in anticipation of this. The school roll at Abernyte Primary School has been falling since 2011 and it is not anticipated to rise in the next 4 years. There is no anticipated house building or business venture which would significantly impact on the population and as a result the school roll. Taking account of the Statutory Guidance, mothballing of the school is only a reasonable option if there are likely to be changes within the catchment area in the next 3 years which would result in an increase in the roll. Within the next 3 years there are unlikely to be changes to the population within the catchment area to increase the roll at Abernyte Primary School. In addition, once pupils become settled
Page 227 of 422 in a new school, they may not return to Abernyte Primary School and the mothballing becomes in effect a closure. This is therefore not considered a reasonable option. Option 3 – Consider closing the school – pupils moved to a neighbouring catchment school There are a number of primary school catchments adjoining Abernyte Primary School including Balbeggie Primary School, Burrelton Primary School, Collace Primary School, Inchture Primary School, Kettins Primary School and Longforgan Primary School.
Balbeggie Primary School, Burrelton Primary School, Kettins Primary School and Longforgan Primary School have all been discounted as alternative schools as the pupils would have to travel through another school catchment area to reach their primary school.
Appendix 6 analyses neighbouring catchments. Inchture Primary School is the preferred school for the pupils from Abernyte Primary School catchment to attend should this option progress, due to its proximity. Community Feedback There was a mix of responses to this option at the community engagement session and through the online survey. The community commented that the school closing would have a negative effect on the area. A few comments referenced the school being too small and that finances could be redirected towards other schools.
• I think that the children would benefit moving to a more vibrant school – social skills, friends etc. It would be a great pity to see the school removed from Abernyte but surely we should be thinking of the children; • The worst possible option for the community – loss of school & loss of a wider valuable community resource, especially given the building is in relatively good condition. This option should not be taken any further; • I know that the education is very good at Abernyte, however the cost per pupil must be astronomical. As far as I can see there are more staff than pupils, whilst Inchture has struggled to afford reading books for the kids. • Closing the school would have a very adverse impact on the wider community of Abernyte as it is the focal point of the community. The wider community are very supportive of the school and attend many school activities.
Community Impact
During the community engagement session, the community commented that they are invited to school activities during the school year. Comments were made regarding the school being part of the village’s history and the impact it would have on the village and the community if the school were to close;
• If the school closed there would be nowhere for the members of the community to meet; • Closing the school would have a very adverse impact on the wider community of Abernyte as it is the focal point of the community. The wider
Page 228 of 422 community are very supportive of the school and attend many school activities.
During the community engagement session, the community were asked about the role that the school plays in the community. Some comments are as follows:
• Many activities take place in the school bring all the parents, grandparents etc together. Strengthening the community; • The school helps hold the community together. It’s where people meet; • Abernyte School is the centre of a very rural area and is the equivalent of the village hall as well. In the 40 years we have been here it has been the focal point of many activities. Within Abernyte itself, the church building is available for use by the community. If the school was to close, community events could continue there. Alternatively there are village halls and church buildings in nearby villages as well as the other Carse schools. Closure of the school could provide opportunities for the building to be used for the benefit of the community if a suitable use was identified.
Pupil Impact/Travel Arrangements To attend Inchture Primary School, current Abernyte Primary School pupils would have to travel between approximately 3.3 and 5.8 miles each way . The journey times would be approximately between 8 and 13 minutes . This is an increase of approximately 3 and 3.2 miles each way for pupils. Travel time is increased from a 1 minute journey to an 8 minute journey for some pupils and up to 7 minutes extra travel for pupils living further from the school. The effect on pupils of travelling to Inchture Primary School from the Abernyte Primary School catchment is limited due to the relatively short distances involved. Transport would be provided by the Council for those pupils who live beyond the statutory travel distance to school. Staff in Perth and Kinross already travel throughout the area to work in schools. Many staff do not live within the catchment area of the school they work in. The distance of 3.4 miles is a relatively short distance to travel in rural Perth and Kinross. It is therefore considered that there is very limited impact on staff travelling arrangements. Financial Impact The revenue savings generated from closing Abernyte Primary School amount to approximately £108,213 including mothball costs annually. This is made up of staff and building costs. Transport costs for pupils to attend Inchture Primary School have been factored into this saving.
The capital cost of upgrading the building of £333,090 would not be required.
Page 229 of 422 A capital receipt would be forthcoming if the building was sold or income would be generated through a lease.
Refer to Appendix 4 for a detailed financial summary.
Environmental Impact There will be a small environmental impact from the additional travel the pupils will have however pupil numbers are very low and this would be offset by the school not being operational. Option 3 – Assessment The school roll has been low for a number of years, this is due to lower numbers of young children living in the catchment area but also due to parents choosing to send their children to other schools. P1 intakes over the next 4 years continue to be low, with a maximum of 7 pre-school children living in the catchment area. At the moment, two of the pupils due to attend the school in August 2018 have made placing requests to attend other schools. Community feedback was that the housing is expensive in the area, no young people with families are moving into the area and that the population is getting older. That view tends to be supported by the evidence which is that there are very low numbers of pre-school children living in the catchment area. There are currently 7 pre-school children living in the catchment area. Closure of the school was not a preferred option of parents/carers and the wider community. There was a view that closure of the school would affect the wider community. The community has easy access to amenities. The village of Abernyte is close to good road links to both Perth and Dundee and a number of relatively large villages including St Madoes, Errol, Inchture and Longforgan. These villages have amenities including post offices, shops, GP surgeries, churches, hotels and schools. The closest village is Inchture which is approximately 3.4 miles away. The Abernyte community is described by members of the community as ‘strong, vibrant, active and dynamic’. The ACIC provides support and continues to develop the community by hosting community events throughout the year as well as continuing their heating collective. If the school was to close, there are churches and village halls available to let in the wider area for community events. Closure of the school would provide opportunities for the building to be used for the benefit of the community, either for business or residential use, or for community use if a suitable plan was identified. It is considered that closure of the school may be a reasonable option due to the unsustainable school roll. There is no indication that the roll will increase in future years as pre-school children numbers are low and likely to remain so. However, given the assessment of option 4, it is considered that assessment of option 3 should not be concluded until the outcome of option 4 is known.
Page 230 of 422 5.4 Option 4 - Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school
A catchment review can in principle be a reasonable option in some cases, to increase the potential roll, and therefore sustainability, of a school. An in depth analysis is required in each case to ascertain if a sustainable increase in school roll could be achieved and a detrimental impact on neighbouring schools is not created as a result.
Community Feedback
Option 4 was the favoured option by the community and parents/carers from the community engagement session and online survey. Sixty four comments were received in support of this option.
• This is the only option that may provide evidence for increasing the school roll at Abernyte; • I feel that Abernyte Primary School has an important part to play in the life of their area. The numbers at the school would increase sustainably if the catchment area was enlarged and children living on this side of the dual carriageway came to Abernyte; • Widening the catchment area to include rural communities to the north of the A90 would make sense due to close ties between those communities and Abernyte.
Catchment Areas
A full analysis is detailed in Appendix 7, which shows a number of potential options on catchment changes for Abernyte Primary School. It provides an overview of the impact on pupil numbers which may occur if the existing catchment boundaries for Abernyte Primary School were to change. It also considers travel arrangements for these pupils.
These areas were chosen because they share a boundary with the Abernyte Primary School catchment area and could be within a reasonable travelling distance. The adjoining catchment areas are detailed in Appendices 7a-7f. The outcome of the catchment analysis in Appendix 7 is summarised as follows:
Catchment Area Other School Summary Proposed Catchment Impacted To the north west Burrelton Primary Moving this single boundary would of Abernyte School not be sufficient to make Abernyte Primary School Primary School sustainable due to catchment low numbers of primary-aged pupils and pre-school aged children. To the north of Kettins Primary School Moving this single boundary would Abernyte Primary not be sufficient to make Abernyte School catchment Primary School sustainable due to
Page 231 of 422 low numbers of primary-aged pupils and no pre-school aged children. There would also be a detrimental impact on the roll of Kettins Primary School which is a small rural school. To the west of Collace Primary School Moving this single boundary would Abernyte Primary not be sufficient to make Abernyte School catchment Primary School sustainable due to low numbers of primary-aged pupils and no pre-school aged children. There would also be a detrimental impact on Collace Primary School roll which is a small rural school. To the south west Balbeggie Primary Moving this single boundary would of Abernyte School not be sufficient to make Abernyte Primary School Primary School sustainable due to catchment low numbers of primary-aged pupils and pre-school aged children. To the south of Inchture Primary Potentially suitable for a catchment Abernyte Primary School 4 review as a result of geographical School catchment proximity and sufficiency of pupil – only pupils living numbers. to the north of the A90 in this area To the east of Longforgan Primary Potentially suitable for a catchment Abernyte Primary School 6 review as a result of geographical School catchment proximity and sufficiency of pupil – only pupils living numbers. to the north of the A90 in this area Table 8: Catchment areas
Parts of Inchture Primary School and Longforgan Primary School catchments to the north of the A90 were identified as being potentially suitable for inclusion in an enlarged Abernyte Primary School catchment as a result of geographical proximity and sufficiency of pupil numbers. Pupil Numbers – P1 Information
The information regarding children under the age of 5 has been aggregated by the NHS for the purposes of this exercise because numbers are small ie < 5 children. Therefore the data relating to pre-school children as a whole is used, rather than pre- school children in individual year groups.
4 Pupils living to the south of the A90 have been discounted. The majority of these children live closer to Longforgan Primary School and Inchture Primary School. In addition there is insufficient capacity at Abernyte Primary School to accommodate all pupils in these areas.
Page 232 of 422 Pupil Numbers – Inchture Area
There are 25 primary aged pupils and 10 children under the age of 5 living within the Inchture Primary School catchment area North of the A90. If all current primary school aged pupils and children age under 5 eligible to start P1 from the Inchture Primary School catchment area (north of the A90) attended Abernyte Primary School in addition to existing Abernyte Primary School pupils for the school term 2019/2020 the school roll could be 29 with an occupancy of 66% (Appendix 8, table 1). Projected pupil numbers in 4 years’ time at Abernyte Primary School, if only projected P1’s from Inchture Primary School (north of the A90) catchment areas attended the roll could reach 15 pupils with an occupancy of 34% (Appendix 9, table 1). Pupil Numbers – Longforgan Area
North of the A90 living within the Longforgan Primary School catchment area there are 15 primary aged pupils and 15 children under the age of 5. If all current primary school aged pupils from Longforgan Primary School catchment area (north of the A90) and children age under 5 eligible to start P1 attended Abernyte Primary School in addition to existing Abernyte Primary School pupils for the school term 2019/2020 the school roll could be 24 with an occupancy of 55% (Appendix 8, table 2). The roll in 4 years’ time at Abernyte Primary School, if only projected P1’s from Inchture Primary School (north of the A90) catchment areas attended the school could reach 20 pupils with an occupancy of 45% (Appendix 9, table 2). Pupil Numbers – Inchture Area and Longforgan Area
The capacity of Abernyte Primary School is not large enough for all pupils from both Inchture Primary School and Longforgan Primary School catchment areas, north of the A90, to attend the school together (Appendix 8, table 3). The capacity could accommodate pre-school children from both Inchture and Longforgan only (Appendix 9, table 3). Data Gathering - Survey
Further to the catchment analysis being carried out it was recognised, that should pupils living within the areas north of the A90 within Longforgan Primary School or Inchture Primary School catchments attend Abernyte Primary School then a sustainable roll for Abernyte Primary School could be achieved. As a result a survey was distributed to parents and carers of both pre-school and primary school aged children that live north of the A90 within the existing Inchture Primary School catchment area and Longforgan Primary School catchment area. The purpose of this survey was to establish if parents/carers would be in favour of reviewing the Abernyte Primary School catchment area and whether they would
Page 233 of 422 consider sending their children to Abernyte Primary School if the catchment area was changed. Contact with parents was made via information provided by Inchture Primary School and Longforgan Primary School and through Crossroads Nursery. Crossroads Nursery is in Inchture but has subsequently closed since the survey was issued. A number of the children that attended Crossroads Nursery now attend the Red Squirrel Nursery in Glendoick. The Red Squirrel Nursery does not have children from Inchture attending other than those who came from Crossroads Nursery. The survey was issued on 7 December 2017. A link to the survey was issued by email, the link was available online for 10 days. Inchture Primary School Catchment – Survey
Eleven surveys were distributed to parents/carers via information provided by Inchture Primary School. Other surveys were distributed via Crossroads nursery. It would appear that parents of all children under the age of 5 from the area responded to the survey based on current information.
Respondents No. No. Primary No. Nursery Parents School School Children Children Parents of Primary 6 8 6 and Nursery Children Parents of Primary 5 7 n/a School children only Parents of nursery 2 n/a 4 school children only TOTALS 13 15 10
Question – Would you choose to send your child/children to Abernyte Primary School if it was your catchment school?
Response No. parents No. Primary No. Nursery School School Children Children Yes 8 7 8 No 5 8 2 TOTALS 13 15 10
Inchture comments 5
Answered yes to a catchment review and sending their child to Abernyte Primary School
• I am aware that Inchture primary is unlikely to be able to cope with the volume of children in catchment and am concerned about the impact on the quality of
5 Some information has been redacted to prevent individuals from being identified
Page 234 of 422 education including class sizes for my .. who would be due to start school in 20... • I would consider moving my child to Abernyte and placing my pre schooler there but only if the roll increased. Inchture is too busy in my opinion. • I would like my . to go to school with . friends so if it was catchment, then I said yes to the question. But there would be other factors to consider including after school care availability and transport. These would be key considerations as a family with both parents who work full time • If it was my catchment school so the closest one to my house then yes I would. If it wasn’t then no. I suppose the only thing that would potentially sway that opinion would be class numbers.
Longforgan Primary School Catchment - Survey
Twenty surveys were distributed to parents/carers via information provided by Longforgan Primary School. Eight responses were received and there was limited response from parents of pre-school children.
Respondents No. No. Primary No. Nursery Parents School School Children Children Parents of Primary 6 8 1 and Nursery Children Parents of Primary 0 n/a n/a School children only Parents of nursery 0 n/a n/a school children only TOTALS 6 8 1
Question – Would you choose to send your child/children to Abernyte Primary School if it was your catchment school?
Response No. parents No. Primary No. Nursery School School Children Children Yes 0 No 6 8 1 TOTALS 6 8 1
Longforgan Comments 6
• It's currently an all-girls school and as Mum to .. . I don't feel that's healthy for them. I also feel they learn a lot more interacting with many children across all primary ages. Having a child in nursery attached to a school also would present a problem as I would have children to drop off at the same time in two different places.
6 Some information has been redacted to prevent individuals from being identified
Page 235 of 422 • Whilst the idea of an idyllic school career in a tiny primary school may seem nice I think when council budgets are so stretched keeping a school open just for 5 students is not financially viable. The fact that the students could still be sent to primary schools only a couple more miles away makes it seem ludicrous it's still open. • We will not move our child to Abernyte. Longforgan is km away and our child has settled well there having started late in Primary 1. I will not entertain the idea of any more upheaval in their schooling. • Whilst I can understand the wishes of some people in Abernyte to keep the school open it should not be to the detriment of other happily settled children. • Would not send our child as . is very settled at Longforgan. It is much closer. I like the teaching and learning environment and the staff. I like the community links. It has after school club. Friends are there. Abernyte is too small. Not enough pupils even at capacity to fully socialise our child. • There is a selfishness to uprooting 33 other kids just to keep Abernyte school open. The finances involved in this consultation could be better spent. How do we learn about the results? Is there a campaign to keep the current catchment areas and how do I join it? • Longforgan is much more convenient for us to get to from ... • I'm a supporter of small village schools, but pulling children from locations where they could easily go to Longforgan or Inchture makes no sense just to try and keep Abernyte open. It would only make sense if there are enough children located right in Abernyte in my opinion given the number of other good schools nearby. Getting to Abernyte from some nearby locations does not make sense and would actually be potentially treacherous in some weather conditions from where we are located in . • Abernyte School has been under capacity for many years and should be closed. Why should children be transported to a school miles away when they have a school minutes from their home. • Seems financially unviable to keep this school open. Cannot understand why this was not reviewed years ago.
Survey Conclusion
As a result of the survey, changing the Abernyte Primary School catchment area to include the area north of the A90 within the existing Longforgan Primary School catchment has been discounted. This is due to the response received from parents/carers surveyed within the Longforgan area, in that 6 parents out of 6 who responded to the question said that they would not send their children to Abernyte Primary School if the catchment changed. The response received from parents/carers living within the existing Inchture Primary School catchment area north of the A90 is more positive with 8 out of 13 parents saying that they would send their children to Abernyte Primary School. Although the majority of parents/carers surveyed have indicated they would be in favour of sending their children to Abernyte Primary School if it was their catchment school the comments received indicate there may be additional
Page 236 of 422 considerations/caveats which need to be clarified before a full assessment of this option can be made. Financial Impact
There would be increased travel costs for pupils attending Abernyte Primary School from the revised Inchture catchment area. This would cost approximately £57,000 per annum to transport the pupils. There would be a continued revenue costs of approximately £120,786 to continue running the school as a single teacher school. However, if the school roll increases then further teaching staff will be required. A capital cost of £333,090 will still be required to upgrade the building.
Travel Arrangements/Environmental Impact
Potential new pupils to Abernyte Primary School, from the Inchture catchment area North of the A90, would be travelling approximately 1.7 miles to 4.8 miles each way, with a travel time of between approximately 4 minutes and 13 minutes. In 2019/20, if the catchment area was changed, 6 of the pupils from Inchture who could be affected would have a shorter distance to travel by attending Abernyte Primary School, however 15 pupils would have to travel further. There is limited environmental impact as travel arrangements are not hugely different. Option 4 – Assessment
It is considered, from the information gathered, that it is reasonable to carry out further assessment of this option to ascertain whether a sustainable pupil roll could be created for Abernyte Primary School. This assessment would include engagement with parents/carers of Inchture Primary School pupils and pre-school children living north of the A90 and parents/carers of Abernyte Primary School pupils and pre-school children. It is not considered necessary to engage further with the parents/carers of Longforgan pupils and pre-school children on the basis that there was a clear response from those parents who responded. In addition, it has been estimated that Longforgan Primary School pupils in the affected area would all have to travel further to Abernyte Primary School. Longforgan Primary School is also a small rural school and this change would reduce the roll. It should also be noted that pupils from both areas could not be accommodated in Abernyte Primary School at the same time if current pupils and pre-school children chose to attend. It is possible that all pre-school children could be accommodated based on current information. It should be noted however that many pre-school children have older siblings attending primary school. 5.5 Overview of Options The outcome of the options appraisal is summarised overleaf:
Page 237 of 422 Option Description Outcome Option 1 School remains open with existing Rejected. Not a reasonable catchment area option due to not being able to maintain a sustainable school roll. Option 2 Consider mothballing the school – Rejected. Not a reasonable pupils moved to Inchture Primary option due to not being able to School develop a sustainable school roll within 3 years. Option 3 Consider closing the school – pupils Not a reasonable option until moved to a neighbouring catchment option 4 is explored fully. School Option 4 Catchment area is reviewed to Accepted as a reasonable determine whether this would option at this time. increase the school roll sufficiently to ensure the future sustainability of the Further assessment to take school place to ascertain whether a change to the catchment area for Abernyte Primary School to incorporate the Inchture Primary School catchment area north of the A90 would create a sustainable pupil roll for Abernyte Primary School.
It is therefore recommended that the most appropriate response to the issues identified in relation to the roll at Abernyte Primary School is that further assessment is carried out. This assessment will consider whether a change to the catchment area for Abernyte Primary School to include the area north of the A90 within the existing Inchture Primary School catchment area, would provide an increased and sustainable roll for the school.
Page 238 of 422 Appendix 1 Community Engagement Website and On-line Questionnaires A ‘School Estate Transformation’ page was set up on the Perth and Kinross Council website which provided the wider community with an overview of information that the Council would be using in the options appraisal, including pupil projections and building information. A questionnaire was also available for completion, for those people that could not attend the community engagement events. The questionnaire asked people to respond to a series of options and questions related to the options appraisal. The questionnaire was available on the Council website from 20 September 2017 to 3 November 2017. Twenty three questionnaires were submitted with 17 detailing a preferred option. Drop-In Session A community drop-in session was held at Abernyte Primary School on Thursday 26 October 2017 from 3:15pm to 7pm to seek feedback from the community on the future of Abernyte Primary School. Forty nine people attended the session. 19% of the attendees identified themselves as members of the community, 27% as parents/parents of past pupils, 14% as family members, 8% as neighbours of the school, 6% as ‘other’, 4% as Local Members and 2% as Press. The Council is grateful to Abernyte Parent Council and Inchture Community Council for their assistance in the planning and publicity for the drop-in session. Content of Sessions Visitors to the events were given an overview of information that the Council would be using in this options appraisal, including pupil projections and building and financial information. They were asked to:
• give feedback on each of the options being considered in the options appraisal either through using post-it notes or through filling in a questionnaire • respond to a couple of additional questions related to the reducing roll of the school and the reasons for choosing the school
Page 239 of 422
Abernyte Primary School Community Drop-In Session 26 October 2017
Overview of comments received at Community drop-in session and Online Questionnaires
Page 240 of 422 Online Questionnaire Feedback
23 questionnaires submitted online – 20 were completed, 3 partially completed
• 26% (5) of responses from parents, 5% (1) were from the other family members, 26% (5) of responses were from neighbour, 32% (6) were from the wider community and 11% (2) responses were from other. • Four people gave no indication of their relationship to the school • Six questionnaires were submitted without any comments • 6% (1) of responses preferred option 2, 18% (3) of responses preferred option 3 and 76% (13) preferred option 4 • Six questionnaires submitted gave no indication to their preferred option • Questionnaire closed on 10 November 2017
Page 241 of 422 Online Questionnaire Feedback
Option 1 - Do nothing
Comments
• To do nothing is not an option, unsustainable and not stimulating.
Online Questionnaire Feedback
Option 2 – Consider mothballing the school – pupils moved to Inchture Primary School
Comments
• The mothball option would be a possibility however a substantial cost would be required to maintain the mothballed school in the hope that more pupils moved to the village, which is a very remote chance. • Social interaction with more children at a larger school. I see how behind my daughter is compared to children the same age.
Online Questionnaire Feedback
Option 3 – Consider closing the school – pupils moved to a neighbouring catchment school
Comments
• To invest the funds in a local sustainable, growing modern school, instead of falsely subsidising a school with such a small, and reducing headcount • The school has become too small to attract further pupils. It has no nursery and no after school club, resulting in Parents having little choice but to request placing their children in other local schools which offer these facilities, or utilise private schooling. There is a distinct gender imbalance in the current school role. The immense cost to the public purse of continuing to operate the school is preventing investment of these funds into larger community schools, with better long term prospects. The modern approach to schooling is fewer "super" schools with adequate funding and modern facilities. This negates the other options. • Lack of children wanting to attend the school. Looking at P1 pictures in the Courier I felt that with no P1 or P2 at the school, should the area be extended any children joining next year would be isolated from children their own age, as existing P3 would be in P4 and not a very good situation for younger children just starting school. It would be a pity to lose the school as it is used on occasions for adult social activities, but weighing up the costs and in my opinion lack of social interaction for the children, despite what appears to be
Page 242 of 422 an excellent level of education; I feel that the children's needs should be at the forefront.
Online Questionnaire Feedback
Option 4 – Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school
Comments
• Educational benefits of the current school arrangement at Abernyte PS are worth keeping, i.e., Curriculum for excellence is about children developing the skills they need for their learning, life and work. The Abernyte children are developing these skills in a rural setting where they live and in time may need to work continuing family work life styles. If the school closes it sends a message that rural life is unimportant, rather than showing the importance of diversity. The school provides a nurturing environment which takes full account of the context the children are living and learning in. The school is enabling the children to become confident and effective contributors as they are very successfully involved in leading their learning and in decisions about the school. It is very effective because of the small school numbers which does not always happen as well in other schools. The children live in a rural location and benefit from learning enabling them to be responsible for the environment they live and currently learn in. Their community is rural and a very different context from children living in towns. Learning experiences at Abernyte are building children's resilience which is a must to successfully live in such a rural setting and be prepared for future life and work. Learning experiences are relevant and purposeful suiting and fully taking account of the unique aspect of rural living as well as widening the children's horizons through a wide range of well-planned learning experiences with peers in other schools and from across the authority. This rural context for life and learning cannot be replicated or fully understood in a bigger school out with their rural community. The children will lose more than they gain if moved out of their community to a larger school nearby. Reviewing the catchment area could enable other children living in this rural setting to attend Abernyte to develop relevant skills for learning, life and work preparing them to take their place in society either in a rural or any other setting. If the catchment is reviewed and more children travel to Abernyte savings on transport could be possible. • Both Errol and Inchture schools have been extended to accommodate the pupils coming from new housing areas in the Carse. With more building planned I believe it would be cost effective to change some catchment areas (also Kinnaird, Rait, Kilspindie etc.) to Abernyte. My children went to Abernyte from Kinnaird and received an excellent, child centred education. The school also serves as a much –needed village hall for the local community. • Because the school is the heart of the community and it would be a shame to lose it. • I went to Abernyte Primary and it was a fantastic school and the heart of our little community. Inchture primary is full and it is shameful that children from
Page 243 of 422 our community are allowed to go to Inchture rather than support Abernyte. There are plenty local kids, extend the catchment area and save our school! Thanks. • This is the only Community building in Abernyte and its loss will be keenly felt. This option retains the possibility of a viable school and community resource for the future. All the other options will ultimately result in the loss of this building to the community. • Education of acceptable standard; Schools already overflowing. Maybe if you expanded the catchments earlier (while all the other schools were getting expanded/renewed) you wouldn't have had this problem. • As an ex teacher at Abernyte, I believe in the value of a small school environment education, pupils from a school such as this leave with a huge sense of self-worth, reliance on their own abilities and confident, having had many opportunities to shine within a valued and supportive environment. • We have to stop losing schools like AP to the failing institutions that are large schools. I am able to see first-hand what becoming a faceless, exam number does to a child and by closing this school you will be condemning these children to that fate. I am not able to offer this kind of education to my own child but I feel so happy that it's the life for some. Be different and do everything you can to keep this wonderful little school open. • (1) It is efficient use of existing resources: the council should look at the mid- to-long term school capacity requirements for the entire Carse area and utilise Abernyte School to relieve the pressure on school places in the Inchture/Errol areas. Abernyte School is a well maintained, high achieving school and is ideally placed to help manage the mid/long term capacity requirements of the growing Carse region. To further expand the Inchture/Errol schools would require capex approval, which is in short supply. (2) It supports the Curriculum for Excellence: Abernyte is consistently rated highly by inspectors, offers an excellent standard of education, produces confident individuals, caring members of the community and is a shining example of how rural schooling should be delivered. Music, arts, caring for the environment, caring for the community, health & wellbeing, teamwork, charitable activities are all promoted as much as excellence in academic subjects. Individual pupil requirements are met to ensure all are successful learners. All pupils have the opportunity for personal achievement and independent thinking is encouraged. The ethos and life of the school is amazing and there are absolutely no educational ground on which to choose the other options (all of which effectively mean the school closes). A decision to expand the catchment area needs to be taken as soon as possible to safeguard the future of this brilliant rural school located in the expanding Carse district. • All other options mean that the school closes, which is a massively short- sighted decision in an area of P&K where population is growing and Inchture & Errol schools are going to struggle for capacity (if this isn't already the case in P1 classes). Concerned parents contacted the council 5years ago to ask for a catchment area review to keep the school at 2 classes. This request was ignored and we are now at a stage where action needs to be taken as soon as possible to attract and maintain the quality teaching staff that Abernyte is used to. • A school is vital to the strong and vibrant community in Abernyte. This school creates more than well-educated and confident children, it also serves as a
Page 244 of 422 hub for many village events that bring a wide population of Perthshire together for family fun and charity raising purposes. This strong community is essential to delivering the curriculum for excellence goals of confident and responsible contributors in years to come. Attending these events as families and having the community involved in the school sets this good example for the children. Expanding the catchment would bring the small rural communities together of Rait, Kinnaird, Knapp, Abernyte, Baledgarno, improving the future of these areas and maintaining the important age diversity in the rural areas. The well maintained school building could provide much needed spare capacity to remove pressure from Inchture as this village continues to expand. • The school is an integral part of the Abernyte community it would be so sad to lose it. We are in the catchment for Abernyte but chose to send our children to Kettins Primary simply because all of our wider family live that direction. If for any reason I needed them to collect them it would be much easier. It is a similar distance from our house to Kettins as Abernyte. • Inchture Primary School is overcrowded. Local children are not being sent to Abernyte Primary School because of the threat of closure. The school is at the heart of the community. It serves as the village hall as well as a school. Options 1, 2 & 3 would end in the same result; closure of the school. • I assume that we would all like to live in a caring and socially responsible society. I am of the opinion that an education process beginning in a fully integral part of a community is a good way to achieving that. In the absence of any other community space within the village, the school provides an essential community resource. Removing children from their local environment, even if it is only to the next village, may have a short term financial cost saving benefit, but at what long term cost. To support my case I would offer a demonstration of such commitment to a local society. On the recent occasion of a non-teaching member of Abernyte School staff retiring, a leaving party was organised. What was unusual about this party was who organised it, and the large number of people who attended. It would be normal for it to be organised by the school staff, but in this case it was former pupils. These pupils, who had all attended the school in the past, progressed on through secondary and tertiary education, had all still maintained an association with the school. One pupil who could not attend emailed best wishes from as far away as Antarctica. In my judgment the case for enlarging the school catchment area is long overdue.
Online Questionnaire Feedback
Are there any other options that you would like to propose for the school?
Comments
• Arrangements such as a joint headship for Abernyte with another school, such as Inchture PS or other local school would also achieve savings and could enable Abernyte PS to continue as a viable school for the community it serves. • Impact on the children. • None that I can see.
Page 245 of 422 • It is possible that reviewing the catchment area, and making a large, significant investment in the school in order to provide the modern facilities required by the community (nursery / after school club) could attract more pupils, but at what cost to the other local schools, and should the council invest further public money in a school with such small current pupil numbers. • What about an option of Inchture and Abernyte being one school and based on two sites. My understanding is that Inchture is very full. Maybe P1 and P2 could be based up at Abernyte? • The school had been the heart of Abernyte for decades and is used by many other groups in the evenings etc. If we lost the school it would be a huge loss for many and annoyingly, I bet it would be converted to houses, increasing the need for a local school. • No, just to ensure the building is kept for the community. • Abernyte does not have a village hall; there would be a complete lack of services to this beautiful and historic village in the heart of Perthshire. This would also add resource pressure on Inchture School where a number of further housing expansions are already planned. • Please review the population of children in the local area in 12 months, there are currently many planning applications in place and many houses for sale that might improve the number of children wishing to attend in future years. • Use Abernyte School as an annexe of Inchture for specific activities such as exercise and other outdoor activities, music tuition, or special needs pupils.
Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 1 - Do nothing
Comments
• It is the heart of the community. • Do nothing is not viable with no likely increase in numbers of pupils from existing catchment. • I believe that to do nothing will eventually result in closure. Many families surrounding the area chose to send their children elsewhere as the school is so small. This results in a ‘catch 22’ situation whereby – if everyone who felt this way sent their children to Abernyte – the school would be much bigger. I think the school/council/community needs to be more pro-active in attracting pupils and widening boundaries would help. Kinnaird is a really close neighbour and perhaps some children from Inchture would enjoy a smaller school (for example). Closing the school and sending pupils elsewhere would remove the heart of the community and be detrimental to both the local children and the village as a whole.
Page 246 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 2 – Consider mothballing the school – pupils moved to Inchture Primary School
Comments
• Closing or mothballing the school would not help the community or pupil numbers but enlarging the catchment or attracting more pupils by providing additional facilities could save it. Parents may choose other schools because they have breakfast clubs & after school clubs. • Mothballing by parents would be a preferred 2 nd option. • Mothballing would lead to slow decline in the vibrancy of local community.
Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 3 – Consider closing the school – pupils moved to a neighbouring catchment school
Comments
• Closing the school would affect the village and children are better, happier in a local environment. It is also a waste of an excellent facility
Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 4 – Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school
Comments
• Best chance to make a school a vibrant & busy place again. • As long as (young) people can afford to live in Abernyte I feel there should be a local primary school they can walk to. • Plan towards catchment change and then re build of school when this becomes necessary in some years to come. • I feel that this option is the best and most direct way to help the school to grow and support other efforts. • Widening the boundaries seems the best solution – but convincing families within the boundaries that it is a wonderful experience and privilege to come
Page 247 of 422 to a smaller school would help. The school needs to be proactive in talking to and recruiting children in Abernyte who are of pre-school age. • Lack of pupils in present catchment area, keeping the community together. • Abernyte School is central to our community, life in Abernyte PS keeps the village alive and the building provides the only meeting place for community events. • Village community needs a school. Small school education is an excellent foundation. • Abernyte School is the centre of the community also our daughter had an excellent education here therefore everything should be done to try and ensure the viability of the school. • This is the only option that may provide evidence for increasing the school roll at Abernyte. • I was a pupil at this school and I would like other children of the community and surrounding areas to benefit from the same education as I did. It was an incredible start in life and in addition to an excellent education – I feel a strong connection in this community through having been a part of it. It would be a real tragedy if the school was to close. I couldn’t have asked for a better primary education.
Questionnaires were provided at the drop-in session, the feedback is as follows:
Are there any other options that you would like to propose for the school?
Comments
• Have a nursery. Have a shared headship. • Have P1-P3 here at Abernyte. Once the children are 8 they would go to Inchture PS & continue their education & good sports facilities etc. • Possibly making the school more useful to the community by providing after school clubs and facilities for community use in the evenings and weekends for events or meetings or community get-togethers. • Raising funds by using a part of the building as an art centre/café or even an old people home. • Overall this feels a disappointing and limited range of options. Clever educationalists can, I am sure, come up with bigger ideas. • Nursery class, after school club and breakfast club. • Consider using school for “specialist” needs – speech therapy, behavioural, psychologist, resource centre. • Think the school should take a greater role in the encouragement of people in the catchment area to attend the appropriate school.
Page 248 of 422 • Supplementary resource centre for Carse schools to Balbeggie etc. Providing venue for the many services, educational experiences & problems that can be met in Abernyte and short term contact time. Teachers resource – advisory teachers. • 1. Educational resource centre for teachers. 2. School for pupils with special needs. 3. Village hall for Abernyte & Kinnaird (because only rural halls are in Rait & Inchture).
Page 249 of 422 Community Drop-In Session
Drop-in session ran from 3:15pm – 7pm on 26 October 2017.
• 49 attendees at the session • 39% (19) were from the wider community • 27% (13) were parents & parents of past pupils • 14% (7) were other family members • 8% (4) were neighbours of the school • 6% (3) were classed as ‘other’ • 4% (2) were PKC Councillors • 2% (1) from the local press
Page 250 of 422 Comments received at the drop-in session
Option 1 - Do nothing
Comments
• Investment has been made in school over years, it is in good condition – to do nothing to keep it in use is a waste of this investment. • Does not appear to be a viable solution. • Will not help with predicted continued decline in pupil numbers. • Does not seem to be an option – even if possible to continue with 5 kids – this is not a complete educational experience for them. • The school will close if nothing is done. • Do nothing is not a viable option. The role is not too low to be sustainable – not a good use of a facility, not cost effective, not stimulating. • Doing nothing is not realistic given the resource situation. • Doing nothing is in my opinion not an option. Even with another 5 children (ie doubling role) it would not efficiently stimulate the children ref social skills etc. • I do not consider ‘do nothing’ as viable – it merely pushes the problem down the line a few years & resulting uncertainty will lead to a drift away from the school. • Do nothing in my opinion is not an option as the school is a very important part of the community. • Doing nothing would be a waste of a fantastic asset that could benefit other children and families. • No-one has a crystal ball. Who knows if the school roll will fall even more? A lot could happen in 5 years. • While this option may allow the school situation to improve naturally with time, I feel the school roll could be helped to become more viable. • This is happening now and for the last years. Suggestions about catchments etc have never been supported by the P&K Council. There must be more positive actions. • I can understand this would not be an option – unless linked with say a year of very creative village + meetings with outside input/consultation, to help broaden the role of the school – breakfast + after school, music lesson, art learning. Support for the area or other specialist activities that might not be available in other local (ish) schools.
Page 251 of 422 Comments received at the drop-in session
Option 2 – Consider mothballing the school – pupils moved to Inchture Primary School
Comments
• Mothballing – at least this would buy some time for a possible future solution • If needs must mothballing for a couple of years COULD be an option. • Seems like a cop out we should decide something. Demography of the area unlikely to change soon. • This buys time when given the past success of the school – may help find a way forward to increase number of pupils. • How long could Abernyte School be mothballed before it deteriorates or gets vandalised? An active school is a sign of a vibrant community. If pupils moved to Inchture Primary School, why not conduct some Inchture classes at Abernyte? • If mothballing the building, which is a beautiful building would deteriorate and effectively be closed as a poor building. • Not in favour of this option – will inevitably lead to closure & the loss of a valuable community resource. Likely to lead to inevitable building deterioration & unfortunate vandalism. Also leads to increased pupil transport costs. • Inchture School is at capacity. • Very poor option that is effectively closing the school. • Less family time due to doubling journey at both ends of day. Carbon footprint doubled. Days lost due to snow will increase. Too far especially for young pupils. Inchture is full. • This option seems to me to be merely a delay in closing the school, and will affect parent’s thoughts on school placement. • Transport to Inchture = increased pollution. • Mothballing does not really seem appropriate given that it would likely end in closure if we only have 3 years to ‘boost’ child numbers would be fab to keep the school open. • Please do not or we will be so sad. • Not an option which would be beneficial to children. • Not supported by me as a president and parent. There has been a school in Abernyte for 200 years, over 100 in the building. Children from here are successful in their lives. Perthshire is growing. P&K should think bigger and more positively and build upon the success they already have. • It’s important for our Rural kids to keep a sense of community so to have both schools is an important focus for both community. • Would not be a positive move. No benefit to the community. • I am new to the community (June 17) and live at the back of the school. I am very aware of the vibrant atmosphere in and around the school – children and
Page 252 of 422 adults and sport/natural learning environment is excellent. It is a real community school and highly valued as such. Mothballing would be on the way to closure. Multiple community use would work. This is a very creative village. • Mothballing would be the worst option as it would mean the school was not available for either the children or the wider community.
Comments received at the drop-in session
Option 3 – Consider closing the school – pupils moved to a neighbouring catchment school
Comments
• I think that the children would benefit moving to a more vibrant school – social skills, friends etc. It would be a great pity to see the school removed from Abernyte but surely we should be thinking of the children. • Financially attractive – improve efficiency to boost Inchture Primary. • Closing the school would have a very adverse impact on the wider community of Abernyte as it is the focal point of the community. The wider community are very supportive of the school and attend many school activities. • Damaging to a vibrant community. History is also important; there has been a school here for a very long time. • Loss of heart of community. • Would be a huge loss to Abernyte as a community – no place to meet. • The worst possible option for the community – loss of school & loss of a wider valuable community resource, especially given the building is in relatively good condition. This option should not be taken any further. • This option for the school denies parents and children in this area choice in their education. I feel it would have a detrimental effect on the local community and may further reduce the viability of the village. • Abernyte PS has always been a ‘community’ school, which has provided many poised young people who have benefited from the ‘small is beautiful’ ethos. Could Abernyte & Kinnaird children start their education here & only move to Inchture PS for 2-3 years before they start secondary school? • I should hate to see the school close. Better idea – children in current catchment attend Abernyte. • Silly idea. Perthshire is growing. There is building in Abernyte. Neighbouring schools despite some investment are bursting at the seams and further building is expected. • Not in favour because Abernyte School is a focus for the local community, but if the decision is taken to close this school. Alternative uses for the building should be sought (see other options).
Page 253 of 422 • Consider merger with Collace to preserve ‘village’ school benefits. Village schools have certain unique attributes which schools be preserved across P&K. • The school is not just a school but the hub of the whole community and therefore should not be closed. Moving children to neighbouring catchment area would be detrimental to their education and could over populate another school. • The school is the hub of the village. My husband and I only met other residents through my granddaughter attending the school. The school is used for the whole of the village. • If the school closed there would be nowhere for the members of the community to meet. • Would like Collace to be considered. • I don’t drive no bus service and have a little one. • Would be very regrettable but if it came to that would there be any future for Abernyte School as an alternative educational premises – special needs or similar. • Terrible idea! More time on bus for kids. Days lost to snow/weather due to longer journey. Less family time. Loss of community/centre of village. • No more bike to school days. • No more walk to school days. • Increased pollution from transport. • Closure – no. creative specialist usage – learning support, dyslexic work etc for the whole area preferred. • This would be very unpopular with Abernyte. Surrounding schools are full or close to full and Abernyte might be considered as overspill for there. Closing Abernyte PS would lead to a loss of identity for children currently attending Abernyte.
Page 254 of 422 Comments received at the drop-in session
Option 4 – Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school
Comments
• I believe the only fair action is to make the Inchture/Longforgan/Abernyte catchment areas shared. This would be beneficial to the large & smaller school & provide more choice to the parents/children. The schools are vital parts of the community & must be protected to ensure life into rural communities. • I feel that Abernyte Primary School has an important part to play in the life of their area. The numbers at the school would increase sustainably if the catchment area was enlarged and children living on this side of the dual carriageway came to Abernyte. • I also feel that the children in this area are ‘country’ children and could thrive and be happy in this environment and subsequently achieve better • The current catchment areas are a real puzzle and have definitely contributed towards low numbers at Abernyte PS. A change would take some years to implement but would be of great benefit to Abernyte. • Widening the catchment area to include rural communities to the north of the A90 would make sense due to close ties between those communities and Abernyte. • Slight increase may trigger children within the community elsewhere to consider coming to Abernyte. • This has always felt obvious in previous conversations however the response has included ‘too difficult’, ‘we need new laws/agreement of Parliament’. Catchment should be reviewed and a long term view taken. • Catchment area always was a view and could be bigger as one school is full and the other needs more but working together would help solve things. • This is the best option and we have been lobbying for this for over 10 years. The current catchment is ridiculous. Unfortunately this is all too late! • If the catchment area could be changed & parents in new area willing to use Abernyte School that would be a possible solution – what area would have to be included to make viable numbers? • This must be considered along with dual catchment. Consultations should go ahead on this option. • We love this! Please extend the catchment area! We moved to Abernyte just a year ago as we loved the small community, especially the school!!!! It is such a welcoming school, we have attended so many events here and the staff & pupils are wonderful! • A great option to explore! Give folk a choice!
Page 255 of 422 • Yes. I think this should be done – creatively. • Increasing the catchment area would help keep the numbers up, include Kinnaird. • This is my preferred option but I am unsure how quickly it could bring more pupils to Abernyte if pupils are already settled in other primary schools. • Keep the school. Bus driver could take children to/from Abernyte – Inchture for 8-9am slot and after school. • My daughter has excelled since she has been at the school & I would like my son to go to Abernyte when he’s old enough. If changing the catchment increases numbers that would be great. • Catchment area reviewed. Abernyte & North of the Tay combined. Encourage the ‘ten’ pupils who go to Inchture to come to Abernyte. Start a breakfast club & after school club (that’s some peoples view). • This is the best option. This school would provide an amazing education for a whole population of rural children & unite local communities into a tight knit village with a special quality. • Add catchment area North of the A90 and make the ‘added section’ a dual catchment for 7 years before it becomes part if Abernyte permanently. This will allow a transition period where parents can choose to send to Abernyte in advance of a permanent change, while allowing those wishing to continue in Inchture to do so. • Review catchment. Also have a nursery class to enable good community bonds. Shared headship could bring savings. Living & schooling in rural community builds skills for working rurally later on in life. • Needs to be a positive choice to come to Abernyte. • With growth of Inchture population, may be helpful to have an additional smaller unit – available to Abernyte and all the other catchment areas surrounding. • Perthshire’s population is growing. Schools close by are also full. A successful school and community should be a clear reason for encouraging the school to grow by a catchment change. • Review catchment – the ‘least bad’ option & for definite consideration. Opens up several possibilities & would be done in conjunction with considering the school as a wider community resource which can be used for other activities. • Keep in mind how the school can be used by the community – nursery, somewhere for teens to meet when reviewing catchment. • Only reason community is behind ‘dual’ change is because we thought it would be easier for Inchture parents, but our best option is full catchment changes. • Perhaps a community enterprise set up to run breakfast/after school clubs for working parents. REVIEW CATCHMENT. • Would like to see this option go forward. Abernyte needs the school and we should be doing everything to keep it.
Page 256 of 422 • The option to review the catchment maybe a real positive to keeping the school and community alive. • This would be my preferred option and as more people came and advertised that the school could give excellent one-on-one education. • Why not include Collace too? • Review catchment area. Community needs a school not just pupils. We have no village hall. • Well worth reviewing. Evidence: not easy to gather, but must be possible to increase numbers significantly. • 240 new houses at the airfield, more planned at Inchture. • Make use of everything invested in school so far. • If you reviewed catchment what would happen to other schools eg. Catchment areas not the same for secondary schools, eg Perth High, Blairgowrie High and Perth Academy. • Scottish Governments rural schooling!!
Comments received at the drop-in session
Are there any other options that you would like to propose for the school?
Comments
• Open a nursery. Shared head to save money (with another school). After school club to enable working parents to use this school. • Is a new primary school (public/private partnership) completely out of the question? Again could provide a wider resources for the Carse of Gowrie and Braes of the Carse area. • Pump in more money – after school club & nursery to avoid use of other schools – if not close school and re-invest funds to boost Inchture. • Utilise as a ‘special needs’ centre in some way to give a resource for wider needs in the Carse of Gowrie. • Nursery. Use school for community events to raise money. Share school clubs in Inchture. Affordable housing. Increase catchment. • Better communications for catchment and after school club and a good head teacher driving force, and there is no community hall so we use the school. • Catchment area as my daughters little girl lives in Ballindean and wouldn’t get transport to this school. • The building is used regularly for a range of community events and its closure would lead to the death of the village. • Combining Inchture & Abernyte Schools & have P1/2 at Abernyte or P6/7. Provide school transport for this.
Page 257 of 422 • If possible an after-school club and/or breakfast club would help parents who work in Dundee. • There should be a bigger bolder strategic long term plan. This feels last minute. That plan should include the importance of supporting successful communities. Primary education is not in isolation. • Introduce pre-school nursery provision as there is space within the school to do that. • Please review village population in 12 months – 3 houses currently for sale & 4 new builds planned. • Dual catchment to use facilities for reducing class size & improving education. Additional support in nursery, after school club would all help viability for working parents. • Additional needs support centre – access to outdoor areas quiet/safe environment for children with additional needs. • Maybe to share the school with another catchment like Inchture and eg. P7 would come to Abernyte and P1-P6 in Inchture. • Potentially use the school for other educational uses given its excellent rural location and outdoor space. • Scottish Education has not improved in the last few years. This could be a great opportunity here, working with schools like Inchture, Longforgan and Errol. Giving children the choice (parent can decide)/possibility to come to Abernyte and smaller classes. This would then also reduce their class sizes (Inchture, Longforgan, Errol) and help improve learning (through smaller class sizes). • Potential option could be ‘partial’ mothballing – only utilise part of building so that money could be saved? • Resource for children with ‘special needs’ – ie, psychologist, speech therapist, behavioural problems etc. sessions for ‘extra’ educational activities when Abernyte teacher finds difficulty in coping with. Resource area & meeting place for advisory teachers. Utilisation of the wonderful rural environment. • I am new to the village – June 17. This is a very creative, dynamic village, through the younger families are spread out. The school would and indeed is a central part of the modern community. Could we develop facilities that are not available in other local schools eg a learning support centre – dyslexia, general learning support with materials/resources and advice available from teachers have who could go out to support/advise teachers in the other schools who have children attending part time for the specialist work. Adult poetry, literacy and numeric evening classes/groups/ with an organising committee pulling in specialist as needed. This could lead to performance activities and involve children from all of the schools. • School exchange scheme? Students currently at different schools get to experience what it’s like to attend Abernyte Primary.
Page 258 of 422 • I have made friends & now there family here & I have made hundreds of memories here. • Promotion. Positive recruitment. • Change the catchment area. • A teacher at Morgan Academy – 1990’s, early 2000. Said they always knew a pupil from Abernyte as they were confident + more mature than their peers from other schools. • Maybe Perth council could consider other ways of saving money rather than closing schools. I’m sure small, rural communities are important to governments too – please extend the catchment area ☺ • One option I feel that could help the schools pupil numbers is the introduction of a nursery class. If children go to Inchture for nursery they move very easily into infant classes. • Smaller classes can be beneficial to education – promoting this • Base for peripatetic staff and staff such as education psychology. Base for other PKC rural activities (it is a sound building with ample parking). • Increase the catchment area pre and after school facilities. This school is the only public place to meet – no village hall. • Adult education, centre for community rural education, rural resource centre. • Special education unit where small classes essential. Community hub underwritten by PKC. • Think of a better way to do this review. Even being on the list is negative for all the schools involved. • I question number 44 as the no of pupil places there can be here, I suspect this needs reviewed and is in fact lower, as some point schools need a rebuild. The model of school beside/as part of sheltered housing has been successful in other countries. • Start a nursery class to get children to come. • Keep a community resource available – perhaps it can be used during the day for retired community members. • It is essential for the community that the school building continues to be used. Ideas might include (if not a P.S) an educational resource centre, outdoors education centre, special needs hub. The school building is the only community building within the village. • Consider options for children with special needs eg Asperger’s where a small school would be beneficial
Page 259 of 422 Comments received at the drop-in session
How would you describe the community and what are your thoughts on Abernyte Primary School as part of the community?
Comments
• The school is central to the community – friendships formed here have strong foundations and carry on into secondary school and later life. • Our community is loving & kind. The school is fun & educational. • The school is a vibrant and essential part of Abernyte. Its community centres around the children who are the future. • All countries need robust communities. This suits here and should be nurtured by a Council. P&K cannot control Post Offices, shops, pubs, they can support schools. • Children very much part of the community very caring towards elderly who are welcomed into school on special occasions. • Lack of children – a. housing – too expensive. B. retired professionals move into area. C. many NHS workers who require after school clubs. D. extremely difficult to appoint staff who are prepared to incorporate all new teaching methods & materials. E. no boys – mean boys now go to Inchture. • The school is an important (the only) meeting place for other members of the community – AGMs & potluck suppers – Wine Club – Mary Young lectures – Garden club talks – Community Interest Company. • Very strong and vibrant community. We all know each other. Many activities together at all levels. A sense of ‘pride’ exists in the area. • Past pupils stay in the area and are successful. Even the ex-teachers stay in the area. The key annual events all happen at the school. It is the hub. Support to rural communities is an intermittent issue, definitely a Scottish issue. Keeping the school open and helping it to grow could demonstrate such a commitment. • Many activities take place in the school bring all the parent, grandparents etc together. Strengthening the community. • Great community to live in. • Friendly community – school has declined in importance within the community – high input by Headteacher necessary to revive interest. • Council houses: 3 social housing: 2 years ago 1 was vacant (3 bedroomed family house). Allotted to a couple & their 26 year old daughter – all in work – expensive cars!! No interest in the community. Definitely NOT homeless. Housing dept. very defensive. • No village hall or other central meeting place. Inchture village hall always booked. School bookings expensive. • Very strong community and the school has always been at the heart of that community. The children who go through this school come out as confident,
Page 260 of 422 able, motivated pupils when they move onto secondary school. They give back to the community. Families make the community what it is. • I would consider Abernyte a viable, vibrant community, every community needs a central focus & loss of the school could have a significantly detrimental effect to the community in the long term. • The children raised & educated in Abernyte always hold it dear. A fantastic personal education and a real community to instil values in our kids. • The school helps hold the community together. It’s where people meet. • As an ex-pupil I will be forever grateful for my primary education here and would be desperately sad if the same experience were to be denied future children of the village. • As a resident of the neighbouring village, Kinnaird, I have always been impressed by the dynamic & creative community that exists in Abernyte. For a small rural area, Abernyte supports a wide range of creative activities. I’m sure this starts with the school and its pupils. Over the years I have seen several of the children grow up to have outstanding educational achievements. • Abernyte in the 40 years I have been part of it in my opinion always had the school at its heart. • Abernyte is a small rural community. The school provides a centre and help children and adults have a sense of community. The children in the school are confident in a familiar environment. • Abernyte School is the centre of a very rural area and is the equivalent of the village hall as well. In the 40 years we have been here it has been the focal point of many activities. • Abernyte Primary is part of a very dynamic and creative village with many talented people. I am new to the village. I think this creative linkage could be developed massively to mutual advantage. It needs creative thinking and planning – and leading with expert council input, but the future to the whole area could be transformative, educationally, socially, culturally. • Abernyte School is essential to this amazing community. The school & events held here are the heart of the village. The fantastic charity raising events that are put on often more than 200 people from around the area attend & support these events. • The school is the only building in Abernyte open to the whole community. Without the school there would no community events as there would be no toilet facilities for events & the playing field. This would love an impact on the whole community and increase loneliness and social isolation. • Lots of lovely people we would not now at all without school. • A. the school is let for approx. 12 bookings throughout the year – residents tend to go to Perth/Dundee for entertainment. B. tenants of farm cottages tend to work in Dundee – children go to ‘Granny’s’ after school.
Page 261 of 422 • The community revolves round the church and the school (the shop closed some years ago) we are a very active community and very supportive of the school – primarily for the children but also as a community building. • Abernyte community is a rare thing in our modern world. We remain a tight knit & close community looking out for each other. Despite the population aging we remain active & vibrant. The school is a central part of the community & the children involved in almost every community activity/group. • Although I have no children at the school, the school is central to our lives in Abernyte. We are welcomed to school events which are enormously imaginative and stimulating. The school is central to a very friendly community • If the school goes slowly the community will die! • Easy interaction between the age groups begins at school and continues in communities. • Core of the community.
Comments received at the drop-in session
What do you think are the reasons the school roll is so low?
Comments
• That improved numbers would see more locals bring their kids back to the school. • There is a lack of affordable housing for young people with families. • There is no formal advertising or encouragement for people in the catchment area to come to Abernyte. New people moving into the area are not encouraged to bring their children here. • No boys in the school. School has become too small, no nursery, no after school club for working parents. • The boundaries are perhaps too small. Catch 22 – parents feel it’s too small – if everyone sent their children here that felt this way it would be bigger. Not enough done by the school/community to attract pupils. Aging population, expensive area to live. No new builds. No nursery or after school care. • Pre-school provision is currently at Inchture Primary School, which means that children and parents (from outside catchment area) are less likely to consider a move to a different primary school. • No after school provision could be an issue for working parents. • No nursery. Catchment is terrible – hardly anyone lives in it! No boys at the moment. Affordable housing is non-existent. After school – kids could get existing bus to Inchture. • Very few new houses in area which mean not a lot of young families equals no children. Low school roll.
Page 262 of 422 • Population of the village has aged & everybody moves here for life as it’s a wonderful place to live. The young families left have now put children to other schools as the population is low – a change in the catchment area. • Change in pupil balance eg, no boys. • Parents think school too small and doesn’t have facilities. • For the past ten years there have been rumours of closure – so parents don’t start their children here. • Lack of affordable housing. • No after school club. • Roll is low due to size of catchment, lack of affordable housing, transport issues, lack of child care, after school activities, breakfast clubs etc. • Lack of social housing. House prices too high for young people. Agricultural practises. Villages turning into dormitories not communities. • Small catchment area with no other villages included in the Abernyte catchment area. Council houses not prioritized for families to help increase school roll & provide rural life for children. • Could be a blip. Perthshire is growing. • School roll is low due to an odd catchment area. Some of the natural catchments for Abernyte are directed instead towards Errol or Inchture Primaries. • By chance the population is a little older than new build areas. This will change again in the future. There are new houses going up in Abernyte. • Too many people use private schools that live in the area. Lack of affordable housing. Incredible lack of forward planning by the council, despite constant reminders from community about what was happening. • When the council house was vacated by a school using family, it was not repopulated with a family. NONSENSE!!! • Lack of action/help from council. Parents & community members have been suggesting ideas & options for years & no help at all has been given. Rural communities need to be supported. • Abernyte itself has changed in demography. If catchment is just immediate area not enough affordable housing for young families. • Lack of breakfast club and after school activities. • The main reason I feel that the school roll is low is the small catchment area. • Private schools for after school clubs as most people ask so if an after school was an option and better communication so people that live around the area. • There are several families with young children below pre-school age who may want to attend in the future. The catchment area is very small. • Previously children from outside the catchment area (Baledgarno and Ballindean) travelled to attend the school. If the catchment area were extended it would support families travel to the school? • No plans for development in the area.
Page 263 of 422 • Mainly because the Council has not supported catchment change in the past • I think we need new ideas to support schools in rural communities. Schools are important to forge relationships and make communities – not just a collection of people. 1. Look at ways to help families – access breakfast and after school clubs. 2. Interaction between schools and wider community – volunteers to help eg sport, gardening, nature studies. 3. Families moving to area – welcomed and encouraged to visit school. 4. Schools reaching out to community and community receiving it. 5. Groups accessing school outside hours – find it invaluable to have a meeting space in community. What happens if it goes?? • General population not having large families any more not just Abernyte, also farms and estates now are high tech and employ fewer labourers and therefore families. Many people especially mothers travel to work and I suspect perhaps choose a school more convenient to work at start and end of the day. Not certain how relevant this is. I am new here.
Email received:
Hi,
I intend to be there on the 4th if I am able, however if not then I feel I should put my views to you.
We live near to the Village of Abernyte and have 2 sons . and ..
We had hoped to send our children to Abernyte primary, however when we visited the school prior to our .... year old enrolling, and discovered that even at that stage there were only 8 in the school and they were all girls we felt we could not. He would have been the only new start that year in a junior class of 4 girls. He had been to nursery at Inchture, and made many friends, and whilst we were more than prepared to take him away from his friends we could only do this if there was a potential to make new friends of both sexes and of his age. This was clearly not going to be possible at Abernyte. We therefore took the decision to place him at Inchture. This resulted in preventing my wife being able to return to work in order that we could drive him to school and pick him up each day (not to mention the cost of doing so). Since then Abernyte primary has dropped to a single class of 5 girls.
I know that the education is very good at Abernyte; however the cost per student must be astronomical.
As far as I can see there are more staff than pupils, whilst Inchture has struggled to afford reading books for kids.
This is an emotive subject I am sure, but surely it is time to close or mothball the School, and divert the funds to a successful modern school with great ‘new’ facilities.
Page 264 of 422 The catchment area of this school was vastly reduced some years ago by the council and that is what triggered the demise in the school role.
There are MORE kids in the catchment area attending Dundee High (primary) due to the fact that their parents work in Dundee and the High School, unlike Abernyte provide an after school club.
With no nursery class and no after school class Abernyte Primary has become the typical Dinosaur.
Email received:
I was not able to make the Community liaison meeting last Thursday at Abernyte School, but understand that I can put forward my views to you direct. I am the Aunt to a P . pupil at Abernyte. In addition my family will be moving to Abernyte in the next few months with our ..yr old, .. yr old & .. yr old children.
I fully support the option to review the catchment area with a view to expanding it and increasing the roll at the school.
Why chose the catchment area option?
(1) It is efficient use of existing resources: looking at the mid-to-long term school capacity requirements for the entire Carse area, it makes sense to utilise Abernyte School to relieve the pressure on school places in the Inchture/Errol areas. Abernyte School is a well maintained, high achieving school and is ideally placed to help manage the mid/long term capacity requirements of the growing Carse region. To further expand again the Inchture/Errol school buildings would require capex approval, which is in short supply. Improving the Abernyte catchment area to include rural villages that currently go to Inchture or Errol would make efficient use of existing resources.
(2) It supports the Curriculum For Excellence: Abernyte is consistently highly rated, offers an excellent standard of education, produces confident individuals, caring members of the community and is a shining example of how rural schooling should be delivered. Music, arts, safeguarding the environment, caring for the community, health & wellbeing, teamwork and charitable activities are all promoted as much as excellence in traditional academic subjects. Individual pupil requirements are met to ensure all are successful learners. All pupils have the opportunity for personal achievement and independent thinking is encouraged. The ethos and life of the school is amazing and there are absolutely no educational grounds on which to choose the other options (all of which effectively mean the school closes).
A decision to expand the catchment area needs to be taken as soon as possible to safeguard the future of this brilliant rural school located in the expanding Carse district.
Page 265 of 422 Any comments on other options:
All other options mean that the school closes, which is a massively short-sighted decision in an area of P&K where population is growing and Inchture & Errol schools are going to struggle for capacity (if this isn't already the case in P1 classes). Concerned parents contacted the council 5 years ago to ask for a catchment area review to keep the school at 2 classes. This request was ignored and we are now at a stage where action needs to be taken as soon as possible to attract and maintain the quality teaching staff that Abernyte is used to.
Email Received:
I much enjoyed meeting you this evening and can I congratulate you and your colleagues for the way in which you are approaching your difficult task. Your materials were also very clear and helpful.
I am writing as an Abernyte resident but also as a member of the House of Lords Social Mobility Select Committee until April last year. The Select Committee was naturally immersed in the very issues on which you are advising the Perth & Kinross elected members.
What was clear to us was that action that results in improving life chances begins very early educationally and that the schooling environment in earlier years had a direct and verifiable impact on outcomes. Two aspects of that environment were the built environment of the school and the length of the journey to get to it. In terms of journey time we took very stark evidence that where journey times were longer the reduction in engagement led to poorer outcomes especially among the lower achievers of a cohort. Long journeys to school have a detrimental effect on life chances.
The school in Abernyte is a wonderful example of a built environment of great merit. The pupils in its current catchment area travel very short distances. These are the very ingredients that would promote life chances and good outcomes for pupils.
Accordingly it does seem to me that closing the school and asking the pupils to move elsewhere might have a positive economic result for the Scottish Government/PKC but that could come at a personal cost to those pupils concerned. Only the most hard hearted would not want to explore every avenue to prevent that and indeed take a reasonable alternative path.
The suggestion that the catchment area for Abernyte School is enlarged would seem to me to be that reasonable alternative path. Indeed local geography suggests to me that it is wholly likely that new pupils involved would have a shorter journey and would be able to benefit from the fine built environment of the school.
But the thrust of what I am saying is that the Social Mobility aspects of not only Abernyte School but the whole series of difficult decisions (and what a long list of
Page 266 of 422 schools that was) are very much ones that Elected Members should consider alongside the economic ones.
In closing I realise that one of the main reasons that I have taken the time to write is the vibrant spirit and happy tone of the School.
Page 267 of 422 Appendix 2 The Scottish Index of Multiple Deprivation (SIMD) identifies small area concentrations of multiple deprivation across all of Scotland in a consistent way. It allows effective targeting of policies and funding where the aim is to wholly or partly tackle or take account of area concentrations of multiple deprivation. SIMD provides information to help improve the understanding about the outcomes and circumstances of people living in the most deprived areas in Scotland.
SIMD ranks to quintiles, deciles and vigintiles. Quintiles split data zones into 5 groups, each containing 20% of data zones. The lower the quintile the more deprived the area. ACORN is a well-developed segmentation tool which categorises the UK’s population into demographic types. Acorn segments households, postcodes and neighbourhoods into 6 categories, 18 groups and 62 types, based on a range of different data collected in many ways. ACORN is used to understand life and living conditions, lifestyles, behaviours and attitudes and can therefore help inform the public service needs of neighbourhoods and households. There are 5 categories ACORN reports on; Category 1 Affluent Achievers, Category 2 Rising Prosperity, Category 3 Comfortable Communities, Category 4 Financially Stretched and Category 5 Urban Adversity. Category 5 indicates the level of deprivation within an area. SIMD and ACORN are based on address.
Page 268 of 422 Appendix 3
Page 269 of 422 Appendix 4
Current revenue costs for school proposed for closure Name of School: Costs for full financial year Additional financial impact on Annual recurring savings (column 2 minus column 3) Abernyte Primary School (2017-18) receiving school [Inchture] (Column 4) (Column 1) (Column 2) (Column 3)
School costs Employee costs - teaching staff £ 76,098.00 £ - £ 76,098.00 support staff £ 17,907.00 £ - £ 17,907.00 teaching staff training (CPD etc) £ 238.00 £ - £ 238.00 support staff training £ - £ - £ - Supply costs £ 1,335.00 £ - £ 1,335.00 Slippage Target -£ 2,495.00 £ - -£ 2,495.00
Building costs: property insurance £ - £ - £ - non domestic rates £ - £ - £ - water & sewerage charges £ 191.00 £ - £ 191.00 energy costs £ 3,698.00 £ - £ 3, 698.00 cleaning (contract or in - house) £ 7,623.00 £ - £ 7,623.00 building repair & maintenance £ 5,589.00 £ - £ 5,589.00 grounds maintenance £ 437.00 £ - £ 437.00 facilities management costs - note 6 £ - £ - £ - revenue costs arising from capital £ - £ - £ - Other £ 684.00 £ - £ 684.00
Page 270 of 422
School operational costs: learning materials £ 552.00 £ 248.40 £ 303.60 catering (contract or in - house) £ - £ - £ - SQA costs £ - £ - £ - other school operational costs (e.g. licences) £ - £ - £ -
Transport costs: note 3 home to school £ 8,458.80 £ 11,574.80 -£ 3,116.00 other pupil transport costs £ - £ - £ - staff travel £ 470.00 £ - £ 470.00 SCHOOL COSTS SUB -TOTAL £ 120,785.80 £ 11,823.20 £ 108,962.60
Income: Sale of meals £ - £ - Lets £ - £ - External care provider £ - £ - Other £ - £ - SCHOOL INCOME SUB - TOTAL £ - £ -
TOTAL COSTS MINUS INCOME FOR SCHOOL £ 120,785.80 £ 11,823.20 £ 108,962.60
UNIT COST PER PUPIL PER YEAR (5 pupils) £ 24,157.16 £ 2,364.64 £ 21,792.52
Page 271 of 422
Annual Property costs incurred (moth-balling) until disposal property insurance £ - non domestic rates £ - water & sewerage charges £ 150.00 energy costs £ 600.00 cleaning (contract or inhouse) £ - security costs £ - building repair & maintenance £ - grounds maintenance £ - Other £ - TOTAL ANNUAL COST UNTIL DISPOSAL £ 750.00
Table 4 Non-recurring revenue costs £ - TOTAL NON -RECURRING REVENUE COSTS £ -
Table 5 Impact on GAE based on pupils going to Inchture PS £ 18,840.00 GAE IMPACT £ 18,840.00
Page 272 of 422 Notes 1. The total costs incurred for teaching staff (row 5) and support staff (row 6) are required to be included. Column 2 should include the current costs for a full financial year for the school proposed for closure, and column 3 should include the additional cost to the receiving school as a result of staff transferring. For teaching staff, this should include regular teachers, itinerant teachers, learning support teaching staff and special education (ASN) staff. Itinerant teaching staff includes central support services such as English as additional language support, hearing, visually impaired services, educational psychology services. For support staff, this should include classroom assistants, administration staff and janitorial staff. For all staff the costs entered should include salary, NI and pension costs. If the school proposed for closure has less than 3 staff members, then the cumulative staff costs only should be given in row 5 (for both teaching and support staff), so as to avoid possible disclosure of individual salaries. Training costs should be identified separately in rows 7 and 8. 2. Supply costs to cover teaching and support staff. This may be held in a central budget, be devolved or shared across the budgets. 3. ‘Home to school’ pupil transport costs should include those school transport costs incurred in accordance with Council policy. ‘Other pupil transport costs’ will cover costs incurred for the transport of pupils for activities such as swimming etc 4. Row 30 of column 3 should include the additional transport costs related to the increased home to school transport arrangements that are put in place in accordance with Council policy. This figure is therefore likely to be considerably higher than current costs. 5. This table is to capture the impact on the revenue support grant as a result of changes to GAE 6. Facilities management costs will include costs related to caretaking, janitorial and security. 7. The capital costs for the receiving school should be taken across the life cycle of the school in line with the life expectancy of that school. The capital costs for the school proposed for closure should be taken across the same life cycle period.
Page 273 of 422 Appendix 5
Page 274 of 422 Appendix 6
A mapping analysis of current pupil addresses from within the Abernyte Primary School catchment area has been carried out.
There are a number of Primary School catchments adjoining Abernyte Primary School including Balbeggie Primary School, Burrelton Primary School, Collace Primary School, Inchture Primary School, Kettins Primary School and Longforgan Primary School.
Abernyte Distance 7 Journey Summary Primary Time 8 School pupils travel to: Balbeggie 6.8 miles 13 Pupils travelling to Balbeggie Primary Primary minutes School from Abernyte Primary School School catchment pass the road to Collace Primary School. This is further to travel than travelling to Collace Primary School. Therefore Balbeggie Primary School is discounted. Burrelton 8.2 miles 15 Pupils travelling to Burrelton Primary Primary minutes School from Abernyte Primary School School catchment would have to pass through Collace Primary School catchment area. Therefore Burrelton Primary School is discounted. Collace 5.5 miles 11 Collace Primary School is the third Primary minutes closest school to Abernyte Primary School School. Pupils from Collace Primary School attend Perth Academy. Therefore Collace Primary School is discounted. Inchture 3.4 miles 8 minutes Inchture Primary School is the closest Primary school to Abernyte Primary School. School Pupils from Inchture Primary School attend Perth High School. This is the preferred choice due to distance. Kettins 6.9 miles 14 Pupils travelling to Kettins Primary Primary minutes School from Abernyte Primary School School catchment would have to pass through Burrelton Primary School catchment area for the quickest route to the school. Therefore Kettins Primary School is discounted.
7 Approximate distances taken from Google Maps 8 Approximate journey times taken from Google Maps
Page 275 of 422 Longforgan 4.4 miles 9 minutes Pupils travelling to Longforgan Primary Primary School would have to pass by Inchture School Primary School catchment area for the quickest route to the school. Therefore Longforgan Primary School is discounted.
From the analysis provided the schools that would not be considered would be Balbeggie Primary School, Burrelton Primary School, Kettins Primary School and Longforgan Primary School. This is due to pupils having to travel through a school catchment area to get to another primary school.
Inchture Primary School is the preferred option as the current Abernyte Primary School pupils live geographically closer to Inchture Primary School than Collace Primary School.
The number of school days lost for all these schools has also been considered as part of the analysis. No school has been closed more than 3.5 days (Abernyte Primary School and Collace Primary School) since 2011. The school closures are mainly due to high winds and loss of power.
Page 276 of 422 Appendix 7 Note: The number of primary school pupils detailed in the table is the maximum number of pupils that could attend the school. These numbers may be less as current pupils are likely to remain in their current school. Parents of P1 pupils (currently pre-5) also have the right to choose a different school from their catchment Data gathered from the NHS in relation to children under 5 has been used (as per paragraph 4.2). This information has been aggregated by the NHS for the purposes of this exercise because numbers are small i.e <5 children. Therefore the data relating to pre-school children as a whole is used, rather than pre-school children in individual year groups.
Catchment Other School Primary Pre -5s in Analysis Area Catchment School area Proposed Impacted pupils in area Moving Burrelton 3 <5 There are very few pupils living anywhere in the area highlighted and existing Primary School under 5 pre-school age children. catchment boundary to Current furthest distance is approximately 2.5 miles with a travel time the north of approximately 7 minutes. This would increase to approximately 5.9 west miles and 12 minutes travelling time by car.
See Appendix 7a
Moving Kettins Primary 1 0 There are very few pupils living anywhere in the area highlighted and existing School no under 5 pre-school age children. catchment boundary to There would be an increase of 7 minutes for this pupil to reach the north Abernyte Primary School.
See Appendix 7b
Page 277 of 422 Catchment Other School Primary Pre -5s in Analysis Area Catchment School area Proposed Impacted pupils in area Moving Collace Primary 2 0 There are very few pupils living anywhere in the area highlighted and existing School no under 5 pre-school age children. catchment boundary to The travelling time for these pupils would increase by approximately 2 the west minutes each way.
See Appendix 7c Moving Balbeggie 8 <5 Not all pupils in this area attend their current catchment school, existing Primary School therefore they may not attend Abernyte Primary School either. catchment boundary to There are not enough primary aged pupils in this revised area to make the west Abernyte Primary School sustainable. There are a low number of under 5’s in the area. See Appendix 7d There would be an increase of travel distance and time for all pupils. If travelling by car travel time would increase by approximately 11 minutes for 6 of these pupils. Moving Inchture 25 10 Not all pupils in this area attend their current catchment school, existing Primary School therefore they may not attend Abernyte Primary School either. catchment to the south An additional survey to be sent out to parents of the primary aged using the A90 children attending Inchture Primary School and the pre-school aged as a children in this revised area. boundary line Pupils currently have a travel time of approximately 6 to 12 minutes See Appendix each way to reach their catchment school and distance of 7e approximately 2 and 4.9 miles. By moving the boundary line and
Page 278 of 422 Catchment Other School Primary Pre -5s in Analysis Area Catchment School area Proposed Impacted pupils in area changing the catchment school, pupils would have an increased travel time of approximately 4 to 13 minutes each way. 7 pupils would have a decreased travel time and distance to Abernyte Primary School compared to travelling to their current catchment school. Moving Longforgan 15 15 An additional survey was issued to parents of the primary aged existing Primary School children attending Longforgan Primary School and the pre-school catchment to aged children in this revised area. the east using the A90 as a Pupils currently have a travel time of approximately 3 to 9 minutes boundary line each way to reach their catchment school and distance of approximately 1.2 and 3.1 miles. By moving the boundary line and See Appendix changing the catchment school, pupils would have an increased travel 7f time of approximately 7 to 14 minutes each way.
Page 279 of 422 Appendix 7a
Moving existing catchment boundary to north west – into Burrelton Primary School catchment area.
Page 280 of 422 Appendix 7b
Moving existing catchment boundary to the north – into Kettins Primary School catchment area.
Page 281 of 422 Appendix 7c
Moving existing catchment boundary to the west – into Collace Primary School catchment area.
Page 282 of 422 Appendix 7d
Moving existing catchment boundary to the west – into Balbeggie Primary School catchment area.
Page 283 of 422 Appendix 7e
Moving existing catchment boundary to the south using A90 as a boundary line – into Inchture Primary School catchment area.
Page 284 of 422 Appendix 7f
Moving existing catchment boundary to the east using A90 as a boundary line – into Longforgan Primary School catchment area.
Page 285 of 422 Appendix 8
Projected School Roll – Revised Abernyte Primary School catchment area
Table 1 below shows all pupils living in the Inchture Primary School catchment area (north of the A90), existing Abernyte Primary School pupils and eligible children under the age of 5 from Inchture Primary School catchment area (north of the A90).
2019/2020 2020/2021 2021/2022 P1 5 2 5 P2 3 5 2 P3 2 3 5 P4 5 2 3 P5 5 5 2 P6 4 5 5 P7 5 4 5
Total 29 26 27 Capacity 44 44 44 Total 66% 59% 61% Capacity Table 1
P1 assumption: Ten under 5’s over a 4 year period from the Inchture Primary School catchment area, this has been split as 3,3,2,2 over the 4 years. There is a possibility that all 10 could register in one year. Abernyte Primary School P1 data as per section 4.2.
Table 2 below shows the pupils living in the Longforgan Primary School catchment area (north of the A90), existing Abernyte Primary School pupils and eligible children under the age of 5 from Longforgan Primary School catchment area (north of the A90).
2019/2020 2020/2021 2021/2022 P1 6 4 6 P2 4 6 4 P3 2 4 6 P4 2 2 4 P5 3 2 2 P6 3 3 2 P7 4 3 3
Total 24 24 27 Capacity 44 44 44 Total 55% 55% 61% Capacity Table 2
P1 assumption: Fifteen under 5’s over a 4 year period from the Longforgan area, this has been split as 4,4,4,3 over the 4 years. There is a possibility that all 15 could register in one year. Abernyte P1 data as per section 4.2.
Page 286 of 422 Longforgan, Inchture & Abernyte Catchment joined
2017 - 2018 2019 2020 2021 current P1 7 9 6 8 P2 4 7 9 6 P3 6 4 7 9 P4 1 6 6 4 7 P5 2 9 6 6 4 P6 2 7 9 6 6 P7 8 7 9 9
Total 5 47 48 47 49 Capacity 44 44 44 44 44 Total 11% 107% 109% 107% 111% Capacity Table 3
The table above is assuming all pupils from the extended catchment area into Inchture and Longforgan all attend Abernyte Primary School along with the current Abernyte Primary pupils. P1 assumption – Ten under 5’s over a 4 year period from the Inchture area, this has been split as 3,3,2,2 for the 4 years. Fifteen under 5’s over a 4 year period from the Longforgan area, this has been split as 4,4,4,3 for the 4 years.
Page 287 of 422 Appendix 9
Table 1 below shows all projected P1 Abernyte Primary School catchment children, projected Inchture Primary School P1 catchment children (living to the north of the A90 in the existing Inchture Primary School catchment area) and existing Abernyte Primary School pupils.
Abernyte/Inchture 2017 – 2018/2019 2019/2020 2020/2021 2021/2022 current roll P1 3 5 2 5 P2 3 5 2 P3 3 5 P4 1 3 P5 2 1 P6 2 2 1 P7 2 2 1
Total 5 8 11 11 15 Capacity 44 44 44 44 44 Total Capacity 11% 18% 25% 25% 34% Table 1
P1 assumption: Ten under 5’s over a 4 year period from the Inchture area, this has been split as 3,3,2,2 over the 4 years. Abernyte P1 data as per section 4.2.
Table 2 below shows all projected P1 Abernyte Primary School catchment children, projected Longforgan Primary School P1 catchment children (living to the north of the A90 in existing Longforgan Primary School catchment area) and existing Abernyte Primary School pupils.
Abernyte/Longforgan 2017 - 2018 2019 2020 2021 current P1 4 6 4 6 P2 4 6 4 P3 4 6 P4 1 4 P5 2 1 P6 2 2 1 P7 2 2 1
Total 5 9 13 15 20 Capacity 44 44 44 44 44 Total Capacity 11% 20% 30% 34% 45% Table 2
P1 assumption: Fifteen under 5’s over a 4 year period from the Longforgan area, this has been split as 4,4,4,3 over the 4 years. Abernyte P1 data as per section 4.2.
Page 288 of 422 Current Abernyte pupils and Abernyte, Longforgan & Inchture under 5’s only
2017 - 2018 2019 2020 2021 current P1 7 9 6 8 P2 7 9 6 P3 7 9 P4 1 7 P5 2 1 P6 2 2 1 P7 2 2 1
Total 5 12 19 23 30 Capacity 44 44 44 44 44 Total 11% 27% 43% 52% 68% Capacity Table 3
The table above shows all Inchture and Longforgan pre 5’s do attend Abernyte Primary School along with the current Abernyte Primary pupils. P1 assumption – Ten under 5’s over a 4 year period from the Inchture area, this has been split as 3,3,2,2 for the 4 years. Fifteen under 5’s over a 4 year period from the Longforgan area, this has been split as 4,4,4,3 for the 4 years.
Page 289 of 422
Page 290 of 422 7 PERTH AND KINROSS COUNCIL 18/87
Lifelong Learning Committee
21 March 2018
Options Appraisal
Braco Primary School and Greenloaning Primary School
Report by Executive Director (Education and Children’s Services)
PURPOSE OF REPORT This report seeks approval of the recommendation of the Options Appraisal (Appendix A) which has been undertaken in respect of Braco Primary School and Greenloaning Primary School.
Lifelong Learning Committee is asked to agree that the Executive Director (Education and Children’s Services) commence a statutory consultation on a proposal to close Greenloaning Primary School . The report also seeks approval to carry out works to improve the suitability of Braco Primary School.
1. BACKGROUND
School Estate Transformation
1.1 The school estate is a significant and valuable asset to the communities of Perth and Kinross. Between 2017 and 2023, the Council will invest £141m in the school estate, including a number of new or replacement primary schools and a substantial upgrade programme for secondary schools. In addition a new £32.5m secondary school at Bertha Park.
1.2 The School Estate Strategy (Report No. 12/370 refers) sets out the Council’s aspirations for our schools, and in particular the high value we place on learning, through our vision for well designed, maintained and managed schools.
1.3 It is important, in light of the significant investment and cost associated with the school estate, that it is managed in an efficient and effective manner, and that the priorities which are addressed meet the wider strategic objectives of the Council and the needs of our communities.
1.4 There are significant challenges for managing the school estate over the coming years. These include changing demographics including population growth and movement, house building in certain locations, ongoing deterioration in building infrastructure, pressure on planned maintenance budgets, increasing revenue costs and the expansion of Early Learning and Childcare from 600 to 1140 hours.
Page 291 of 422 1.5 The Council’s Transformation Strategy 2015-2020 ‘Building Ambition’ and Organisational Development Framework were approved by Council on 1 July 2015 (Report No. 15/292 refers ). Together they detail how Perth and Kinross Council will deliver transformation over the next five years. Accompanying the strategy is a programme of major reviews which are considered to be key drivers and enablers of transformation across the organisation.
1.6 On 24 August 2016, Lifelong Learning Committee (Report No. 16/347 refers ) approved principles to be used as a basis for the transformation review, ‘Securing the Future of the School Estate’. The principles approved by Lifelong Learning Committee as a basis for the transformation review were as follows:
(i) schools should have an occupancy rate where possible greater than 60% of the capacity and ideally should be operating at over 80% capacity; (ii) every school should be rated as A or B ie at least satisfactory for condition and suitability; and (iii) life expired buildings 1 within the school estate should be prioritised for replacement.
1.7 On 2 November 2016, Lifelong Learning Committee (Report 16/485 refers) approved the development of a number of options appraisals to consider in detail schools which were identified as requiring further consideration.
1.8 Braco Primary School was included in the schools to be considered by an options appraisal due to the projected decrease in occupancy and suitability rating of the school.
The overall suitability of Braco Primary School building is rated ‘C’ (Poor - showing major problems and/or not operating properly).
The condition of Braco Primary School building is rated ‘B’ (Satisfactory – performing adequately but showing minor deterioration).
1.9 Greenloaning Primary School was included in the schools to be considered by an options appraisal due to the under occupancy at the school.
1.10 On 24 October 2016, prior to the options appraisal commencing, Greenloaning Primary School was officially mothballed with the agreement of parents of pupils attending Greenloaning Primary School. This means the operation of the school was suspended with pupils being educated at Braco Primary School.
The overall suitability of Greenloaning Primary School building is rated ‘B’ (Satisfactory - performing adequately but with minor problems).
1 Life expired buildings are defined as buildings which are uneconomic to maintain.
Page 292 of 422 The condition of Greenloaning Primary School building is rated ‘B’ (Satisfactory – performing adequately but showing minor deterioration).
Key Legislation
1.11 Councils, as Education Authorities, have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand.
1.12 Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value.
1.13 The Schools Consultation (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals for school closures and other major changes to schools. These consultation processes are expected to be robust, open, transparent and fair, and seen to be so. They are also expected to be consistent across Scotland.
1.14 The 2010 Act makes special arrangements in relation to rural schools, establishing a presumption against closure of rural schools. The result of this is that education authorities must have special regard to a number of factors before formulating a proposal to close a rural school and in consulting on and reaching a decision as to whether to implement a rural school closure proposal. These factors are:
• Effect on the Community • Effect on Travel Arrangements • Educational Benefits
2. OPTIONS PROPOSALS
2.1 An options appraisal has been undertaken to consider the future of Braco Primary School and Greenloaning Primary School. The options appraisal is attached as Appendix A.
2.2 The options appraisal considered the projected decrease in occupancy and suitability rating of Braco Primary School. The school had 53 pupils and an occupancy level of 78% at Census 2 2015. The suitability rating for the school is ‘C’ (Poor – showing major defects and/or not operating adequately).
The options appraisal considered the under occupancy at Greenloaning Primary School, which had 12 pupils and an occupancy level of 24% at Census 2015. The roll fell to 7 pupils and an occupancy level of 14% at Census 2016. Subsequently, Greenloaning Primary School was officially
2 An annual pupil census in publicly funded schools in Scotland is carried out every year for publication by the Scottish Government. This usually takes place in September.
Page 293 of 422 mothballed on 24 October 2016 with the agreement of parents with pupils at the school.
2.3 The Scottish Government’s Rural School List 2017 classifies both Braco Primary School and Greenloaning Primary School as “accessible rural” school under Section 14 of the Schools (Consultation) (Scotland) Act 2010. Therefore in considering the options the rural school factors detailed in paragraph 1.14 were explored fully in the Options Appraisal.
2.4 The findings contained within the Options Appraisal conclude that the only reasonable option is to close Greenloaning Primary School with pupils remaining at Braco Primary School and the suitability rating improved at the school. The delineated area of Braco Primary School would be extended to subsume the whole catchment of Greenloaning Primary School. This option would provide best value for the Council and improve the Braco Primary School building, providing a better learning and teaching environment for pupils. None of the other options looked at were considered to be reasonable alternatives to closure, for the reasons set out in the Options Appraisal.
2.5 The findings of the options appraisal are summarised below:
Option Description Outcome Option 1 Continue with mothballing of Rejected. Not a Greenloaning Primary School – all pupils reasonable option due remain at Braco Primary School and to there not being a suitability rating improved sustainable roll in the school in the next 3-4 years due to small numbers of children living in the area. Option 2 Consider closing Greenloaning Primary Accepted as a School – pupils remain at Braco Primary reasonable option for School and suitability rating improved the following reasons;
• No reasonable action can be taken to increase the school roll at Greenloaning Primary School ensuring this is sustainable in future years.
• Suitability rating of Braco Primary School improved.
Page 294 of 422 Option 3 Re-open Greenloaning Primary School Rejected. Not a and improve suitability rating at Braco reasonable option due Primary School improved to there not being a sustainable roll in the school due to small numbers of children living in the area. Option 4 Re-open Greenloaning Primary School Rejected. Not a and split the stages of education between reasonable option due both schools. Suitability rating improved to the compromises at Braco Primary School associated with running a split site and the fact that the school could operate as a single site. Option 5 Catchment areas of the schools are Rejected. Not a reviewed to determine whether this would reasonable option due increase the school roll at Greenloaning to small numbers of Primary School and ensure the future pupils living in proximity sustainability of both schools to the existing catchments to create a sustainable catchment which does not put pupils in other catchments at a detriment through travel distance. Option 6 Consider closing Braco Primary School Rejected. Not a and pupils moved to an extended reasonable option due Greenloaning Primary School to the additional travel distance and time associated for the majority of pupils.
3. PROPOSALS
3.1 It is therefore proposed to formally embark upon a statutory consultation in relation to the closure of Greenloaning Primary School.
3.2 This would be undertaken in terms of the Schools (Consultation) (Scotland) Act 2010.
3.3 A formal Proposal Paper, based on the options appraisal will be prepared for publication.
3.4 A public meeting will be undertaken by the Convener of the Lifelong Learning Committee and the Executive Director (Education and Children’s Services), supported by officers from Education and Children’s Services.
3.5 Following this, a report will be submitted to a future Lifelong Learning Committee detailing the outcome of the statutory consultation.
Page 295 of 422 3.6 It is also proposed to carry out works to Braco Primary School and Braco Village Hall to improve the suitability of the school environment.
4. CONCLUSION AND RECOMMENDATIONS
4.1 Following the preparation of a comprehensive Options Appraisal, it is proposed that a formal statutory consultation in relation to the closure of Greenloaning Primary School should take place.
4.2 It is recommended that the Committee:
(i) Approves the recommendation of the Options Appraisal that a statutory consultation in relation to the closure of Greenloaning Primary School should take place; (ii) Instructs the Executive Director (Education and Children’s Services) to prepare and publish a proposal paper to close Greenloaning Primary School, transfer pupils to Braco Primary School and extend the delineated area of Braco Primary School to subsume the whole catchment area of Greenloaning Primary School; (iii) Instructs the Executive Director (Education and Children’s Services) to formally consult the appropriate bodies and persons on the terms of the proposal paper, all in terms of the Schools (Consultation) (Scotland) Act 2010; (iv) Delegates authority to the Executive Director (Education and Children’s Services) to investigate and manage any alleged omissions or inaccuracies during the consultation process and to take appropriate action in accordance with The Schools (Consultation) (Scotland) Act 2010; and (v) Instructs the Executive Director (Education and Children’s Services) to prepare a report on the results of the consultation and report back to the Committee on the outcome of the consultation at a future meeting of the Lifelong Learning Committee.
4.3 It is also recommended that the Committee approves the recommendation of the options appraisal to improve the suitability of Braco Primary School through funding in the Modernising Primaries Programme which forms part of the composite capital programme 2017-2023.
Author(s) Name Designation Contact Details Carol Taylor Service Manager [email protected] (Resource Management) 01738 475000
Gareth Findlay Project Officer - [email protected] Transformation 01738 475000
Page 296 of 422
Approved Name Designation Date Sheena Devlin Executive Director 16 February 2018 (Education and Children’s Services)
Page 297 of 422 ANNEX
1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION
Strategic Implications Yes / None Community Plan / Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial Yes Workforce Yes Asset Management (land, property, IST) Yes Assessments Equality Impact Assessment Yes Strategic Environmental Assessment Yes Sustainability (community, economic, environmental) Yes Legal and Governance Yes Risk Yes Consultation Internal Yes External Yes Communication Communications Plan Yes
1. Strategic Implications
Community Plan / Single Outcome Agreement
1.1 The proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations.
This report relates to all of these objectives .
Corporate Plan
1.2 The Perth and Kinross Community Plan 2013-2023 and Perth and Kinross Council Corporate Plan 2013/2018 set out five strategic objectives : (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations.
This report relates to all of these Objectives.
Page 298 of 422 1.3 The report also links to the Education & Children’s Services Policy Framework in respect of the following key policy area:
• Maximising Resources
2. Resource Implications
Financial
2.1 There are no other direct financial implications arising from this report other than those reported within the body of the main report.
Workforce
2.2 As a result of this report there will be workforce implications in terms of resourcing the statutory consultation for several teams across Council Services which include ECS Resource Management, ECS Business Services, ECS Finance, Human Resources and Legal and Governance Services.
As part of the statutory consultation there is a requirement to consult with staff affected by the proposal.
Asset Management (land, property, IT)
2.3 There are no direct asset management implications arising from this report at this point. Asset management implications will not be known until the statutory consultation is complete.
3. Assessments
Equality Impact Assessment
3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties.
3.1.1 An Equalities Impact Assessment will be completed as part of the statutory consultation.
Strategic Environmental Assessment
3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals.
3.2.1 The environmental impact of each option is considered in the options appraisal; however there are no implications at this stage of the process. The environmental impact will be considered further through the statutory consultation.
Page 299 of 422 Sustainability
3.3 Under the provisions of the Local Government in Scotland Act 2003 the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. In terms of the Climate Change Act, the Council has a general duty to demonstrate its commitment to sustainability and the community, environmental and economic impacts of its actions.
3.3.1 There is no direct impact on sustainability as a result of this report, and sustainability will be considered further as part of the statutory consultation process.
Legal and Governance
3.4 The Head of Legal Services has been consulted in the preparation of this report. Any consultation would require to be carried out in accordance with the Schools Consultation (Scotland) Act 2010
Risk
3.5 A risk log is being maintained for the School Estate Transformation Programme. A further risk log will be created as part of the statutory consultation process.
4. Consultation
Internal
4.1 The Head of Democratic Services, Head of Finance, Head of Legal, Head of Property Services have been consulted in the preparation of this report.
External
4.2 The Options Appraisal details the consultation which has been carried out in the development of this report.
5. Communication
5.1 A communication plan has been prepared which will support effective communication and engagement with stakeholders, and to promote the anticipated efficiencies and benefits of this Transformation Project as well as the links to the wider Transformation Programme. A range of methods will be used to consult with internal and external stakeholders as identified in the draft communication plan, such as meetings, briefings, community consultation and focus groups. A separate communications plan will be developed for the Statutory Consultation process.
Page 300 of 422 2. Background Papers
2.1 No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (other than any containing confidential or exempt information) were relied on to any material extent in preparing the above report.
3. Appendices
3.1 Appendix A - Options Appraisal Report – Braco Primary School and Greenloaning Primary School
Page 301 of 422
Page 302 of 422 APPENDIX A
PERTH AND KINROSS COUNCIL
EDUCATION AND CHILDREN’S SERVICES
OPTIONS APPRAISAL REPORT
BRACO PRIMARY SCHOOL AND GREENLOANING PRIMARY SCHOOL
Page 303 of 422 1. Introduction
The Council’s Corporate Plan identifies the vision of ‘a confident and ambitious Perth and Kinross with a strong identity and clear outcomes that everyone works together to achieve. Our area will be vibrant and successful; a safe secure and healthy environment; and a place where people and communities are nurtured and supported’.
This strategic approach embraces the vision for our area, our communities and our people as outlined in the Corporate Plan. Our key service priorities support the delivery of our commitments in the Community Planning Partnership’s Single Outcome Agreement and Corporate Plan, helping Education and Children’s Services to focus on the local outcomes that will achieve meaningful improvements for the area, our local communities and our citizens.
Councils, as an Education Authority, have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand.
Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value.
The school estate is a significant and valuable asset to the communities of Perth and Kinross. From 2017 to 2023, the Council will invest £141m in the school estate, including a number of new or replacement primary schools and a substantial upgrade programme for secondary schools. In addition a new £32.5m secondary school at Bertha Park will become operational in August 2019.
The School Estate Strategy ( Report No. 12/370 refers ) sets out the Council’s aspirations for our schools, and in particular the high value we place on learning, through our vision for well designed, maintained and managed schools. The School Estate Management Plan details how we plan to deliver the strategy. It is important, in light of the significant investment and cost associated with the school estate, that it is managed in an efficient and effective manner, and that the priorities which are addressed meet the wider strategic objectives of the Council and the needs of our communities. 2. Background
2.1 Transformation
There are significant challenges for managing the school estate over the coming years. These include changing demographics including population growth, and house building in certain locations and reduction in population in other areas. This has led to an ‘imbalance’ in occupation of the school estate, with roll pressures in some urban schools and under- occupation in some rural schools. There is also ongoing deterioration in building infrastructure, pressure on planned maintenance budgets, increasing revenue costs and the extension to Early Years provision which are challenging in terms of funding and maintenance of the school estate.
Page 304 of 422 The Council’s Transformation Strategy 2015-2020 ‘Building Ambition’ and Organisational Development Framework were approved by Council on 1 July 2015 (Report No 15/292 refers). Together they detail how Perth and Kinross Council will deliver transformation over the next five years. Accompanying the strategy is a programme of major reviews which are considered to be key drivers and enablers of transformation across the organisation. As part of the Council’s Transformation Programme 2015-2020, a review of the school estate was approved. On 24 August 2016, the Council approved the report “Transformation – School Estate Review” (Report 16/347 refers ). This report proposed principles to be used to prioritise investment and as a basis for a high level review of the school estate. The purpose of the transformation review is to support the delivery of better outcomes for all of our young people through more effective use and management of the school estate. 2.2 Basis of review
The principles proposed as a basis for the review are: (i) Every school should be rated as A or B ie at least satisfactory for condition and suitability; (ii) Schools should have an occupancy rate where possible greater than 60% of the capacity and ideally should be operating at between 80% and 100% capacity; (iii) Life expired buildings within the school estate should be prioritised for replacement.
2.3 Options Appraisal
This report is the options appraisal for Braco Primary School and Greenloaning Primary School. This will be submitted to Lifelong Learning Committee of the Council which will determine whether any statutory consultation will proceed. 2.4 Inclusion of Braco Primary School and Greenloaning Primary School
On 2 November 2016, the Council approved the report “Securing the Future of the School Estate – Next Steps” ( Report 16/485 refers ). This report detailed the outcome of the high level review and proposed to proceed with further work on the schools which were did not meet the suitability, condition or occupancy principles. In this report, it was agreed that an options appraisal should be carried out on Braco Primary School due to a projected decrease in occupancy and suitability rating C.
The school had a pupil roll of 53 (Census 2015) and an approved capacity of 68 giving an occupancy of 78%. The school roll at Census 2017 was 50 giving an occupancy of 74%.
It was agreed that an options appraisal should be carried out on Greenloaning Primary School due to the under occupancy at the school.
Greenloaning Primary School had a pupil roll of 12 (Census 2015) and an approved capacity of 49 giving an occupancy of 24%. The school roll at Census 2016 was 7 giving an occupancy of 14%. On 24 October 2016 the school was mothballed.
Page 305 of 422 2.5 Current Position
Braco Primary School has a roll of 50 (Census 2017) with an occupancy of 74%.
Greenloaning Primary School was mothballed, with the agreement of parents of pupils at the school, effective from 24 October 2016. This means the operation of the school has been suspended with pupils moved to another school. In October 2016 when the school was mothballed, there were 4 pupils attending the school. Pupils from the catchment area have been zoned to Braco Primary School. 3. Legislation The Schools Consultation (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals for school closures and other major changes to schools. These consultation processes are expected to be robust, open, transparent and fair, and seen to be so. They are also expected to be consistent across Scotland.
The 2010 Act makes special arrangements in relation to rural schools, establishing a presumption against closure of rural schools. The result of this is that education authorities must have special regard to a number of factors before formulating a proposal to close a rural school and in consulting on and reaching a decision as to whether to implement a rural school closure proposal. These factors are:
• Effect on the Community • Effect on Travel Arrangements • Educational Benefits
The duties are outlined in the Schools (Consultation) (Scotland) Act 2010 and the accompanying Statutory Guidance . In order to ensure a robust approach to each option appraisal carried out under the School Estate Review the factors that require to be considered as part of a rural school closure will be adopted in all cases. The Education (Scotland) Act 2016 amends the Standards in Scotland’s Schools Act 2000 by adding in new duties to address inequality of outcome. These duties apply in different ways to both Scottish Ministers and education authorities. Where the education authority is making or implementing strategic decisions about school education, it is required to have due regard to the need to carry out its functions in a way which is designed to reduce inequalities of outcome. This is particularly directed in the Act towards pupils who experience those inequalities through socio-economic disadvantage, but there is also a power to extend the range of pupils who are covered by this duty. In addition, the Community Empowerment (Scotland) Act 2015 sets out a new right for community organisations to request the transfer of local assets into local community ownership/management. Public bodies including Councils must consider such requests and respond within a reasonable timescale to them.
Page 306 of 422 3.1 Community Engagement and Feedback
The Statutory Guidance promotes informal consultation or “pre consultation” with communities regarding a proposal before a formal 2010 Act proposal paper is formulated. The Statutory Guidance recommends ‘early engagement with the local community’ with a view to:
• ‘establishing possible alternatives’; • ‘information gathering and sharing in advance of a statutory consultation’; • ‘engaging and empowering communities to understand and help shape the proposals that affect them’.
Details of the feedback from the community sessions are contained in Appendix 1. Relevant feedback is also referred to in the later sections of this document, to provide the community view of the impact of the options. The feedback which is detailed in the Appendix has been issued to the Parent Council, Headteacher and Community Council and published on the Council website.
The key themes in the feedback for Braco Primary School and Greenloaning Primary Schools were:
• there is resistance to the closure of Braco Primary School; • there was disappointment that Greenloaning Primary School had been mothballed; • the suitability of Braco Primary School needs improved; • the building and site at Greenloaning Primary School is more suitable than Braco Primary School, however there is a recognition that the majority of pupils live in Braco; • if Greenloaning Primary School was closed the building should be used to benefit the community; • splitting the stages of education between both schools was seen as a positive, although there were concerns regarding how this could work logistically for families; and • a catchment review would not necessarily make Greenloaning Primary School sustainable.
4. Braco, Greenloaning and the Local Area
4.1 Braco - Location of School
The village of Braco is located approximately six miles to the south west of Auchterarder and approximately 2 miles from the A9. The school is situated on Feddal Road which is in the north of the village.
The Scottish Government’s Rural School List 2017 classifies Braco Primary School as “accessible rural” school under Section 14 of the Schools (Consultation) (Scotland) Act 2010. The classification is based on two main criteria, settlement size and accessibility based on drive time. For Braco Primary School the classification criteria is “areas with a population of less than 3,000 people and within a 30 minute drive time of a settlement of 10,000 or more” (Source: Scottish Government Rural School List 2017).
Page 307 of 422 4.2 Greenloaning – Location of School
The village of Greenloaning is under two miles from Braco and is located adjacent to the A9 trunk road. The school is at the edge of the village, close to the A9. The Scottish Government’s Rural School List 2017 classifies Greenloaning Primary School as “accessible rural” school under Section 14 of the Schools (Consultation) (Scotland) Act 2010. The classification is based on two main criteria, settlement size and accessibility based on drive time. For Greenloaning Primary School the classification criteria is “areas with a population of less than 3,000 people and within a 30 minute drive time of a settlement of 10,000 or more” (Source: Scottish Government Rural School List 2017).
4.3 Local Area and Community
Braco is a village with a population of approximately 5301 people. The village has limited facilities/services other than the primary school and village hall. The village is mainly residential, with the majority of surrounding land in agricultural use.
Greenloaning has a population of approximately 330 2 people and is mainly residential.
Greenloaning Primary School is approximately 1.7 3 miles (walking) and approximately 23 miles (driving) from Braco Primary School.
The closest General Practice (GP) to both Braco and Greenloaning is Dunblane Health Centre and the nearest dental surgery for both is also in Dunblane. Dunblane is approximately 8 miles from Braco and approximately 7 miles from Greenloaning. The nearest Post Office is located in either Dunblane or Muthill.
At the community drop-in session people were asked to describe the community and some information on the community was also provided through comments on the options. Some views were as follows:
• Braco school is such an important hub for the village; • School is v.impt part of community and losing it would make a difficult housing market even worse as no families would consider moving without school facilities. Must keep school in village; • Braco is a great place to live and there is plenty of community spirit if you want it. We don’t have much in the way of communal facilities so I think we do really well. My son is no longer at Braco PS but loved his time there. School events are community events and there is a great relationship not least thanks to attitude of head teacher + staff; • The village hall in Braco is used on a regular basis by the school and wider community. It plays an important part in the daily life of the village.
1 Local Development Plan 2 Local Development Plan 3 Google Maps
Page 308 of 422 4.4 Population
Data on pre-school children registered with GP practices living in the Braco catchment shows a total of 28 children eligible to start school over the next 4 years (2018- 2021).
The data for Greenloaning catchment shows that the number of children eligible to start school over the next 4 years (2018 - 2021) is 8.
4.5 Socio Economic Factors
The Council uses the Scottish Index of Multiple Deprivation (SIMD) and ACORN data to understand levels of deprivation across Perth and Kinross and also in individual schools. Appendix 4 explains SIMD and ACORN.
There was no information available for Greenloaning Primary School in Census 2017 as it has been mothballed.
There are no pupils attending Braco Primary School, including those pupils from Greenloaning currently attending following the mothballing of the school who are classed as being in the most socio economically deprived category on the basis of SIMD and ACORN classification.
Braco Primary School received Pupil Equity Funding in 2017/18 for <5 pupils. PEF is being provided as part of the £750m Attainment Scotland Fund which will be invested over the current Parliamentary term to tackle the poverty related attainment gap.
4.6 Development, Housebuilding and Employment The current Local Development Plan (LDP) was adopted in 2014 and the Council is required to keep it up to date and review it at a maximum of five year intervals.
The TAYplan sets out a hierarchical approach to directing new development to existing settlements and identifies Perth Core Area as the tier 1 settlement which should take the majority of new development.
There is no planned house building for the Braco area contained within the LDP or Housing Land Audit 4 (HLA) 2016. There is no planned house building for the Greenloaning area contained within the LDP or HLA (2016). The Proposed Local Development Plan (LDP) 2 was approved for consultation by Council on 22 November 2017. The aspiration is to have a final LDP to adopt by Spring 2019. There are no changes proposed for Braco in LDP2. In LDP2, the settlement boundary at Greenloaning has been drawn to accommodate limited development, should this come forward, at Rottearns Mill and at land south of Millhill Drive.
4 The Housing Land Audit is compiled by PKC Planning on an annual basis, it estimates build out rates for sites over 5 houses across Perth and Kinross
Page 309 of 422 Neither site is specifically allocated as a housing proposal but planning permission has previously been granted for residential development at both sites. There is however no timescale for any house building at present. Therefore, pupil numbers would not be affected for the foreseeable future by development on this land.
4.7 The School within the Community
At the pre-consultation the community were asked to describe the community within Braco and Greenloaning and their thoughts on the schools as part of the community, some of the comments are as follows:
• The school (Braco) is fantastic and creates a sense of community. With the other local amenities closing/closed down it really is the last thing left to bring people together; • Braco school is a key part of the community and removing that will also cut back access to school activities and ties to the church, Forest Schools, village hall events etc. The bulk of the population attending lies in Braco and the trends and projections show this is unlikely to change; • With the shop closing the school is the only place where there’s a communal gathering ground for social interaction between all children and parents – without it this community will suffer badly; • Greenloaning Primary was the heart of the community! Greenloaning has fantastic grounds to allow children to play and expand their outdoor learning.
Both sets of school pupils invited the community into the school, were involved in village events and developed events for the school and community together. Currently the majority of bookings are hosted within the Braco Village Hall. 4.8 School Catchment
The catchment area for Braco Primary School adjoins the catchment areas for Comrie Primary School, Community School of Auchterarder Primary School, Blackford Primary School, Greenloaning Primary School and Stirling Council to the South.
The catchment area for Greenloaning Primary School adjoins the catchment area for Braco Primary School and Blackford Primary School. The Stirling Council area borders the catchment area to the south.
Prior to Greenloaning Primary School being mothballed Braco and Greenloaning Primary Schools operated with a shared headteacher.
Page 310 of 422 Comrie CSOA
Braco
Blackford Greenloaning
5. Pupil Numbers
5.1 Braco Primary School
Pupil rolls - Previous and Current Years (based on school census 5)
2010 2011 2012 2013 2014 2015 2016 2017 Braco 68 68 68 68 68 68 68 68 Capacity Braco Roll 63 64 64 54 53 53 49 50
Table 1 – Braco Primary School pupil rolls previous and current years
5.2 Greenloaning Primary School
Previous Years (based on school census 4)
2010 2011 2012 2013 2014 2015 2016 2017 Greenloaning 49 49 49 49 49 49 49 49 Capacity Greenloaning 29 24 15 18 14 12 7 n/a Roll Table 2 – Greenloaning Primary School pupil rolls previous and current years
At census 2016 there were 16 primary age pupils living within the Greenloaning Primary School catchment area attending Perth and Kinross schools. Seven pupils attended Greenloaning, 8 pupils attended Braco Primary School and 1 pupil attended the Community School of Auchterarder.
At census 2016 the school roll dropped from 12 to 7 as 5 pupils left (2 from P7) and there were no new P1 pupils attending the school. There were 2 P1 pupils from the catchment who attended Braco Primary School.
5 An annual pupil census in publicly funded schools in Scotland is carried out every year for publication by the Scottish Government. This usually takes place in September.
Page 311 of 422 At census 2017 there were 9 primary age pupils living within the Greenloaning Primary School catchment area attending Perth and Kinross schools. Again, 8 pupils attended Braco Primary School.
Pupil Pupil Pupil Pupil Census Census Census Census 2014 2015 2016 2017 Primary School Aged Pupils attending PKC 21 21 16 9 schools living in Greenloaning Primary School catchment
Greenloaning Primary School catchment pupils 11 12 9 9 attending other PKC schools Greenloaning Primary School catchment pupils 10 9 7 N/A attending Greenloaning Primary School Pupils from other catchments attending 4 3 0 N/A Greenloaning Primary School
Pupil Roll 14 12 7 N/A Table 3 – Greenloaning Primary School – pupils living in catchment area
At census 2017 there were 15 primary age pupils living within the Greenloaning Primary School catchment area attending schools in the Stirling Council area.
A number of parents detailed that lack of childcare facilities at Greenloaning as the reason for placing their children in alternative schools;
• We’re moving our kids because there are no morning/after school clubs at either of the schools. Greenloaning is a commuter village that has lots of working parents.
Many of the children from Greenloaning Primary School catchment area attend St Mary’s Episcopal Primary School in Dunblane, and although this school does not have morning/after school clubs, there is a kids club in Dunblane which picks children up from local schools including St Mary’s Episcopal Primary School. 5.3 Future Pupil Projections The methodology used for pupil projections allows Education and Children’s Services to project a detailed year by year analysis for each school catchment. The methodology applied for projecting future P1 intakes uses aggregated GP registration data. This anonymised data, sourced from the NHS, reflects children registered with a GP, within specific school catchment areas. P1 pupils included within the data received from the NHS do not always attend their catchment school. This is primarily because parents make placing requests to other schools or elect to send their child to a denominational school.
Page 312 of 422 As a result of these movements the P1 data is adjusted taking into consideration the movement of pupils in previous years. The adjusted data is the primary source of information for forward planning The projected school rolls also reflect house building, through referring to the Housing Land Audit (HLA). It should be noted that for the above reasons, pupil movements within the school estate are to some extent fluid. This means that predicting future years’ schools rolls will not be exact. It is however accurate enough to provide valuable information on forward planning for the school estate. School Roll – Future Pupil Numbers Projected - Braco
The table below shows the projected pupil roll for Braco Primary School, should Greenloaning Primary School remain mothballed or permanently closed with pupils being zoned to Braco.
2018/19 2019/20 2020/21 2021/22 Braco 68 68 68 68 Capacity Braco Roll 51 51 53 56 Table 4 6 – Braco Primary School – Future projected school roll School Roll – Future Pupil Numbers Projected - Greenloaning
The table below shows the projected pupil roll, should the school re-open and the 4 pupils who attended the school, just prior to the school being mothballed return and all Primary 1s in the catchment area attended Greenloaning Primary School.
2018/ 2019/ 2020/ 2021/ 2019 2020 2021 2022 Greenloaning Capacity 49 49 49 49
Pupils returning to school – assumes only 3 2 2 1 pupils who were in attendance when school mothballed New P1s – assuming all P1s from catchment 0 1 1 3 attend Greenloaning Greenloaning Roll 3 3 4 6
Table 5 7 – Greenloaning Primary School – Future projected school roll
It can be seen from the table above that there are small numbers of P1 pupils in the Greenloaning catchment area over the next 4 years.
6 The projected school roll is based on actual P1 registrations as at 23 February 2018. 7 Data provided by the NHS indicated 3 P1’s would have been due to start at Greenloaning Primary School August 2018. As at 23 February 2018 there are no pupils registered at Braco Primary School with a Greenloaning address therefore they have not been included in this table.
Page 313 of 422 5.4 Nursery Pupils
Braco Primary School has nursery provision for a maximum of 10 children at any one time ie capacity for 20 nursery places. The age range of children is from 3 years to those not yet attending primary school. There are currently 12 children (Census 2017) attending Braco Primary School nursery.
5.5 Building Information
Ownership
The Council owns the school site at Braco Primary School. The Council also owns the village hall and the land that it sits on. The Council has a management agreement with Braco Hall Committee for the village hall. The Council owns the school site and the school buildings at Greenloaning Primary School.
Suitability
Schools are rated on a scale of A to D for suitability.
Suitability is an assessment of the school as a whole, its buildings and its grounds and the impact they have on teaching and learning, leisure and social activities and the health and wellbeing of users. The overall suitability of the Braco Primary School building is rated ‘C’ (Poor - showing major problems and/or not operating properly).
A feasibility study has been undertaken to establish what works are required to improve the suitability of Braco Primary School. The school uses the village hall for PE and dining.
The feasibility study indicates that by significantly adapting the current school building to accommodate all classes and the nursery on the ground floor, addressing the level changes in the building and adding a small extension, the suitability rating of the school can be improved.
As a result, improvements to the learning and teaching environment will be made for pupils and staff as the accessibility to classrooms, internal social spaces and facilities will be improved.
The estimated preliminary capital cost for this option is £1,665,000. These costs do not include works to the village hall, which the school uses for PE and dining. It is anticipated that works will come forward through the Council’s planned maintenance programme to improve facilities in the Village Hall. These works include a new ramp and access door system, toilet upgrade and internal redecoration at an estimated cost of £62,000.
Whilst this work is being undertaken the pupils will require to be decanted from the school building. The most likely option for the decant will be Greenloaning Primary School, where additional temporary portable units will be provided. Estimated preliminary cost for the decant is £129,000 with additional transport costs incurred of approximately £104,500. The overall suitability of Greenloaning Primary School building is rated ‘B’ (Satisfactory - performing adequately but with minor problems).
Page 314 of 422 Condition
Schools are rated on a scale of A to D for condition.
A survey of both buildings has been carried out to assess the current condition of the buildings. Condition is an assessment of the physical condition of the school and its grounds.
The condition of Braco Primary School and Greenloaning Primary School buildings are rated ‘B’ (Satisfactory – performing adequately but showing minor deterioration). A further ‘desktop’ Mechanical and Electrical (M&E) survey was undertaken on both buildings in November 2017. The condition has not been adjusted to take M&E into account, as the Council along with other Scottish Councils is about to update the means of assessing condition. The works required as a result of the M&E survey have been included in the potential future spend, however.
Planned and unplanned maintenance on the Braco Primary School building in the last 3 financial years cost £34,305.
Planned and unplanned maintenance on the Greenloaning Primary School building in the last 3 financial years cost £21,259.
5.6 Financial Information (Staff, Buildings, Transport and Other)
The revenue (or running) cost for financial year 2017/2018 for operating Braco Primary School is £248,443.
The revenue (or running) cost for financial year 2017/2018 for operating Greenloaning Primary School would be £125,451, if the school was open.
The approximate costs of upgrading the condition of the buildings are detailed below. These works are not required immediately but in the medium term which is 2-5 years:
School Cost of Upgrades Braco Primary School £ 398,490 Greenloaning Primary School £ 319,987 Table 6 – Upgrade costs for Braco Primary School and Greenloaning Primary School
6 Options for Consideration
A number of options are considered for the future of Braco and Greenloaning Primary Schools as part of this options appraisal;
• Option 1 - Continue with mothballing of Greenloaning Primary School – all pupils remain at Braco Primary School and suitability rating of Braco Primary School improved; • Option 2 - Consider closing Greenloaning Primary School – pupils remain at Braco Primary School and suitability rating of Braco Primary School improved; • Option 3 - Re-open Greenloaning Primary School and suitability rating at Braco Primary School improved;
Page 315 of 422 • Option 4 - Re-open Greenloaning Primary School and split the stages of education between both schools. Suitability rating at Braco Primary School improved; • Option 5 - Catchment areas of the schools are reviewed to determine whether this would increase the school roll at Greenloaning Primary School and ensure the future sustainability of both schools and • Option 6 - Consider closing Braco Primary School and pupils moved to an extended Greenloaning Primary School
In considering the options below, account was taken of the fact that there is a presumption against closure of a rural school. As part of the options appraisal, the “rural school factors” specified in the School Consultation (Scotland) Act 2010 have been given special regard.
These are:
• Effect on Community • Effect on Travel Arrangements • Educational Benefit
6.1 Option 1 - Continue with mothballing of Greenloaning Primary School – all pupils remain at Braco Primary School and suitability rating improved
Community Impact
Greenloaning Primary School has been mothballed since 24 October 2016. The Statutory Guidance for the Schools (Consultation) (Scotland) Act 2010, in relation to mothballing, states “the maximum length of its duration is likely to depend on the location of the school and the desirability of maintaining capacity to re-open a school there, but it is unlikely that it should exceed 3 years in areas that are not very remote.”
There were a range of opinions on this option, however the majority of people thought that mothballing was not the best option. Comments received on this option from those attending the drop-in session included;
• The reason Greenloaning was mothballed was due to low numbers – there is no point re-opening it unless you can guarantee pupil numbers; • This appears to be delaying a decision that needs to be made. I don’t think this makes much sense in the long run and just subjects both villages to uncertainty; • Why mothball the more suitable site whilst providing inadequate facilities in Braco?; • Mothballing should continue and a community decision should be made on how best to utilise the Greenloaning building (i.e. some form of community centre); • There's more children and houses in Braco so it seems more sensible. Also there is a huge park for sporting activities and the hall for indoor sports and lunch .
Page 316 of 422 Pupil Impact
If the school continues to be mothballed pupils from the Greenloaning Primary School catchment area would continue to attend other primary schools. P1 pupils from Greenloaning Primary School catchment area would continue to be temporarily zoned to the catchment area for Braco Primary School and be entitled to transport if they live more than 2 miles away.
The projected pupil roll at Braco Primary School is shown in table 4, section 5.3. There is sufficient capacity at Braco Primary School to accommodate pupils from both Braco and Greenloaning catchment areas until 2021/22.
Travel Arrangements/Environmental Impact
There are currently 9 primary school aged pupils living in the Greenloaning Primary School catchment area (Census 2017) who attend other schools in Perth and Kinross.
The majority of these pupils travel to Braco Primary School which is 1.7 miles (walking) and 2 miles (driving) from Greenloaning Primary School. These pupils are not transported by the Council currently. If the mothballing of the school continues, pupils from Greenloaning Primary School catchment area would continue to travel to Braco Primary School. This has an environmental impact but is offset against the school being mothballed. Financial Impact There are annual running costs of £1,650 associated with Greenloaning Primary School being mothballed including water, sewerage, maintenance, grounds maintenance and energy; however savings of £123,511 per annum would be anticipated while the school continues to be mothballed. The cost to improve the suitability and condition of Braco Primary School is approximately £2.1m. Estimated preliminary cost for decant is £129,000. There will be additional costs of approximately £104,500 for transporting the pupils to Greenloaning Primary School for the duration of the decant. Option 1 – Assessment Greenloaning Primary School was mothballed, with the agreement of parents, in October 2016. The school was mothballed due to the small number of pupils in attendance. Pupil numbers had reduced relatively rapidly from 29 to 7 over the previous 6 years. Prior to mothballing, a large number of pupils from Greenloaning Primary School catchment attended schools in the Stirling Council area or Braco Primary School as a result of parental choice. While the school is mothballed, there is a possibility of it reopening which is positive. There is however also continued uncertainty for parents and the community. Continued mothballing would delay opportunities to progress a community asset transfer, lease or sell the building, all of which may benefit the wider community. This option will not affect existing travel arrangements or current pupil arrangements. In future years if there are pupils from the Greenloaning Primary School catchment area, living further than 2 miles
Page 317 of 422 from Braco Primary School and choosing to attend Braco Primary School transport will be provided for them by the Council. Braco Primary School has sufficient capacity to support a roll which includes pupils within Greenloaning Primary School’s catchment area, while the school is mothballed. The savings associated with mothballing the school are £123,511 per annum. Taking account of the statutory guidance continued mothballing of the school is only a reasonable option if there are likely to be changes in the catchment area in the next 3 years which would result in a sustainable roll. There are no significant developments, which are likely to create a sustainable school roll at Greenloaning Primary School in the next 3 years. Therefore, leaving the school open, but with continued mothballing is not a reasonable option. 6.2 Option 2 - Consider closing Greenloaning Primary School – pupils remain at Braco Primary School and suitability rating improved
Community Impact
There are no other facilities or services in Greenloaning other than the primary school. The community were asked to describe Greenloaning as a community and the importance of the school in the community.
• The school was the only shared community space in Greenloaning. Since the closure we rarely even see kids playing at the park – all too busy commuting from neighbouring villages; • I think it would be a huge loss to the Greenloaning community to lose the primary school completely as it was the hub of the village.
Feedback received at the drop-in session was mixed in terms of the closure of Greenloaning Primary School;
• To consider closing Greenloaning school is an absolute disgrace! Why would the more superior building be the one to close? Makes absolutely no sense!; • Braco School is an important part of the community and is in the right place geographically and in terms of the numbers attending now and expected in the future. The Greenloaning school building lies geographically on the margins of the community. The building could be used for other community needs; • The Ardoch Development Trust has already put in a note of interest on behalf of the community for the school building. This might help to provide a community focus in Greenloaning and address to some extent, the general lack of infrastructure in our community; • It seems obvious that both schools cannot exist given future numbers of children. Braco has more occupancy therefore it should be improved and the other closed.
Page 318 of 422 Pupil Impact The feedback from the Headteacher at Braco Primary School is that the pupils from Greenloaning Primary School have settled well into Braco Primary School and that generally both groups of parents are positive about the changes. This has been facilitated through the schools having a close relationship prior to the mothballing including a shared headship. Works would take place to improve the suitability of the school building and also to carry out planned maintenance on the hall building. This would provide an improved environment for pupils, staff and in the case of the hall the wider community. Pupils will be decanted, to Greenloaning Primary School while works are taking place.
Travel Arrangements/Environmental Impact
Greenloaning Primary School is approximately 1.7 miles (walking) and approximately 2 miles (driving) from Braco Primary School.
The journey time between the 2 schools is approximately 4 minutes by car. Transport arrangements have been in place for pupils travelling from Greenloaning Primary School catchment area to Braco Primary School since October 2016. Consideration will be given as to whether the route between Greenloaning Primary School and Braco Primary School is safe. If the route is not safe transport will be provided by Perth and Kinross Council. Financial Impact
The revenue savings generated from closing Greenloaning Primary School amount to approximately £123,511 including mothball costs annually. This is predominantly made up of staff and building costs. The revenue savings generated may reduce by approximately £28,500 as this would be cost of transporting pupils from Greenloaning Primary School to Braco Primary School. A capital receipt would be forthcoming if the building was sold. The capital cost of upgrading Greenloaning Primary School building of £319,987 would not be required.
The cost to improve the suitability and condition of Braco Primary School is approximately £2.1m. There will be additional costs for transporting the pupils to Greenloaning Primary School for the duration of the decant and also for providing additional accomodation. The estimated preliminary cost for decant is £233,500.
Option 2 - Assessment
There was a mixed response from the communities regarding closing Greenloaning Primary School. This option would see the suitability rating for Braco Primary School improved. Facilities within the Braco village hall would also be improved for the benefit of both Braco and Greenloaning communities. Pupil numbers at Greenloaning Primary School have been reducing year on year since 2005, when the school had 42 pupils. This is due to the increase in pupil numbers from housebuilding levelling off and fewer primary school age pupils living in the village. Pupils are also choosing to attend other schools. P1 intake figures over the next 4 years are also
Page 319 of 422 small, with a maximum of 8 pre-school pupils living in the catchment area. Three of the 8 pupils were due to attend Greenloaning Primary School in August 2018 however there are no pupils with a Greenloaning catchment area address registered to start at Braco Primary School in August 2018. Braco Primary School and Greenloaning Primary School had strong links with each other prior to Greenloaning Primary School being mothballed, including a shared headship. The Headteacher has advised that pupils from Greenloaning Primary School are settled at Braco Primary School. Travel arrangements for pupils have also now been in place for over a year. As the community require to travel to access other services such as GP and dental surgeries, the closure of the school should have little or no impact on current travel arrangements for the community accessing facilities. If Greenloaning Primary School was to close it is possible that the building could be used for the benefit of the wider community. The Council has received requests from a number of sources for the use of the school. It is considered that closure of Greenloaning Primary School is a reasonable option because the majority of children from the catchment area are attending other primary schools. There is no indication that the roll will increase in future years as pre-school children numbers are low. This option also has the benefit of supporting the sustainability of Braco Primary School, which is approximately 2.0 miles from Greenloaning Primary School and is also a small rural school. Improving the suitability rating of Braco Primary School benefits the pupils from both Braco and Greenloaning by providing a better environment for learning. There is no evidence to indicate that this option would have an adverse impact on the community, travelling arrangements or the environment. 6.3 Option 3 - Re-open Greenloaning Primary School and suitability rating at Braco Primary School improved
Community Impact
This option was viewed by the majority of people that attended the drop-in session as a benefit for both communities. Both communities would retain their school and the link it has with the wider community.
• If numbers were to go up – yes; • Would be good to use Greenloaning School building again; • Greenloaning is a far superior school to Braco. Offering extensive grounds for outdoor projects as well as play facilities. There is ample space to extend the building to accommodate all pupils and provide decent rooms for P.E. and lunches. Although Braco can be upgraded, the P.E. and lunch facilities still remain a problem as you cannot extend.
Page 320 of 422 Comments received on this option however highlighted considerations that would need to be taken into account with re-opening Greenloaning Primary School;
• Option 3. Much better grounds at Greenloaning, however really cannot see how both schools being open is a viable option. Thinking about appropriate peer groups and a healthy environment to learn amongst for the children; • Not clear how would work – would need some significant change or would be back to a very small number at Greenloaning. Majority of parents thinking very small = not good; • Same situation would happen unless catchment changes. Why are parents moving pupils in the first place?
Pupil Numbers/Impact
Table 8 below shows the projected pupil roll, should Greenloaning Primary School re-open and the pupils who attended the school, just prior to the school being mothballed return and all P1s in the catchment area attended Greenloaning Primary School.
2018/ 2019/ 2020/ 2021/ 2019 2020 2021 2022 Greenloaning Primary School Capacity 49 49 49 49
Pupils returning to school – assumes only 38 2 2 1 pupils who were in attendance when school
mothballed New P1s – assuming all P1s from catchment 0 1 1 3 attend Greenloaning Primary School Greenloaning Primary School Roll 3 3 4 6
Table 8 – Greenloaning Primary School projected future school roll
It can be seen from the table above that there are small numbers of P1 pupils in the Greenloaning Primary School catchment area over the next 4 years, so the school roll is unlikely to be sustainable even if all catchment pupils attended the school.
Parents/carers of these pupils would have the choice of whether to send their children to Greenloaning Primary School or remain at the school were they are currently placed.
Travel Arrangements/Environmental Impact
There would be a negative environmental impact with this option due to Greenloaning Primary School re-opening.
Financial Impact There would be a revenue cost of approximately £125,451 annually if Greenloaning Primary school were to re-open. This is predominantly made up of staff and building costs. The capital cost of upgrading the building of £319,987 would be required.
8 Only 3 pupils would return to the school as one of the original 4 would now be attending secondary school
Page 321 of 422 The cost to improve the suitability and condition of Braco Primary School is approximately £2.1m. There will be additional costs for transporting the pupils to Greenloaning Primary School for the duration of the decant. Estimated preliminary cost for decant is £233,500 for decant. There will also be a cost of £62,000 to improve facilities in the Braco village hall.
Option 3 - Assessment Table 8 shows that if the school re-opened in August 2018, the school roll would be a maximum of 3 pupils, rising slowly to 6 pupils in the next 4 years. This is not a sustainable school roll and therefore this option is not considered to be a reasonable option. 6.4 Option 4 - Re-open Greenloaning Primary School and split the stages of education between both schools. Suitability rating improved at Braco Primary School This option would in effect be the closure of Greenloaning Primary School with the retention of the building and its operation as part of Braco Primary School operating over a split site. Community Feedback
This option was well received at the community drop-in session, as it is something that has been proposed through both Parent Councils previously. There were those who were concerned about the logistical issues of having children attending different primary schools;
• Best use of both schools, which incorporates the best features of both and gives a wider and richer experience for all pupils over their time at primary school. I consider all other options to be less good than option 4 above; • 1. I am surprised we are being offered this as an option with current budget cuts! 2. I’m having déjà vu! 3. Each school hours might need to be slightly different to allow any parent that worked to pick up both age groups if that occurs. 4. Only if total transport provision; • From talking to people this evening there seems to be a good opportunity to develop/strengthen links between the villages – looking at options to create safe transport/travelling between the 2 schools appears at the forefront of many people’s minds; • This was proposed before and seems a sensible option if Braco school cannot be made more adaptable. But whether that is a long-term solution is more doubtful. But certainly not against it; • The opportunity for young children to look up to their older peers would be lost. Transportation difficulties, use of hall for gym facilities would require children being brought back to Braco unless new facilities were provided at Greenloaning; • Not an option in my view, children need to mix with all ages to learn to socialise properly, also, with 2 children at different stages it would be a logistical nightmare!
Page 322 of 422 Pupil Numbers/Impact
There are a number of options how the pupil roll could be split across both schools. It is likely that early (Nursery to P3) and senior (P4 to P7) years classes would be kept together to enable the delivery of the curriculum.
The current class size maximums are as follows:
Class size limit
Primary 1 25 Primary 2 – 3 30 Primary 4 – 7 33 Composite classes 25 Table 9 – Class sizes
Should the pupil roll be split over the 2 school sites as described above, the maximum number of pupils in the year groups and the number of classrooms required to accommodate pupils are detailed as follows:
2018/2019 2019/2020 2020/2021 2021/2022 Projected n umber of pupils in P1 – 25 22 21 23 P3 Minimum number of classrooms 2 2 2 2 required to accommodate nursery and P1 – P3 pupil numbers Projected number of pupils in P4 – 26 29 32 33 P7 Minimum number of classrooms 2 2 2 2 required to accommodate P4 – P7 pupil numbers Table 10 – Pupil split and classroom accommodation
As part of the 1140hrs expansion of Early Learning and Childcare it is anticipated that the maximum number of nursery pupils would increase from the current maximum of 10 to 15.
In the scenario above Braco Primary School would accommodate the nursery and P1 – P3 pupils as it has 3 classrooms and a nursery class this would allow for future pupil numbers if they increased. Greenloaning Primary School would accommodate P4 – P7 pupils as there are only two classrooms. This would also mean that the older children from Braco would be travelling to Greenloaning rather than the younger children.
Arrangements would need to be put in place to ensure that the educational and social environment for both sets of pupils is managed to take into consideration the separate location, this includes:
• Arrangements for curriculum delivery across the four contexts would need to be well planned to ensure that staff continue to plan for progression in learning within and across Curriculum for Excellence levels;
Page 323 of 422 • Staffing and timetabling for personalised support would require to consider staff moving between both sites and how this would impact on their direct work with children. Arrangements would have to to consider the possibility of leaving one site without additional support for unforeseen circumstances; • Arrangements for family learning projects and initiatives would also have to be considered for parents with children with siblings in different sites. Similar considerations will require planning for buddy and mentoring programmes where children from older classes support younger children both in the classroom and during break and lunch periods. • In terms of safeguarding and child protection both buildings sites would require a trained Child Protection Officer who is able to deal with child protection concerns and wellbeing concerns raised by staff;. • In relation to the ethos and life with whole school projects, working groups, assemblies etc, consideration will have to be given to arrangements for transporting children between both schools during the school day, while minimising the reduction in curriculum learning and teaching time; • Travelling will also have to consider staffing ratios for children travelling between both sites; and • Partnership working would require careful planning when supporting class based work and working across the school and how the school attracts and plans with charities, local business and other to support the learning or groups, classes and the whole school;
School Operating Hours
It is possible that families could have children in nursery, P1-P3 and P4-P7 at the same time. The school operating hours would have to be adapted to allow parents/carers who have children of different ages to travel between both school buildings, and drop off and pick up children.
The current operating hours for Braco Primary School are detailed in table 11:
Start Time End Time Start of school day 9 am 3 pm Morning break 10:45 am 11:00 am Lunch 12:15 pm 1 pm Table 11 – Braco Primary School operating hours
The current operating hours for Braco Primary School nursery differs from the Primary School and are detailed in table 12:
Start Time End Time Morning session 8:48 am 12 noon Afternoon session 12 noon 3:12 pm Table 12 – Braco Primary School nursery operating hours
It would be possible for the operating hours for P4-P7 at Greenloaning to include a start time of before 8:48am with an end to the school day before 3pm or a start time after 9am with an end time of after 3:12pm. Lunchtimes would also have to be co-ordinated for parents if children eat at home.
Page 324 of 422 Travel Arrangements/Environmental Impact The distance between the schools is approximately 1.7 miles (walking) and approximately 2 miles (driving). Although the walking distance is below the 2 miles distance for free home to school transport, due to safety grounds, it is possible all pupils would be transported by the Council. This has still to be determined.
Table 13 details the movements of pupils between the two catchment areas if Braco Primary School accommodated early years and Greenloaning Primary School accommodated senior years.
Pupils Number of Travel Pupils P1 -P3 resident in Greenloaning Primary 4 Braco Primary School catchment area School P1 -P3 resident in Braco Primary School 20 Braco Primary Catchment area School P4 – P7 resident in Greenloaning Primary 4 Greenloaning School Primary School P4 – P7 resident in Braco Primary School 18 Greenloaning catchment area Primary School Table 13 – Pupil movements
Under existing arrangements (Census 2017) 8 pupils travel to Braco Primary School from the Greenloaning Primary School catchment area. Four pupils attend Braco Primary School from outwith the catchment area.
This option would result in 18 pupils currently residing in Braco Primary School catchment area travelling further to school compared with 8 pupils who currently travel from Greenloaning Primary School catchment area to Braco Primary School. It is likely given that Braco is the larger village, then it will always be the case that more pupils will have to travel from Braco to Greenloaning than vice versa.
All nursery pupils currently attending Braco Primary School nursery live in the Braco Primary School catchment area.
Financial Impact
There would be a revenue cost of approximately £373,894 to operate both buildings as a split site. This is predominantly made up of staff and building costs. There would be costs of £35,100 per annum to transport children between Greenloaning Primary School and Braco Primary School for PE and whole school events. The costs involved in transporting the 18 pupils from Braco to Greenloaning and the 4 pupils from Greenloaning (table 13) would be approximately £104,500 per annum.
This is an increase in costs of approximately £139,600 per annum on the cost of operating both schools separately.
The cost to improve the suitability and condition of Braco Primary School is approximately £2.1m. The capital cost of £319,987 for upgrading the Greenloaning building would be required.
Page 325 of 422 Estimated preliminary revenue cost for the decant of Braco Primary School pupils to Greenloaning Primary School is £129,000. There will be additional costs for transporting the pupils to Greenloaning Primary School for the duration of the decant which is approximately £104,500.
Option 4 - Assessment
This option proposes to transport children from Braco to Greenloaning to retain an operational school building in the village of Greenloaning.
This option would in effect be the closure of Greenloaning Primary School with the retention of the building and its operation as part of Braco Primary School operating over a split site.
If this option was to progress it is likely that Braco Primary School building would be used for nursery to P3 pupils and the building at Greenloaning would be used for P4 – P7 pupils. Arrangements would need to be put in place to ensure that the educational and social environment for both sets of pupils is managed to take into consideration the separate locations. The school would have to consider how it may adapt learning and teaching to ensure that there is still a ‘whole school’ ethos over the two sites. In particular arrangements would have to be made to ensure that younger children and older children are given opportunities to interact both socially and educationally and that vertical learning is still a feature of the curriculum. The transition between P3 and P4 would also need to be considered carefully.
Staggered school start and end times and possibly lunchtimes would need to be implemented to accommodate families who have children of different ages, who will be accommodated on separate sites two miles apart.
The costs for the upgrade of Braco Primary School are approximately £2.1m with additional decant costs of approximately £233,500. In addition there is a capital cost of £319,987 for upgrading the building at Greenloaning.
There would be an annual cost of £125,451. if Greenloaning Primary School was to re-open as an ‘annex’ of Braco Primary School. This is predominantly made up of staff and building costs. There would also be transport costs of approximately £35,100 to transport pupils from Greenloaning to Braco for PE and whole school events. Home to school transport for this option would currently be approximately £104,500 per annum.
In summary, this option would result in an operational school building remaining in Greenloaning. However, the benefits of having a school in Greenloaning are outweighed by the compromises that would have to be made. These include operating hours, logistical issues created for parents and the increase in daily travel of pupils and the impact this may have on learning and teaching. The impact on the wider community if this option did not progress would be minimal. This is due to the fact that the community would have an opportunity to use the building for community use if it was not being used as a school.
Page 326 of 422 6.5 Option 5 - Catchment areas of the schools are reviewed to determine whether this would increase the school roll at Greenloaning Primary School and ensure the future sustainability of both schools A catchment review can in principle be a reasonable option in some cases, to increase the sustainability of a school. An in-depth analysis in each case is required to ascertain if a sustainable increase in school roll could be achieved and a detrimental impact on neighbouring schools is not created as a result.
Community Impact
This option was not well received by the majority of individuals attending the community drop-in session and responding to the on-line questionnaire.
Comments received on this option from those attending the drop-in session included;
• Catchment area could be changed – has been the case before. Children from Greenhaugh end of Braco attended Greenloaning, receiving an excellent education as well as having a huge playground for physical activity; • Catchment areas reviewed was the WORST decision ever made in our B&G Community in the 80's. It totally DIVIDED the Community. Should NEVER be repeated. Ended up US & THEM Mentality; • With parental choice nowadays can’t you guarantee that children will be sent to Greenloaning? Yes it was done before but has not sustained pupil numbers; • Very much against changing catchment areas of the schools as this totally divides the community spirit.
Pupil Numbers/Travel Arrangements
Appendix 2 details potential options for catchment changes to Greenloaning Primary School. It provides an overview of the impact on pupil numbers which may occur if the existing catchment boundaries for the schools were to change. It also considers travel arrangements for those pupils.
The areas were chosen because they share a boundary with Greenloaning Primary School catchment area. The adjoining catchment areas are detailed in Appendix 2a-2b.
The outcome of the catchment analysis in Appendix 2 is summarised as follows:
Catchment Area Proposed Other School Summary Catchment Impacted Moving existing Blackford Primary Moving this single boundary Greenloaning Primary School would not lead to any School catchment boundary significant increase in the to the east Greenloaning Primary School roll Moving existing Braco Primary School Moving this single boundary Greenloaning Primary would not lead to any School catchment boundary significant increase in the to the north west Greenloaning Primary School roll
Page 327 of 422 Option 5 – Assessment
This option considers increasing the catchment area of Greenloaning Primary School to make the school roll sustainable.
There are limited numbers of pupils living in the catchment areas surrounding Braco Primary School and Greenloaning Primary School catchments and the boundaries would have to be moved a significant distance in each direction to increase pupil rolls. This would lead to some other rural school rolls being impacted and pupils with increased travel time to reach their school.
If all new P1’s from the Blackford catchment area noted in appendix 2 were to attend Greenloaning Primary School, this would equate to a maximum of 4 pupils in the next 4 years.
In summary, it is unlikely that increasing the catchment areas for the schools would lead to a sustainable roll at Greenloaning Primary School. This is due to the small numbers of children living in these areas. This is therefore not considered a reasonable option.
6.6 Option 6 - Consider closing Braco Primary School and pupils moved to an extended Greenloaning Primary School
Community Impact – Loss of the school
Comments received on this option from those attending the drop-in session included;
• Closing Braco and moving kids to Greenloaning - I believe this would be met with major resistance despite Greenloaning having more scope for expansion; • Would not like Braco Primary/ Nursery School to be closed. To me it does not make sense wasting money on another new school when there are two existing sites; • Closing Braco and extending Greenloaning is nonsense. Leaving Greenloaning mothballed is equally silly. Make a decision. Splitting the site and trailing children up and down for nothing is equally silly and prevents children from walking to school; • The school (Greenloaning) is much nicer and it has an enclosed garden area for pupils to have access to fitness all year round; • It doesn't seem feasible to have two primary schools with so few pupils. Best to commit resources to one school and focus on developing it into an excellent model.
Community Impact – Use of Braco Village Hall
Braco village hall is the only public building available for use in both Braco and Greenloaning other than the schools. The school is one of the main users of Braco village hall. The Hall is used daily for lunches and a number of times a week for other activities including PE. The school pays for the use of the hall. It is possible that the future of Braco
Page 328 of 422 village hall would be at risk if the school no longer used and paid for the facilities. This would have a negative impact on both villages.
Pupil Numbers/Impact
There is insufficient capacity at Greenloaning Primary School to accommodate the pupil numbers that attend Braco Primary School.
An extension to the school would be required to increase the capacity of Greenloaning Primary School to accommodate all pupils. The extension would require to add a classroom, a nursery classroom, extend the hall and provide ancillary accommodation such as a staff room, group rooms and additional accessible toilets.
If pupils moved from Braco Primary School to Greenloaning Primary School it is likely the overall school roll would remain the same at least in the short term.
The suitability of the building and outdoor areas are rated “B” at Greenloaning Primary School and “C” at Braco Primary School.
Travel Arrangements/Environmental Impact
The distance between the schools is approximately 1.7 miles (walking) and approximately 2 miles (driving). A number of primary school age pupils who currently attend Braco Primary School (approximately 15 at Census 2017) would be entitled to transport to Greenloaning Primary School if this option were to be implemented. Although the walking distance is below the 2 miles distance for free transport, it is possible due to safety grounds, the pupils from Braco would be transported to Greenloaning Primary School.
The number of pupils living in the Braco Primary School catchment area is greater than the number in the Greenloaning catchment area.
If this option was to progress the majority of pupils would be affected by an increase in travel time and distance to school.
There would be a greater environmental impact as a result of this option progressing as there would be more pupils having to travel – currently 38 from Braco to Greenloaning versus 8 from Greenloaning to Braco.
Financial Impact
The financial implications of this option would be similar to that of the option of closing Greenloaning Primary School. The revenue cost for operating Greenloaning Primary School would increase to a similar amount of £248,443 which it costs to operate Braco Primary School as the schools would be a similar size. A revenue saving of approximately £125,161 would be anticipated.
The capital cost to improve the suitability and condition of Braco Primary School of approximately £2.1m would not be required.
Page 329 of 422 A feasibility study would be required to be carried out to determine the cost and extent of works required to increase the capacity of Greenloaning Primary School. High level estimates would place the cost at approximately £2.2m. There are exceptions which will be in addition to this cost.
There could also be transport costs of approximately £108,000 associated with this option.
Option 6 – Assessment
This option would see Braco Primary School closed with primary and nursery pupils attending an extended Greenloaning Primary School.
The Greenloaning Primary School building and outdoor areas are currently more suitable than Braco Primary School, however the suitability at Braco Primary School can be improved.
This option would see the majority of pupils ie those from Braco Primary School having to travel further to reach their catchment school than they do currently.
The revenue cost for operating Greenloaning Primary School would increase to a similar amount of £248,443 which it costs to operate Braco Primary School as the schools would be a similar size. A revenue saving of approximately £125,161 would be anticipated if Braco Primary School closed. There may be additional transport costs of £108,000 associated with Braco pupils being transported to Greenloaning, depending on the safety assessment, which would reduce the revenue saving to £17,161.
Capital funding of approximately £2.2m would be required to increase the capacity at Greenloaning Primary School which is broadly equivalent to the cost of improving the suitability of Braco Primary School.
This option is not considered a reasonable option due to the fact that the majority of pupils live in or near Braco Primary School and would have to travel further to get to their local school. It is also possible that this option would put the future of the village hall in Braco at jeopardy, which would impact on both communities.
6.7 Overview of Options
The outcome of the high level options appraisal is summarised below:
Option Description Outcome Option 1 Continue with mothballing of Greenloaning Rejected. Not a Primary School – all pupils remain at Braco reasonable option Primary School and suitability rating improved Option 2 Consider closing Greenloaning Primary Accepted as a School – pupils remain at Braco Primary reasonable option for School and suitability rating improved the following reasons;
Page 330 of 422 • No reasonable action can be taken to increase the school roll at Greenloaning Primary School ensuring this is sustainable in future years. • Suitability rating of Braco Primary School improved. Option 3 Re -open Greenloaning Primary School and Rejected. Not a suitability rating at Braco Primary School reasonable option improved Option 4 Re -open Greenloaning Primary School and Rejected. Not a split the stages of education between both reasonable option schools. Suitability rating improved at Braco Primary School Option 5 Catchment areas of the schools are Rejected. Not a reviewed to determine whether this would reasonable option increase the school roll at Greenloaning Primary School and ensure the future sustainability of both schools Option 6 Consider closing Braco Primary School and Rejected. Not a pupils moved to an extended Greenloaning reasonable option Primary School
The outcome of the option appraisal recommends Option 2 – consider closing Greenloaning Primary School – pupils remain at Braco Primary School and suitability rating improved.
7. Detailed Analysis of Reasonable Option: Consider closing Greenloaning Primary School – pupils remain at Braco Primary School and suitability rating improved.
This section provides a more detailed assessment of the option which is considered reasonable in the circumstances.
7.1 Community Impact
There are no other facilities or services in Greenloaning other than the primary school. Although the school is described as important to the community, a large number of pupils attend alternative primary schools and the school has been mothballed due to lack of pupil numbers.
The Greenloaning community require to travel to access most services due to a lack of amenities within the village. This is facilitated by the fact that the village lies in close proximity to the main A9 trunk road. Many other communities in rural Perth and Kinross travel significantly further distances on more minor roads to access services.
Page 331 of 422 The closure of the school would provide the community with an opportunity to use the building as a facility solely for community use. If the community do not use the school building upon closure, Braco village hall is approximately 2 miles from Greenloaning accessed by a main road. Closure of the school would therefore have little impact on the existing travel arrangements of the community.
This option supports the retention of Braco village hall for the use of both communities.
Community Impact – Use of the building
Community events between Braco and Greenloaning are generally held within Braco Village Hall. There is little evidence that the Greenloaning Primary School building was well used by the community when it was operational.
There have been notes of interest in the school building should it close and subsequently sold or leased. The closure of the school could present the local community with an opportunity for alternative uses of the building.
7.2 Pupil Impact The feedback from the Headteacher at Braco Primary School is that the pupils from Greenloaning Primary School have settled well into Braco Primary School and that generally both groups of parents are positive about the changes. This has been facilitated through the schools having a close relationship prior to the mothballing including a shared headship. The pupil roll at Braco Primary School is likely to remain relatively static and therefore the school can accommodate pupils from Greenloaning Primary School catchment area into the foreseeable future.
Works would take place to improve the suitability of the school building and also to carry out planned maintenance on the hall building. This would provide an improved environment for pupils, staff and in the case of the hall the wider community. Pupils will be decanted, to Greenloaning Primary School while works are taking place.
In summary, the feedback from the Headteacher on the impact on pupils to date and proposals to improve the school environment would indicate a positive impact on pupils through this option.
7.3 Travel Arrangements/Environmental Impact
The travel distance from Braco Primary School to Greenloaning Primary School is approximately 2 miles (driving) with a travel time of 4 minutes.
The current travel arrangements have been in place since Greenloaning Primary School was mothballed and there are no known issues. There are small numbers of pupils travelling from Greenloaning to Braco (currently 8). If Greenloaning Primary School was permanently closed it is possible that on safety grounds, all children would be transported by the Council to Braco Primary School. The travel distance between Greenloaning and Braco is not far and in other more rural parts of Perth and Kinross it is not uncommon for pupils to travel greater distances on more minor roads to reach their school.
Page 332 of 422 As Perth and Kinross is a largely rural local authority, staff travel is normal and there should be little impact on staff travel due to the closure of Greenloaning Primary School.
There is limited environmental impact of small numbers of pupils travelling from Greenloaning to Braco.
There would be an environmental impact if the building were re-opened as a business or community venture.
7.4 Educational Benefits
This Educational Benefits Statement has been prepared having regard to the Guidance and Explanatory Notes published by the Scottish Government in association with the Schools (Consultation) (Scotland) Act 2010.
As required by the above Act, this Educational Benefits Statement is written from the perspective of benefits, should the preferred option outlined in the options appraisal proceed to a proposal paper under the Schools Consultation (Scotland) Act 2010, and subsequently be implemented.
Learning & Teaching
• Children attending Braco have access to a range of teaching and support staff from early years and primary. Braco has a nursery and three primary classes. This allows children to transition throughout the school as they get older and be taught by different practitioners in different settings.
• Pupils have access to early years provision within the setting of the school, allowing for seamless transition to P1, with pupils already familiar with the physical setting as well as the opportunity for regular work with primary peers.
• At Braco Primary School, staff are challenged and supported through a range of continuous professional development and review, which comes of having a Headteacher and three members of teaching staff, in three classes for 50 pupils. Staff are able to collaborate across the school for planning learning and teaching to ensure children receive experiences that are relevant and present clear challenge and enjoyment. Flexibility in staffing at Braco means that good use can be made of the local context for example by involving children in Forest Schools. Staff are also able to work together to moderate standards of learning and achievement in the school to ensure that children make appropriate progress in a structured and progressive way through Curriculum for Excellence levels.
• A collegiate approach to professional engagement amongst all staff is evident within the school. They come together regularly to review and improve practice as a school, with partner services and other schools in the Local Management Group. This enhances the quality of learning and teaching through shared opportunities to develop effective approaches to learning and teaching and to share and moderate standards. Currently, Braco primary school staff collaborate with other schools on 1+2 languages, maths
Page 333 of 422 development work and moderation of writing, allowing staff to share good practice across other schools in the area to enhance learning and teaching in Braco.
• Work is differentiated to adapt to pupils’ needs and pupils benefit from being able to work on co-operative learning tasks with others. Flexibility in staffing allows Braco to be creative in planning for children with additional support needs both universally and for targeted need thus remove potential barriers to learning.
• Braco affords the opportunity for all children to build relationships with different groups and individuals, develop a range of skills and undertake group responsibilities, which the larger class sizes enable. This gives all pupils the opportunity to work in groups, at peer level and across all stages in the school and in mixed sex groups. This allows the sharing of ideas, peer support, informal mentoring and relationship building, all of which contribute to the whole school experience for all pupils.
• Braco has support from a Pupil Support Teacher, which not only benefits pupils with Additional Support Needs, but all other pupils.
Environment for Learning
• Braco Primary makes use of the village hall, as part of the planned improvements to the school ,the hall will benefit from improved access and upgraded toilet and redecoration providing better facilities for PE and community learning space. The adjacent park to offers a wide range of opportunities for the pupils to experience a range of team and individual sports, such as football and cricket. The school also make good use of local land and forest for the Forest Schools programme.
• Braco Primary School’s building will benefit from significant upgrade and adaptations including an extension that will provide upgraded accessible classroom spaces and flexible spaces to offer nurture support, meetings and collaboration with parents.
• The school has a strong Restorative Practices values base to the learning environment where children are able to work together to investigate and solve problems.
Experiences and Opportunities
• Braco has pupils of both sexes at each stage, allowing all pupils to interact and socialise with groups of children their own age and sex, at appropriate levels.
• The school hosts weekly ‘Get Togethers’ with children across the school coming together to celebrate and share learning. These also include parents and partners in the life of the school.
• Braco has an active Parent Council, which support the school in its work with parents and encourages links between school, parents, pupils and the community. Parental support enables the school to gain experiences out with the local community, with trips to the theatre, ski trip for P5-7 and residential trip. The support of the Parent Council and the wider Parent Forum helps to provide resources to allow these to take place, as well as support through attendance on the trips.
Page 334 of 422 • There are opportunities available to pupils at Braco, through links with a school in Malawi, supporting resources and widening their understanding of the experiences and opportunities presented to children in another part of the world.
• There are numerous opportunities, for both present and future pupils, for social interaction in terms of peer activities in class and at break times and access to school clubs and extra-curricular activities, team activities and sports, such as football and athletics. In addition, there are pupil committees, facilitated by a teacher, but pupil led. These are the Eco council, Arts & Crafts, Baking and Health & Wellbeing. These Pupil Councils are comprised of children of all stages.
• School pupils at Braco enjoy a number of links with the community, providing entertainment, church services and festivals and the inclusion of local people in the children’s learning experiences. These opportunities foster a feeling of belonging for the children and their social and emotional skills are enhanced through the relationships built.
Summary of Educational Benefits
• The school roll allows all children to participate in peer support, classroom learning, and learning groups across stages and between classes, with the benefit of allowing children to have a wide and varied range of learning experiences.
• Learning and teaching at Braco starts with the early years provision, with seamless transition to Primary One, affording opportunities for children at all stages to widen their social and educational experiences.
• Braco building will benefit from significant upgrade and adaptations, enhancing the environment for learning.
7.5 Financial Impact
The financial savings generated from closing Greenloaning Primary School amount to £123,511 including mothball costs annually (refer to Appendix 3).
These financial savings support the delivery of education across the whole of Perth and Kinross.
A capital receipt would be forthcoming if the building was sold or income could be generated through a lease.
Combining pupils from both catchment areas into one school maximises use of the school estate and represents good asset management.
The cost to improve the suitability and condition of Braco Primary School is approximately £2.1m. There will be additional costs of approximately £130,000 (and additional transport costs) for the decant of pupils whilst works are undertaken.
Page 335 of 422 7.6 Conclusion
In November 2016, it was agreed as part of the School Estate Transformation project that an options appraisal should be carried out on Braco Primary School to consider the projected decrease in occupancy and consider the suitability rating C.
An Options Appraisal was to be carried out on Greenloaning Primary School due to the under occupancy at the school. The school was mothballed on 24 October 2016 with the agreement of parents with pupils at the school.
Six alternative options have been reviewed in considering the future of Braco Primary School and Greenloaning Primary School.
Information was collated on pupil numbers, house building, the school, the local area and community, travel arrangements, environmental impact and finances to inform the options.
As part of the review, a pre-consultation exercise was carried out with the local community.
Each of the options was then considered and the outcome determined as follows:
Option Description Outcome Option 1 Continue with mothballing of Greenloaning Rejected. Not a Primary School – all pupils remain at Braco reasonable option Primary School and suitability rating due to there not improved being a sustainable roll in the school in the next 3-4 years due to small numbers of children living in the area. Option 2 Consider closing Greenloaning Primary Accepted as a School – pupils remain at Braco Primary reasonable option for School and suitability rating improved the following reasons;
• No reasonable action can be taken to increase the school roll at Greenloaning Primary School ensuring this is sustainable in future years.
• Suitability rating of Braco Primary School improved.
Page 336 of 422 Option 3 Re -open Greenloaning Primary School and Rejected. Not a improve suitability rating at Braco Primary reasonable option School improved due to there not being a sustainable roll in the school due to small numbers of children living in the area. Option 4 Re -open Greenloaning Primary School and Rejected. Not a split the stages of education between both reasonable option schools. Suitability rating improved at due to the Braco Primary School compromises associated with running a split site. Option 5 Catchment areas of the schools are Rejected. Not a reviewed to determine whether this would reasonable option increase the school roll at Greenloaning due to small Primary School and ensure the future numbers of pupils sustainability of both schools living in proximity to the existing catchments to create a sustainable catchment which does not put pupils in other catchments at a detriment through travel distance. Option 6 Consider closing Braco Primary School and Rejected. Not a pupils moved to an extended Greenloaning reasonable option Primary School due to the additional travel distance and time for the majority of pupils
The only option which was considered to be reasonable was to consider closing Greenloaning Primary School and zone any pupils to Braco Primary School.
In progressing with this option there will be additional costs incurred to improve the suitability of Braco Primary School. This option is considered to be the most reasonable option as it has been demonstrated within this options appraisal that there would be no significant impact on the wider Greenloaning community if Greenloaning Primary School was to close. In addition there is no reasonable action that can be taken to increase the school roll at Greenloaning Primary School and ensure this is sustainable in future years.
It is recommended that the most appropriate response to the issues identified in relation to the roll at Greenloaning Primary School is that a Statutory Consultation exercise takes place on a proposal to close the school with pupils remaining at Braco Primary School and the suitability rating improved at the school. The delineated area of Braco Primary School would be extended to subsume the whole catchment of Greenloaning Primary School.
Page 337 of 422 Appendix 1 Community Engagement
Website and On-line Questionnaires A ‘School Estate Transformation’ page was set up on the Perth and Kinross Council website which provided the wider community with an overview of information that the Council would be using in the options appraisal, including pupil projections and building information. A questionnaire was also available for completion, for those people that could not attend community engagement events. The questionnaire asked people to respond with their views on a series of options and questions related to the options appraisal. The questionnaire was available on the Council website from 23 August 2017 to 6 October 2017. Sixty nine questionnaires were completed. Drop In Session A community drop-in session was held at Braco Village Hall on Tuesday 12 September 2017 from 3pm to 8pm to seek feedback from the community on the future of Braco Primary School and Greenloaning Primary School. Seventy four people attended the session. Content of Sessions Visitors to the event were given an overview of information that the Council would be using in this options appraisal, including pupil projections and building and financial information. They were asked to:
• give feedback on the impact of each of the options being considered in the options appraisal either through using post-it notes or through filling in a questionnaire;
• respond to additional questions related to the community within Braco and Greenloaning and how the schools form part of the community.
Page 338 of 422
Braco Primary School
&
Greenloaning Primary School
Community Drop-In Session
12 September 2017
Overview of comments received at Community drop-in session and Online Questionnaires
Page 339 of 422 Online Questionnaire Feedback
• Sixty nine questionnaires submitted online – 51 completed, 18 partially completed • 34% (23) of responses from parents, 40% (27) were from the wider community, 9% (6) of responses were from ‘other’ and 6% (4) were from neighbours. • Two people gave no indication of their relationship to the school. • Twenty seven questionnaires were submitted without any comments. • 17% (8) of responses preferred option 1, 26% (12) of responses preferred option 2, 7% (3) of responses preferred option 3, 35% (16) of responses preferred option 4, 9% (4) of responses preferred option 5 and 7% (3) preferred option 6. • Twenty three questionnaires submitted gave no indication to their preferred option. • Questionnaire closed on 6 October 2017.
Page 340 of 422 Online Questionnaire Feedback
Option 1 - Continue with mothballing of Greenloaning Primary School – all pupils remain at Braco Primary School and suitability rating improved
Comments
• Braco Primary needs to be improved but if Greenloaning is kept mothballed and can be used if more kids move to the area. • Recently moved to Braco. Both kids at the primary school a short distance away. Braco remaining open a day otherwise kids going there only is the best option for my family. • Recently moved and bought in village for son starting school this year, the school brings the community together, welcoming another child soon to the world who will be attending the nursery and primary. • Braco school is a key part of the community and removing that will also cut back access to school activities and ties to the church, Forest Schools, village hall events etc. The bulk of the population attending lies in Braco and the trends and projections show this is unlikely to change. • There's more children and houses in Braco so it seems more sensible. Also there is a huge park for sporting activities and the hall for indoor sports and lunch. Braco School is through of the village. • I think to continue to mothball Greenloaning all you would achieve would be to kick the problem down the road. • It does not make sense to continue to mothballs Greenloaning. The site could be sold to get money to put towards the upgrade of Braco. • The benefit of mothballing Greenloaning isn't clear. There would be maintenance costs which couldn't be justified. • How on earth was this put on list as an option as Council Officials told as at the meeting that GOVT. only allows this for 3 yrs. & one year already gone!!! Total RED HERRING!
Page 341 of 422 Online Questionnaire Feedback
Option 2 - Consider closing Greenloaning Primary School – pupils remain at Braco Primary School and suitability rating improved
Comments
• Having looked at the projected numbers of pupils possible at Greenloaning to me the school does not seem to me to be viable in the long term. Braco has the population and Pupil volume to sustain it going forward. Therefore my preference would be to upgrade the facility at Braco to bring it up to standard. • It seems the most logical option given that numbers of children of primary school age are unlikely to rise. • Understand Greenloaning had only 4 pupils latterly. Very hard to justify and children do benefit from a wider environment. • To pull resources into one site and improve facilities. Braco has more pupils and therefore potentially more children walking to school. • The land at Greenloaning could be sold for housing development and the money channelled into a fund to re-develop Braco Primary. • There are more pupils at Braco and it would not make sense to ship more children further than fewer children further. • Braco Primary school is close to my house. I think as we have the hall it makes sense for the school to be near it. However the hall also needs to be upgraded along with the school. • Very important that Braco retains its school as it is the lifeblood of the village. • Braco School is an important part of the community and is in the right place geographically and in terms of the numbers attending now and expected in the future. The Greenloaning school building lies geographically on the margins of the community. The building could be used for other community needs. • I think it would be a huge loss to the Greenloaning community to lose the primary school completely as it was the hub of the village. • My son is now at another school in a different catchment area and will not be moving again either way. Therefore I have no strong feelings on the other options, other than to say that the closure of GPS would be a shameful reflection of careless inaction and poor planning on the part of PKC. • Creates a tighter knit community. • Closing Greenloaning?! Braco is already bursting at the seams with no scope for expansion. • The debate over Greenloaning has been going on for a very long time. It causes unrest and concern and caused parents to move children away earlier than it closed. Braco primary is the heart of the village and should remain. Keeping both would be the best option if the uncertain future was resolved.
Page 342 of 422 Online Questionnaire Feedback
Option 3 - Re-open Greenloaning Primary School and suitability rating at Braco Primary School improved
Comments
• I feel keeping both schools open will be good for the two communities. • Both Communities need a HEART. Greenloaning School can only be mothballed for 3 yrs. so first option a red herring!!! Braco Primary MUST stay to retain part of Community Spirit. Local Hotel been closed for years & Shop about to close! • Move Braco School to Greenloaning so that Braco can either be rebuilt or totally modernised. • Re-opening of Greenloaning seems pointless/unachievable with current and projected Greenloaning pupil numbers.
Page 343 of 422 Online Questionnaire Feedback
Option 4 - Re-open Greenloaning Primary School and split the stages of education between both schools. Suitability rating improved at Braco Primary School.
Comments
• To utilise the great school grounds for the nursery and early years school children. • This would make better use of the schools and their grounds. Greenloaning has lost children to Braco PS because they attended Nursery in Braco - made sense for parents to choose to send their kids to Braco in P1 with their friends rather than GPS by themselves. Staging the school across the 2 sites would make sense - The Braco site would be ideal for the older kids and Greenloaning with its lovely grounds would be ideal for the younger kids (with security measures put in at the top gate) We put this suggestion to P&K council 4 years ago. Most of the GPS kids are now in schools in Dunblane - a decision that wasn't taken lightly by the parents (me included). Had the schools been integrated earlier I believe most of the children would not have moved. The education received at GPS was amazing but the kids needed more emotionally and socially - combining Braco and Greenloaning would have solved this. Despite Mrs Dawson's encouragement for the kids to do things together GPS was still very much separate from Braco. • Greenloaning Primary was the hub of the village and the only thing that brought the community together. It's a beautiful school in a fabulous setting and a completely wasted resource at present. Braco School seems over crowded with an unattractive building layout and hideous concrete grounds for children to play. It would be much more sensible to reopen Greenloaning Primary and give our village back a vital community resource and lifeline, and at the same time maximise the use of the better grounds/facilities, in particular this would benefit the younger children, nursery to P3/4 who can be unsteady on their feet and fall over a lot. The beautiful grassy areas at Greenloaning would be much better and safer environment for younger children. Then the older children could maximise the use of the Braco School, for P5-7. It is crucial to village life in Greenloaning that the school can once again be the hub of the village and pull the community together. • This would keep both schools open; alleviate overcrowding at Braco School and keep the centre of each village open. The school is a large part of each village that unites all members of the community. • Greenloaning School has a fabulous asset in its grounds which would be excellent for all children in the area. Braco has very small and hard outdoor space. There are plenty children who wish to attend the school now and in the
Page 344 of 422 future who come to either village because there is a school. This keeps rural communities alive now and into the future. • A split of age groups between the two schools is important to make the best use of existing facilities. • If you had yrs. 1-4 @ Braco then yrs. 5-7 @ Greenloaning...... or make Greenloaning secondary school. • Best outcome for local children now and in the future & small classes for each level of education. Braco School closing would be disastrous for the future of our village. • Spilt site might work but difficult for parents to manage. • Retains usage of buildings and ensures community continues at Greenloaning and doesn't put people off living here. • Population is ever increasing. No point in closing either school in the long term. • It makes sense as Braco is too small and it will kill the village. • Splitting the school for the sake of utilising both building when there is sufficient accommodation at Braco seems pointless and potentially disruptive to daily operations. Re-entering primary education at Greenloaning would mean more travelling for the majority of the students. • The Greenloaning site is a much nicer environment for play for younger children. • It would be better. • I think it is a pity to close both schools as this forms part of a functional community. There are too many small villages having amenities closed. I think many families like the idea of their child going to a smaller school. • I do think the Braco School could do with some improvement. The Greenloaning school is a lovely school with lovely grounds encouraging healthy outside play. Keeping both schools would need close look at transport between the 2 sites. • Would be happy also if Greenloaning were reopened and the stages split as long as there were a cycle path between the 2 villages to make it safe for transfer between the two schools. • We requested the splitting of the schools many times - upper and lower - if this had happened we would not have removed our children. • This is the only sensible option which will retain the lifespan of both schools and provide a hub for the Greenloaning community. However it should have been offered a year ago, when parents were forced to remove their children due to poor management and inadequate resourcing. Shameful feet dragging on the part of P&K council caused a great deal of upheaval for several families, not to mention staff at GPS. • Split of stages of education does not seem viable to me based on numbers.
Page 345 of 422 Online Questionnaire Feedback
Option 5 - Catchment areas of the schools are reviewed to determine whether this would increase the school roll at Greenloaning Primary School and ensure the future sustainability of the schools
Comments
• Braco school capacity. Also like the idea of looking and extending catchment areas if both schools were open. Braco hall not fit for purpose. • Whatever way you do it the viability of both schools should be paramount to keep both communities alive now and into the future. Expanding the catchment area should be closely considered. • I think re-evaluating the catchment areas is also a good idea. It would be regretful to lose either school. • 5 also a good option. • Extending catchment areas is a good idea. • Catchment area change would mean more kids coming to the area when there is no out of school care and less resources for the other kids. It would also mean only a small increase in numbers. • It's important to retain as many rural schools as possible, to increase the viability of incoming families and to reduce the traveling time for children. It's also socially important for kids to develop within a more localised peer group. • To make it possibly to attract more families to the area. • Changing the catchment area WOULD NOT be a solution - people would still put in placement requests for their kids to go to Braco PS following nursery. • Catchment areas reviewed was the WORST decision ever made in our B&G Community in the 80's. It totally DIVIDED the Community. Should NEVER be repeated. Ended up US & THEM Mentality. • Larger catchment area. One school is all that's required.
Page 346 of 422 Online Questionnaire Feedback
Option 6 - Consider closing Braco Primary School and pupils moved to an extended Greenloaning Primary School
Comments
• The school is much nicer and it has an enclosed garden area for pupils to have access to fitness all year round. • I think the Greenloaning site is much more suitable for the kids. The green space, larger grounds. My preferred option would be for a new building at Braco followed by the option I have chosen but I don't think updating the present building would be good enough. • If the Greenloaning site (with extension) became the main school then it would require a cycle path to be added to ensure safe passage of the kids before and after school from Braco. If Braco was improved I feel that a different site for the school would need to be explored. • As a parent of a child at a different school I think Greenloaning primary has more space in the grounds and more potential for green houses, veg gardens and a greener ethos. Braco primary attracts youths within the grounds each evening and at weekends and is becoming a 'street corner' for youths to hang out. • I think the closure of Braco primary could free up the building to be utilised as a community hub, with the potential of a little drop in cafe, a shop and a place for all to visit, it could help to reduce social isolation in the vulnerable and elderly. • Closing Braco and moving kids to Greenloaning - I believe this would be met with major resistance despite Greenloaning having more scope for expansion. • Closing Braco School would be a very bad move. • Would not like Braco Primary/ Nursery School to be closed. To me it does not make sense wasting money on another new school when there are two existing sites. • Closure of Braco School would be madness based on the current occupancy & projected numbers. • Option 6 shouldn't be an option. • Closing Braco and extending Greenloaning is nonsense. Leaving Greenloaning mothballed is equally silly. Make a decision. Splitting the site and trailing children up and down for nothing is equally silly and prevents children from walking to school.
Page 347 of 422 Online Questionnaire Feedback
Are there any other options/proposals that have not been considered?
Comments
• Having been in both schools regularly, Greenloaning is by FAR the nicest environment to facilitate learning and growth amongst future generations of primary children, both with the internal buildings and the external grounds. Do not waste such a lovely resource that's a badly needed community asset in Greenloaning and surrounding area. Using the Greenloaning School as a community centre, but the best way to achieve a 'community centre' is to reopen the school. Absolutely the best way to bring families and the community together. • If GPS is not to be re-opened as s school then the local community require an alternative hub. A youth centre for teenagers/young people (many former pupils of GPS) would be a positive addition to what is now a lifeless community. • Braco hall that the school use every day needs major modernisation. Toilet facility's not great. Kitchen old. Floor not great for the kids to do PE on. • Use Greenloaning School like a community centre for the community similar to White Church in Comrie. If the fabric of the building isn’t altered too much, it could be returned to a school if the need arose. • Greenloaning School could be used as another meeting space for clubs/organisations in the area, as well as a school. Closer community ties would result and the area would have another option for gatherings. • Make Greenloaning into community centre, full day nursery or adult education • Build new purpose built school in Braco. • All of the proposals are of the 'sticking plaster' variety and do not really address the problems associated with both schools. • In my view, it would be better in the long run to close both primary schools and, using the money from the sale of the land on which they stand, buy a suitable plot on Front Street, Braco or on the 'Military Road' between the villages. A new purpose built school could then be built. • Go back to the owner of Braco castle estate and ask for the land at the back of the hall and build a new community school. • Building a bigger school in the village to suit the needs for the growing young families buying in the village. • New site and building for Braco. • Demolish the current Braco School and flatten the village hall to build a more fit for purpose building on the one site which could be used for the school but also for the community. It would be a better building and location if it was across the road.
Page 348 of 422 • The hall has not been considered and needs upgrading of the toilets, interior decoration and disabled ramp. • Building a new school fit for purpose and to include school hall, playing fields etc. • There should be options to build a new school or extension as both buildings have their limitations. Also Braco village hall appears to be mainly used by school during term time/ school hours so perhaps arrangements could favour the school in first instance, become an ECS property or be part of the school suitability improvement. • If retaining Greenloaning as a school is not a viable proposition, it would be vital to find a purpose for the building to avoid yet another vacant property in the area. • It doesn't seem feasible to have two primary schools with so few pupils. Best to commit resources to one school and focus on developing it into an excellent model. • None of these is my preferred option but I had to tick one to be able to proceed with the questionnaire. It was an entirely random choice and should not be counted in any questionnaire summary. My preferred option would be to build a new school serving both communities as part of a mini community campus which would provide much-needed facilities for the whole community. If this was a genuine effort at consultation it would have provided an 'Other' option which did not force people to choose between six unsatisfactory ones. • A new school serving both communities sitting within a mini community campus which provides facilities for the whole community. It could incorporate the existing village hall, community library, possibly academic, shop, sports hall etc. • I believe Braco primary should be transformed into a community hub. • Serious consideration be given to rebuilding a much more up to date school for the village. • The only other remaining option is the construction of a new modern school building. This would attract new young families into the area and also rejuvenate local commerce which is an issue at the moment. • Sell both. Build new "Fit for Purpose" School COMBINED with upgrade of Village Hall which is owned by Council already used for Braco Primary School Meals & Activities. P.S. Toilets in Hall at present in a pretty desperate condition. • Appreciate that we continue to live in an economic climate of austerity which is unlikely to change any time soon. I don't believe this is helpful to communities. In an ideal world a new school for Braco and Greenloaning with an improved and integrated village hall would be a great asset for the community.
Page 349 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 1 - Continue with mothballing of Greenloaning Primary School – all pupils remain at Braco Primary School and suitability rating improved
Comments
• Braco for P1-P7 education, Greenloaning for Nursery and after school care. Preferred option is number 1 though.
Option 2 - Consider closing Greenloaning Primary School – pupils remain at Braco Primary School and suitability rating improved
Comments
• Putting all available resources into one school. Would also have to provide transport for children, unfair to expect parents to do this. • Closing Greenloaning can have a bad effect for future as two new families have moved in since mothballing and more could follow. • I feel mothballing is costly. Re-opening could be an option if school is used as a village hall/alternative venue. Braco must remain open. It is the centre of our community and children feel community here. • I would be very much opposed to closing Braco Primary as I think it would damage the village. I also think closing Greenloaning would be bad for that village. But it could maybe be reduced in size.
Option 3 - Re-open Greenloaning Primary School and suitability rating at Braco Primary School improved
Comments
• Keeping all ages within Braco School a good idea Greenloaning school a good building. Both villages need a school to ensure dynamic of each village. • I think it is important for the health of both communities to have a school.
Page 350 of 422 Option 4 - Re-open Greenloaning Primary School and split the stages of education between both schools. Suitability rating improved at Braco Primary School.
Comments
• I think it makes the best use of the facilities available. More space for everyone. It would be great if the transport could be provided – eg. Braco family but kids of age group to go to Greenloaning School. • I think option 4 could be a suitable alternative, providing the issue of transport to the problem of having two children in different schools is addressed. • Option 4 would be good for both villages, but you would need to work around transport issues, finishing times and childcare – all of these are important to consider when making the final decision. • From talking to people this evening there seems to be a good opportunity to develop/strengthen links between the villages – looking at options to create safe transport/travelling between the 2 schools appears at the forefront of many people’s minds. • Thinking more creativity than simply splitting the stages. • Both schools provide the opportunity to create a fantastic curricular experience. Braco’s community and environmental link are wonderful yet the issue of space and ‘suitability’ will remain, with the potential to cause real problems long term should the school role increase significantly. Having both schools under the use of Braco would give the potential to offer the space whilst retaining Braco’s strong place within the community. • School was heart of community – much missed at Greenloaning. • More classrooms to keep each primary class together. Grass grounds at Greenloaning could be well used. • there is a lot of space unused at Greenloaning and I like the idea of upper and lower schools. • To make use of resources already in place at Greenloaning ie. Green spaces • Because it would be better for both communities. • Greenloaning School is a far superior site and has great potential for extension. Braco schools classrooms on the upper floor are a bit of a nightmare, corridors very narrow – could we get them out in the event of a fire? • Braco for P1-P7 education, Greenloaning for Nursery and after school care. Preferred option is number 1 though. • Option 4 is the only other possibility. Have nursery and infants at Greenloaning, P4-P7 at Braco. • Best use of both schools, which incorporates the best features of both and gives a wider and richer experience for all pupils over their time at primary school. I consider all other options to be less good than option 4 above. • This provides an opportunity to create a truly inclusive/accessible curricular experience I would hope this too is being explored.
Page 351 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 5 - Catchment areas of the schools are reviewed to determine whether this would increase the school roll at Greenloaning Primary School and ensure the future sustainability of the schools
Comments
• Very sad if Greenloaning School (or Braco School) would be lost. I think changing catchment areas could be problematic. However, if I had to choose – I would choose Braco, as it is our closest village (we live rurally but closer to Braco).
Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 6 - Consider closing Braco Primary School and pupils moved to an extended Greenloaning Primary School
Comments
• Greenloaning is a better school with lovely grounds. It would not cost much to extend this (1 portacabin?). This way you could sell off Braco School and use the proceeds to rebuild the village hall as a community centre for both villages. It would also mean there would be a community focus in each village. • Greenloaning has the best facilities and offers plenty of space to extend the school. It also has an abundance of space for children to play. • Greenloaning School is a far superior site and has great potential for extension. Braco schools classrooms on the upper floor are a bit of a nightmare, corridors very narrow – could we get them out in the event of a fire? • Greenloaning is the more superior building. Better playground. • Ideally, I would like option 6 as it is a far better school than Braco. If cost was no object it would be good to build a new school between the communities! • Braco School is no longer fit for purpose and any possible improvements would be extremely limited. • I would be very much opposed to closing Braco Primary as I think it would damage the village. I also think closing Greenloaning would be bad for that village. But it could maybe be reduced in size. • It would be a shame to close BPS completely. • Please do not close Braco.
Page 352 of 422 Questionnaires were provided at the drop-in session, the feedback is as follows:
Are there any other options/proposals that have not been considered?
Comments
• 1 temporarily move all kids to Greenloaning. 2 rebuild Braco primary and the village hall. 3 move Braco kids back to Braco School • Build a new school between the 2 villages with a cycle path away from the road from both villages (including a footbridge alongside the river in Greenloaning). Maybe this would be possible if you could negotiate the land and sell off the Braco school site. • Build new 20-30% larger school at Braco for GL/B community. Sustain this community. The school is the heart of our community.
Page 353 of 422 Community Drop-In Session
Drop-in session ran from 3pm – 8pm on 12 September 2017
• Seventy four attendees at the session • 3% (2) of attendees were neighbours/wider community • 58% (43) of attendees were parents • 6% (5) of attendees were other family members • 26% (19) attendees were from the community • 3% (2) attendees were Councillors • 4% (3) attendees were classed as ‘others’
Page 354 of 422 Comments received at the drop-in session
Option 1 - Continue with mothballing of Greenloaning Primary School – all pupils remain at Braco Primary School and suitability rating improved
Comments
• This would be ok if you made the school on the village hall site and the village hall on the school site! I think Greenloaning should continue to be mothballed until a decision is made on how it can be used by the community and continue to be maintained by PKC. • The reason Greenloaning was mothballed was due to low numbers – there is no point re-opening it unless you can guarantee pupil numbers. • Better to either re purpose the building or sell it and re-invest funds into improving Braco School. • Mothballing should continue and a community decision should be made on how best to utilise the Greenloaning building (i.e. some form of community centre). • This appears to be delaying a decision that needs to be made. I don’t think this makes much sense in the long run and just subjects both villages to uncertainty. • Is it expensive in terms of low level maintenance to continue with mothballing Greenloaning Primary School? • How to you propose to improve suitability rating for Braco School? Both schools would need their ratings improved. Putting all pupils at Greenloaning would mean it is overcrowded. • Braco is a Victorian school. Is upgrading it feasible/possible? • Braco School is the heart of the community. It would be disastrous for the village to lose this resource. • It would be great if facilities in Braco could be updated and extended. There has been suggestion about hall area. Many families would feel quite sad for there to be no school in Braco. • Could kids be moved to Greenloaning while Braco P.S pulled down and started again making full use of the space? • What needs doing to Braco Primary school to improve its suitability rating? • Think the suitability of Braco should be improved whatever happens to Greenloaning. • After school provision is a key consideration whichever option is chosen. • Why mothball the more suitable site whilst providing inadequate facilities in Braco? • The fact that Greenloaning was mothballed is an absolute disgrace. (2 x Agreed) • This school is the perfect ground for the children. The school is perfect and the grounds are amazing. If residents wanted a concrete school they would have moved into a city.
Page 355 of 422 • What a waste it is mothballing Greenloaning with its huge play area and other facilities. It offers so much potential. Braco on the other hand is essentially not fit for purpose and even with improvements would still not provide space for everything in one area (PE, lunches). Also the children have to change IN CLASS for PE. • Decision needs to be made as very unsettling as it stands. • Don’t see the point of mothballing any longer as this just seems to be delaying making a decision. • A decision needs to be made to stop all the uncertainty in both villages. • A decision needs to be made. Mothballing just delays inevitable. • Continuing to mothball just delays making a decision. Greenloaning seems like a nice school but the numbers do not stack up for keeping it open. Improving Braco seems like the logical decision. • This doesn’t appear particularly viable as long term having an empty building is both costly and a waste of a resource. • If no growth in children numbers at Braco/Greenloaning – ok. BUT – I believe the vision for the villages should be sustainability and better growth so this option would NOT encourage this. • Mothballing expensive – sell or re-use as another community facility or re- open. • Additional cost. Waste of money. • Could the children be moved to Greenloaning while the work is carried out in Braco? • Cannot see how this can be affected without additional buildings – where will these go? Is the money available? • This is not a long term option. I understand Government only allows mothballing for 3 years. It would have to be kept for all pupils to use it. Braco Primary being renovated! This doesn’t happen quickly.
Page 356 of 422 Comments received at the drop-in session
Option 2 - Consider closing Greenloaning Primary School – pupils remain at Braco Primary School and suitability rating improved
Comments
• If Greenloaning got sold off money could be used to improve Braco Primary. + Selfish! What about the Greenloaning community? • The Ardoch Development Trust has already put in a note of interest on behalf of the community for the school building. This might help to provide a community focus in Greenloaning and address to some extent, the general lack of infrastructure in our community. • Better option but seems such a waste of the site at Greenloaning. • Preferred option but only if Education release Greenloaning primary and the building is put to good use for the community (i.e. after school provision). • It seems obvious that both schools cannot exist given future numbers of children. Braco has more occupancy therefore it should be improved and the other closed. • Improve Braco and make it fit for purpose – sell Greenloaning (it is lovely site though). • Use it as a multifunctional facility and if this isn’t viable, close/sell and improve Braco School. + Agree • Why is Braco School’s use of the village hall a bad thing? Further integrates the school with the community. • What will be done to improve sustainability rating? - How will Braco School’s suitability rating be improved? What would have to be done to achieve this? - Council owns village hall. - Can extra suitable educational environment be built onto ends of this hall? - Ironic to sell Greenloaning – it’ll then probably end up with more houses and more potential pupils for Greenloaning. - This seems like a good option. Would like to see school improved rather than re-built – perhaps a GP room nearby instead. - As it stands houses aren’t selling. Kids moving into houses in Greenloaning are opting to go to schools in Dunblane. Not sure how the school roll can be improved. + No choice as the schools closed. - What would happen to the school building if it closed? Could it be used to provide full time childcare? • Braco. How can you improve the suitability when it is the physical confines of the site that make it too small to provide outside facilities? • Unless expand Braco School – think this does not encourage long-term sustainability of the community. Think should be looking for growth. • If Greenloaning School was closed then the site could be sold off. + Clearly you live in Braco. Selfish! + Agreed!
Page 357 of 422 • Disagree – Greenloaning needs some type of community ‘hub’ to bring families together. The school was that hub and is sorely missed. • Greenloaning School is a major asset to the community as a whole. It could be used as school by day and village hall out with School. To not capitalise on this is detrimental to our joint community. • This would be an incredible waste of valuable resources. + AGREED!! • A shame to close such a nice school. This should never have happened in the first place. Parents in Greenloaning argued the case for years and were ignored. • What would these adaptations look like? There is restricted space within Braco site therefore would making use of Greenloaning as well not be more sustainable long term? • What would happen to the land of Greenloaning? More houses? More families? Increased school roll. • Houses aren’t selling! Not simple to sell site off. + Agreed • Wouldn’t recommend closure. Either partial use (older children for example) or move school from Braco to expanded premises. • Why close Greenloaning when it is so much more suitable than the Braco site. + Agreed + 1 • To consider closing Greenloaning school is an absolute disgrace! Why would the more superior building be the one to close? Makes absolutely no sense! • It would be so unwise to close Greenloaning School which has the grounds and facilities to educate children in an ideal environment, why not use it to educate P6 & P7? This would then give more room to P1 – P 5 because space is very limited at Braco. • Do not close Greenloaning School. If given the option, I would move my child to Greenloaning. Even improving suitability rating at Braco, nothing would change as you cannot extend either play area or building and it would remain concrete and tar. + Agreed • This option would see Greenloaning residents lose the only part of the community they have left. + Agreed + 1 • It is very clear reading these comments that Braco parents are not in receipt of the full facts as to why parents were forced to remove their kids from Greenloaning.
Page 358 of 422 Comments received at the drop-in session
Option 3 - Re-open Greenloaning Primary School and suitability rating at Braco Primary School improved
Comments
• If Greenloaning can be used to house all pupils during Braco improvements, why bother with Braco at all? Adapt Greenloaning first and then transfer the pupils from Braco permanently. • Re-open Greenloaning and close Braco. Why spend money? • Greenloaning is a far superior school to Braco. Offering extensive grounds for outdoor projects as well as play facilities. There is ample space to extend the building to accommodate all pupils and provide decent rooms for P.E. and lunches. Although Braco can be upgraded, the P.E. and lunch facilities still remain a problem as you cannot extend. • Option 3. Greenloaning Primary was a flourishing school which was very much part of the community. It was devastating when the school closed! • The school is the heart of the community. To close it would be devastating. It is already having a profound effect on my child who flourished there. • Option 3. Much better grounds at Greenloaning, however really cannot see how both schools being open is a viable option. Thinking about appropriate peer groups and a healthy environment to learn amongst for the children. • If numbers were to go up – yes! • Would be good to use Greenloaning School building again. • The Braco School does need to be improved and if this means moving the children to Greenloaning on a temporary basis while Braco is improved then I think this is the better idea. • Can Greenloaning accommodate all pupils whilst improvements at Braco made. Cannot have pupils on a building site! I.e. Braco Improvements. • Not clear how would work – would need some significant change or would be back to a very small number at Greenloaning. Majority of parents thinking very small = not good. • Based on the numbers as presented, I can’t see this being sustainable. • There would have to be a significant change in demand. It is a great shame that Greenloaning had to close but is the demand there? Braco PS does need to be upgraded to make it fit for purpose. And what about the hall which can’t be used for other things when –quite rightly- the school needs it. • And because many Greenloaning parents send their kids to Braco, when they should attend Greenloaning! This caused the low roll at GPS in the first place! • Doesn’t solve the problem. It would be good to know why there. • Same situation would happen unless catchment changes. Why are parents moving pupils in the first place?
Page 359 of 422 • We’re moving our kids because there are no morning/after school clubs at either of the schools. Greenloaning is a commuter village that has lots of working parents. • Not sustainable based on forecast numbers. Benefits to children by having schools combined (i.e. more pupils for social interaction). • Without increased roll, can’t see how this would work. • Not sure this solves anything as it will not increase the roll at Greenloaning. + Agree! • Catchment would need to change. Keeping Braco Primary open is paramount. • What would the improvements to Braco look like? This seems very similar to option 4.
Page 360 of 422 Comments received at the drop-in session
Option 4 - Re-open Greenloaning Primary School and split the stages of education between both schools. Suitability rating improved at Braco Primary School.
Comments
• Older pupils would manage the walk from one village to the other to attend school – given suitable pavement. • 1. I am surprised we are being offered this as an option with current budget cuts! 2. I’m having déjà vu! 3. Each school hours might need to be slightly different to allow any parent that worked to pick up both age groups if that occurs. 4. Only if total transport provision. • This option was suggested by GPS parent council 6 years ago!! Drop off and pick up – stagger start times. School transport – Ardoch Trust. • A possibility – would there be a school bus to take pupils to and fro at relevant times? • This is the only option fair to both communities. All objections easily overcome by a small bus, then people with kids at both schools – problem solved! • Greenloaning – Nursery/P1/P2 and after school club. Braco – P3-P7. Need to consider transport issues if this option was considered. • Logical but would need to take into consideration 1. Whether families had children in both age groups, 2. Transport, 3. Timing of the school day. Also there are considerable advantages to have the full age range in one school. • This is a good idea and enables both buildings being utilised with more space. Transport/start times/ finishing times would need arranged to help parents. • This sounds a good idea. Transport practicalities and having to get different school aged children in on time could be an issue for parents? • Could Ardoch Development Trust help fund a bus to transport children between 2 schools? • Could be a great idea. ?Transport? • Our school on two sites would give benefits of both sites. Youngsters in Braco, older in Greenloaning. Transport provided by Council. • A possibility??? Would transport be provided? What about lunch/gym in Greenloaning P.S? • We argued for this for months, if not years!! Too late for Greenloaning parents forced to remove their children! • This was proposed before and seems a sensible option if Braco School cannot be made more adaptable. But whether that is a long-term solution is more doubtful. But certainly not against it. • Funny how it suddenly an option now??? Or is it just a box ticking exercise so the council can say they ‘consulted’ the community!?!
Page 361 of 422 • Eh hellooo . Didn’t Greenloaning Primary fight for this option on several occasions and we were completely ignored by the council!!! • Re-open Greenloaning School and use it for older pupils. It has great space and extensive grounds. • Braco Primary School is not flexible enough in its accommodation so clearly needs to be structurally altered. But unless numbers are projected to rise significantly so that option 4 could be activated (and also understanding of why Greenloaning kids were sometimes sent elsewhere). Building could be used for better purpose. • There is potential for a creative use of both spaces within this option. It does not have to be as cut & dry as splitting stages. Surely there are facilities in both buildings (or lack of) that could complement each other? • This is the most logical solution. Greenloaning Primary was one of the main reasons that we bought our home there. We’d move our child here is there was morning/after support and if there were larger class sizes. • This would make best use of both schools. • Lower stages at GPS. Upper stages at BPS could work. Younger children would benefit from outside green area. • Schools are public resources for community. Option should be explored to be inclusive for all ages & stages eg. Greenloaning could be used for culture hub/after school club and resource for older people at Braco could be developed. • Would be intrigued to find out how this would work. • Yes – unless can expand Braco, this is a good way of helping facilitate growth and therefore community sustainability. • Re-open Greenloaning School. Either use it for the younger children as they can have gardens etc outside and offers plenty scope for playing. You could also give parents the opportunity to choose which school they wish to send their child/children too. • Reasonable idea if affordable. • Need to look at staggering school start/finish times to allow parents to do drop off/pick up. The absence of any before/after school childcare options in this area make split schools ever more of a challenge. But Possible. But – can/will Greenloaning be able to offer an outdoor element? Agree with point – unable to chat with teachers at beginning/end of school day – it is required • Good idea. Great space at both. • Split stages: means some pupils eg nursery provision + P1 + P2 (+3?) at 1 and 4,5,6,7 at the other. Good idea! • I think it would be an excellent option to re-open Greenloaning School and use it for P6’s and P7’s, and perhaps nursery. This would then give the remaining pupils at Braco more space because at the moment the space at Braco is very limited – some of the corridors and upstairs are very narrow and if a fire were to occur would all the present pupils be able to evacuate the building in time?
Page 362 of 422 • Greenloaning School would be an ideal setting for Nursery/Infants. Large bright classrooms and a fantastic outdoor space for activities. • Greenloaning primary school is an excellent facility for younger children with the green grounds. Braco is a concrete playground. • Option4: would be the best solution. Greenloaning would work great for younger children due to the outside area. Braco seems cramped and chaotic. But has good staff. • This would make best use of resources already in place ie. Greenspace which we lack at Braco school. • Greenloaning Primary is too small to accommodate all pupils at present – it would have to be extended. Whereas SPLIT SITE would provide enough purpose to keep both functioning. • Makes sense to use both schools. Greenloaning has more space for children. Braco not an ideal situation. • Makes sense to have the two schools working together or merged into one for the benefit of the pupils. Believe benefits have already been evident. • This would be difficult logistically – how to drop off & pick up kids @ 2 schools. Pick up is important time to catch up with teachers and would miss this if kids ‘bussed’ from Greenloaning. • Don’t understand how the logistics of this would work. Parents would have 2 pick-up/drop offs. • Who would provide transport for this if you had a child at both sites? Interaction of all ages in the one site is far more suitable for learning. Very much against this option. • No safe route between the two schools. Pick up & drop offs would be dangerous. • The opportunity for young children to look up to their older peers would be lost. Transportation difficulties, use of hall for gym facilities would require children being brought back to Braco unless new facilities were provided at Greenloaning. • Transportation would need to be considered. And if you have children in both schools collection/drop off? • How could you get children to both sites for the start of the school day? • This would be really hard for parents with children in both schools – especially if they have no transport. If this is to be considered then the road/path between the villages would have to be upgraded and improved considerably to ensure parents and children are safe travelling between both villages. • Whilst this seems a really good idea on paper I worry this would not be a good option in practice. – What about families without cars? – What if children are late and have no transport? – Families who have ages of children at both stages for pick up/drop off? • Also concerned for staff morale as could be very lonely & isolated on split site
Page 363 of 422 • Not an option in my view, children need to mix with all ages to learn to socialise properly, also, with 2 children at different stages it would be a logistical nightmare! • Least favourite option. – Inconvenient for families with kids at different ages. – lack of continuity for kids as they progress. • To put older pupils to Greenloaning would be a loss to the younger ones who are looked after by them. Braco needs a school suitable for all pupils and enough space & facilities. A new building? • One of the many fantastic things about Braco School is that everybody knows everybody and looks out for each other. All the year groups play nicely together in the park. If the school is split, it would be a loss for all. I think all ages benefit from the school approach. The fact nursery is very much part of the school makes the transition to P1 so easy here. Children in nursery know all the staff, pupils and routines by the time they start. If they were moved to Greenloaning, the transition would be a lot harder. • I’d love to see Greenloaning School enjoyed by school children. I think splitting the children in the community by stage but keeping them included as a larger group works better than having 2 solo schools. The small role in G’loaning pre-closure was a huge negative. • Greenloaning: - nursery and after school care? Splitting P1-P7 would have no continuity of education. • Although this might make the most of the facilities available it should be tricky for parents when you have children in both schools. • Not sure this is as ideal as operating on the one site and for the school to have a cohesive fell. Would need careful management.
Page 364 of 422 Comments received at the drop-in session
Option 5 - Catchment areas of the schools are reviewed to determine whether this would increase the school roll at Greenloaning Primary School and ensure the future sustainability of the schools
Comments
• Catchment area could be changed – has been the case before. Children from Greenhaugh end of Braco attended Greenloaning, receiving an excellent education as well as having a huge playground for physical activity. • There is a precedent for this. In the 70’s Greenhaugh was re-zoned to Greenloaning. • Good idea if it keeps both schools functioning. But splitting stages still seems the best option. • Give the parents the opportunity to choose the school they wish children to attend. Providing transport for those in village to opt to send children to Greenloaning. I live in Braco and my 2 children were educated at Greenloaning. Would be a great opportunity for my granddaughter. • If catchment areas change to increase pupils will parents still be able to move to other schools? • Pretty neutral about this option. • Not good – suspect many parents would appeal/push hard to back any such revisions, therefore, if forced might result in children/families going elsewhere • You would need to establish why parents chose to send their kids elsewhere than Greenloaning rather than just widening catchment + hoping this would bring in sufficient numbers. • With parental choice nowadays can you guarantee that children will be sent to Greenloaning? Yes it was done before but has not sustained pupil numbers. • Unlikely to attract neighbouring communities given the lack of before/after school support. • I can’t see how changing catchment areas will increase school roll at Greenloaning. Additionally, no before/after school car options (at either school) make it difficult for working families to travel to school out of their home area. • Can’t see how it would generate enough pupils to make it sustainable. • I can’t see this solving any issues as people will still put in placement requests. • Not really an option parents would put placement requests in for their chosen school. • If catchment areas were changed, it could make no difference if people just then put in transfer requests to go back to Braco. • Very much against changing catchment areas of the schools as this totally divides the community spirit.
Page 365 of 422 • Was done years ago and caused a huge divide in the community. • Changing the catchment and splitting Braco would, in my mind be a really bad thing to do. Friends in the same village have to be split to go to different schools. Not ideal. If a change of catchment area is done all Braco children should be in the same area. • Don’t think this would be a sustainable option unfortunately. • Would be an eternal muddle!
Page 366 of 422 Comments received at the drop-in session
Option 6 - Consider closing Braco Primary School and pupils moved to an extended Greenloaning Primary School
Comments
• In my opinion, option 6 is the one which makes sense. Greenloaning school is a far superior building to Braco School. Surely a large grassy playground is better than a small concrete area. Safety of the children should also be considered. No need to cross a road to eat your lunch at Greenloaning. A large dining room within the school is provided. Same applies to PE lessons – can be undertaken within the school, not in a run-down village hall. • The outside space of Greenloaning is a huge pro. Would an extension eat away that green space? • I think this is the best option as the school and grounds offer so much potential (not a lot at Braco). If people think the dual carriageway is a problem then perhaps higher fencing could be provided. OR speak to Nick Muir and ask for ground to build school. Close and sell off both existing schools to fund. • This is a good option. Greenloaning has huge potential and has bandwith to adapt and the grounds to do so. Braco is very limited on space. • Option 6 would seem the right option. Greenloaning School has extensive grounds that would be suitable for extending the school. It is an ideal solution. Braco School requires a lot of modernisation and work whereas Greenloaning is in much better condition. • Viable option if road along to Greenloaning from Braco was made safe for kids to cycle to school and back (ie safe, barriered cycle path). • This is a good option if cost is an issue as Braco Primary is presently not fit for purpose and Greenloaning has more space to expand. However transport from Braco to Greenloaning would need to be considered. • Greenloaning has a more suitable building as more money has been spent on it over the years. More space at Greenloaning but no community. • It should be remembered, in 1980’s village was split with an area of Braco being accommodated at Greenloaning. Enthusiasm among parents was remarkable and school community at both schools did not support with transport provided. Am confident, a thriving school community would exist at Greenloaning as only school – many schools thrive which are far from adjacent to homes of those children. • Not bad – in long term, probably more economical and Greenloaning site could be expanded further in the future. But, a better solution would be a better larger facility at Braco. Keen on community sustainability • Seems like a good option as it’s a much nicer building however how would the extension impact on the outside space? Transport from Braco? Safe walking/cycling route?
Page 367 of 422 • Definitely an attractive option though for parents a transport problem for more pupils. • Being relatively new to the area (and as a Braco parent) it would be useful to be given the opportunity to see Greenloaning Primary and what it has to offer (building and grounds wise). • While the Greenloaning building might be more suitable as a parent living in Braco it is important to me that the children can walk to from school as they get older can do so on their own. • We recently moved to Braco specifically for the school, which may now close, and the shop, which is going to close. I do not want the children of Braco to have to go to Greenloaning • Would this also mean the closure of the village hall? That would be disastrous. – Who mentioned the village hall?? Stick to the subject! • Braco Primary School is an essential part of the Braco community and for children developing in their own environment. Extending the size of Greenloaning has not seen an increase in number of pupils attending. Choice of schools out with catchment area was more attractive to commuting parents. • This would be a disaster – Braco is the bigger village and the focus of most activity across the community. What would happen to the hall and the activities/events associated with the school? There is also scope for Greenloaning School building to fulfil other needs. • Definitely not! The school is a major part to the community. Do not close Braco PS! • Greenloaning School is much better condition as P&K Council have always maintained it to a high standard. Braco needs a modern school within the village so pupils can walk to school and socialise. The school is vital to keep the village together. • How would children be transported? I moved to Braco to be able to walk my children to school. • I understand the attractiveness of Greenloaning School is safety and space BUT we are already suffering from a hotel start up half refurbished and not functioning and possibility of local shop closing. We do not need any more heard to the village closed. • I hope this doesn’t happen. Would be a shame to lose Braco Primary. Would be a huge loss to the community (as was Greenloaning). – So was Greenloaning (+4) • Please, please don’t: Braco School is the heart of the community. • Braco Primary should be improved – not closed. The number of pupils testifies to Braco’s case. Greenloaning has a green space but Braco is in the middle of the community – has the resources of an historic community – use of the village hall – tennis courts and open areas. • Don’t think this would work in practise as school in Braco is a valued part of the community.
Page 368 of 422 • I think this would be a loss to Braco and the village. Braco seems fairly central in terms of catchment. So not ideal moving to Greenloaning. • We moved to Braco because there’s a school in walking distance – if we had known about this we wouldn’t have moved. We may consider moving away if Braco changes in any way – taking a further 2 children out!! • I would be very much against closing Braco Primary. It is it at the heart of the community and with a school roll of 50 it seems a poor option. • As a Braco parent this is the least attractive option in terms of the following: transport/travel to and from school. The road is not suitable for a child to walk/cycle. The primary school is one of the few remaining key community buildings and should remain if possible. - I appreciate the above also applies to Greenloaning but I believe that the number of people impacted would be less. • I do not want my child to go to Greenloaning. If I had we would have moved there in the first place! • DO NOT CLOSE BRACO. We moved to Braco to send our children to the village primary school, within walking distance of their home, not along a very fast dangerous road. • Why close Braco which has more children on roll just because Greenloaning has a more sustainable building? • This is a bad idea. Braco and Greenloaning are one community. We need to work together not divided to get the best for both. • It’s great to have a school in walking distance to everyone in Braco – it’s the heart of the community. Personally think it’s great that the hall is used by the school. • This is decidedly a bad idea given that the majority of children attending the school are from Braco area. • A shame to close Braco Primary School • Would be a shame to not be able to walk to school, play after school etc • Braco school must not close – would be a huge loss to the community. But could run together with Greenloaning – split age groups. • I would be devastated if this happened. I recognise the limitations of the site as it stands but Braco School has such strong links to the community and the use of the local environment. The school has maintained its role, reflecting the quality and value parents place on it. This is before you go into issues such as safety, transportation etc. etc. • This shouldn’t be an option – ‘closing Braco Primary’. What the school may ‘lack’ it more than makes up for in location and what it can offer children. School and learning shouldn’t be contained to 4 walls. • We deliberately bought a house in Braco rather than Greenloaning because of the school. • I hope this doesn’t happen the school is a vital part of Braco. • Would not want Braco to close.
Page 369 of 422 • Braco School is an integral part of the community. The numbers speak for themselves. There is plenty of parkland and use of the village hall kitchen should be considered. • Greenloaning is a nicer site. BUT to remove the school from Braco where most of the kids are from would be terrible for the community. • I’d be concerned about what would happen to the closed school (either way round). Both villages (the community as a whole) are screaming for community hub/facilities of some kind and not just more houses. • The road between Braco and Greenloaning too busy and unsuitable for children walking between the two villages. • Transport issue – would transport be provided for all children from Braco and what about nursery children? • No safe route between the two villages. Children would have to walk/cycle with cars whizzing past at 60+mph. there is no continuous footpath – need to cross busy road to get over bridge. If transport was provided there would be no guarantee there would be continued provision for this in a stretched budget in years to come. • Will transport be provided for Braco children? GPS a lovely school, very close to A9. Braco is the school that is open now. Is this fair to Braco pupils moving to Greenloaning?
Page 370 of 422 Comments received at the drop-in session
Are there any other options/proposals that have not been considered?
Comments
• Demolish Braco school and village hall. Put new hall on school site and build new school over hall and play park site. • Move all children to an extended Greenloaning school. Offers much more potential and far superior facilities than Braco. Braco not fit for purpose and not a clot can be done. Speak to Nicky Muir who owns Braco Castle estate and ask to purchase land. Build new school fit for purpose and sell off Braco and Greenloaning School to help raise funding for new project. • Have the council considered that Braco & Greenloaning may/do use the Dunblane health centre and so projected future numbers would not fall within the P&K figures. This needs to be highlighted. • Improve Braco School – could extra land be bought for an additional building? Make it a better building with more space and keep the community together. • Create accommodation to improve suitability rating connected to village hall. • Build a new school to replace both existing schools on a greenfield site. Neither schools are ideal as is. • Extend Greenloaning Primary better grounds for learning and other community activity. • Move some of the activities from Braco to Greenloaning. • Greenloaning – release from Education dept. Use a gym/fitness space, pre- school nursery, after school care, soft play, nature conservation, internet café, sports club, additional education space. • 1. Council already owns village hall + is needing renovated anyway. 2. Both could be done + used as a solution to both. • Extend Braco – buy village hall + replace with 2 storey building to be used by school + communities. • Re-do the playground in Braco and put CCTV in both schools. • Make Braco Primary School a big bigger. • Childcare in this area is important to sort out before deciding on what school format we have. • Is there no site where a school could be built to serve both communities? • Projected numbers for roll given by NHS! I hope figures come from both Health Centre in Dunblane as well as Health Centre in Crieff. • It is important to have a community focus in both villages. Eg. School in one and community hall in the other. • 1. School/hall for Braco/Greenloaning 20-30% larger than current Braco School in Braco (behind hall?) ie, go for improving the community/sustainability in long-term.
Page 371 of 422 Comments received at the drop-in session
How would you describe the community within Braco and what are your thoughts on Braco Primary School as part of the community?
Comments
• Braco Primary School is an integral part of the community as is any school in a small village. • The school is fantastic and creates a sense of community. With the other local amenities closing/closed down it really is the last thing left to bring people together. • Braco is an integral part of the community. Who would want to live here with no school? It’s perfect for families and has been for a number of years. • Braco school is such an important hub for the village • School is v.impt part of community and losing it would make a difficult housing market even worse as no families would consider moving without school facilities. Must keep school in village! • It’s a fabulous wee community and the school has always been at the heat of it – must keep the school! • Braco Ps is a big part of the community and a main reason people might move to Braco, it brings to whole community together. • Braco is a great place to live and there is plenty of community spirit if you want it. We don’t have much in the way of communal facilities so I think we do really well. My son is no longer at Braco PS but loved his time there. School events are community events and there is a great relationship not least thanks to attitude of head teacher + staff. • School central to the community. • 1. More community feeling than Greenloaning. 2. School a great part of the community. 3. Would love to see the Braco/Greenloaning community grow & thrive. • Community in Braco is growing. Huge increase in families since moved here 4 years ago. Those families are growing. • The school is the heart of Braco to lose it would be disastrous. • Braco School enormous compared to Greenloaning (playing field). There is a tennis court, safe children’s play park & football area available. • Braco School has been an important part of village life for many decades. Shutting the school would destroy the village. The school gives much to the community + the community gives much support to the school. • Braco School is so important to the community. To close it would mean that we would lose families from the village. • With the shop closing the school is the only place where there’s a communal gathering ground for social interaction between all children and parents – without it this community will suffer badly!
Page 372 of 422 • Hugely important to the community! Do not close Braco! • 1. Very active community in Braco + many links through the generations. 2. Braco Primary School a major heart to the village/school events excellent. 3. So sad that out of school care club closed all these years ago. 4. Please councillors don’t close us down. 5. Revitalise the community/school + hall. • Major to the community! Do not close Braco P.S! All staff are brilliant!!!
Page 373 of 422 Comments received at the drop-in session
How would you describe the community within Greenloaning and what are your thoughts on Greenloaning Primary School as part of the community?
Comments
• Greenloaning Primary was the hub of the village and the only thing that brought the community together. It is vital that this valuable resource is not lost and Braco parents are not in receipt of full facts as to why numbers fell at GPS in the first place! • The school was the only shared community space in Greenloaning. Since the closure we rarely even see kids playing at the park – all too busy commuting from neighbouring villages. • Not close knit, but could be and this would be part of a good vision. 2. Lovely school (Greenloaning) 3. Don’t mind children going to Braco. 4. Would rather see 1 excellent slightly larger school – built at Braco. 5. Would love to see the Greenloaning/Braco community grow & thrive. • Community in Greenloaning is much diminished – thanks to the lack of interest in keeping the school open. Shameful. • Apart from school grounds Greenloaning has very little play area and zero areas for kicking a ball! Not very good for kids! • I don’t live in Greenloaning but have heard people who do live there say that there is, among some sections, less interest in getting involved. • The Greenloaning School seems ‘nice’ but way too close to the A9 for my liking. Improve Braco School please. • 1. Good idea to use both buildings if transport arranged. Greenloaning requires this. 2. New families have moved in since mothball. Grounds at Greenloaning have better facilities than Braco and could be well used. • Greenloaning Primary is the only community place the area has. The school is fantastic and the main reason I moved to the area. My child excelled and since forced to move has not done so well. • Greenloaning Primary was the heart of the community! Greenloaning has fantastic grounds to allow children to play and expand their outdoor learning. • Greenloaning school has green space which Braco doesn’t have. • Opening Greenloaning School again would be good for the community.
Page 374 of 422 Other Responses Received:
• Having attended the drop in session I was very disappointed by the lack of any information about the possible options. Amongst the lack of information there were two glaring deficiencies in my opinion.
• First, I asked whether the journey between Greenloaning and Braco had been assessed as a safe walking route. No one had an answer to this. Whether it is safe for children to walk between the villages will clearly have a significant impact on which option is most suitable. I would hope that the council will assess this route and consider the impact this will have on the different options. • Second, I was told that predicted rolls are calculated solely on the basis of NHS figures. This would seem a very inaccurate method as it makes the assumption that there is either no migration OR migration is balanced. Yet, is it not possible that migration is unbalanced? Is there a trend for young families to be moving in or out of these villages? Rather tellingly, there is an inaccuracy in the options that states "...to consider projected decrease in occupancy at Braco..." - which is untrue as projected rolls predict stable occupancy at Braco. When I questioned this at the drop in session, it was intimated that the predicted figures must have changed since those options were first drafted. Is this an indicator of net immigration of young families into the catchment? • I think estimating pupils rolls more accurately is important because the capacity at Braco alone may not be sufficient if young families tend to be attracted into the catchment. Capacity at Braco is currently 68. The combined predicted roll for 2018/19 is 60 - so if both schools merge there will be just 8 places surplus. Net immigration of young families could easily tip the balance. If the suitability of Braco School is improved and if parent council can help to improve childcare provision, there may be even more of a draw for young families. Back in 2007 the combined roll of the two schools was 94. How possible is it that these kinds of figures could be reached again over the next 10-20 years. There is certainly the housing stock to support such numbers. • In terms of the other information I tried to gain from the drop in session.... • I asked how the suitability of the school at Braco could be improved. As there was no information provided about this I am unable to provide an informed opinion on whether this option might be better than any other. • I asked how the capacity at Greenloaning might be increased to accommodate both schools. As there was no information provided about this I am unable to provide an informed opinion on whether this option might be better than any other. • I asked for any detail of how a split school site might operate. As there was no information provided about this I am unable to provide an informed opinion on whether this option might be better than any other.
Page 375 of 422 • I asked how catchment areas might be reviewed. As there was no information provided about this I am unable to provide an informed opinion on whether this option might be better than any other. – Questionnaire completed online
• What would the adaptations look like in either school? – completed questionnaire at the drop-in session
Page 376 of 422 Appendix 2
This table considers current pupils living nearby in adjoining catchments, for which Education and Children’s Services holds information. The numbers of pupils detailed in the table is the maximum number of pupils that could attend the school. These numbers may be less as current pupils are likely to remain in their current school and nursery parents have the right to choose a different school from their catchment.
Information is also provided through the NHS for under 5’s. This information has been aggregated by the NHS because numbers are small and therefore we are considering pre-school children as a whole rather than in individual year groups.
Catchment Area Other School Primary Pre -5s in Analysis Proposed Catchment School area Impacted pupils in area Moving existing Blackford Primary 2 <5 There are very few primary school age pupils living anywhere in Greenloaning School the area highlighted and under 5 pre-school age children. The Primary School majority of pupils in the Blackford Primary School catchment live catchment north of the A9. boundary to the east. Moving the catchment boundary north of the A9 would make Blackford Primary School unsustainable and Greenloaning See Appendix 2a Primary School capacity would be breached.
The pupils living in the area highlighted do not attend their catchment school. The travel distance and time to reach Greenloaning Primary School would be less for these pupils compared to travelling to their placement school. Moving existing Braco Primary 3 <5 There are very few primary school age pupils living anywhere in Greenloaning School the area highlighted and under 5 pre-school age children. The Primary School majority of pupils in the Braco Primary School catchment live in catchment and around Braco. boundary to the
Page 377 of 422 north west. The pupils living in the area highlighted would have further to travel to reach Greenloaning Primary School than they do to reach See Appendix 2b Braco Primary School.
Moving the catchment boundary to the north has been discounted as this where the majority of pupils in the Braco Primary School catchment live.
If the catchment boundary was to move to the north this would result in the approved capacity at Greenloaning Primary School being breached and would make Braco Primary School roll unsustainable.
Page 378 of 422 Appendix 2a
Moving existing Greenloaning Primary School catchment boundary to the east – into Blackford Primary School catchment area
Page 379 of 422 Appendix 2b
Moving existing Greenloaning Primary School catchment area to the north west – into Braco Primary School catchment area.
Page 380 of 422 Appendix 3
Current revenue costs for school proposed for closure
Additional financial impact Annual recurring Name of School Costs for full financial on receiving savings (column 2 Braco Primary School year (2017-18) school [N/A] minus column 3) School costs Employee costs - teaching staff £ 184,234.00 £ - £ 184,234.00 support staff £ 36,499.00 £ - £ 36,499.00 teaching staff training (CPD etc) £ 263.00 £ - £ 263.00 Supply costs £ 3,496.00 £ - £ 3,496.00 Slippage Target -£ 6,029.00 £ - -£ 6,029.00 Building costs: non domestic rates £ - £ - £ - water & sewerage charges £ 821.00 £ - £ 821.00 energy costs £ 10,074.00 £ - £ 10,074.00 cleaning (contract or inhouse) £ 8,851.00 £ - £ 8,851.00 building repair & maintenance £ 6,446.00 £ - £ 6,446.00 grounds maintenance £ 234.00 £ - £ 234.00 other £ 514.00 £ - £ 514.00
Page 381 of 422 School operational costs: learning materials £ 2,396.00 £ - £ 2,396.00
Transport costs: note 3 home to school £ - other pupil transport costs £ - £ - £ - staff travel £ 644.00 £ - £ 644.00 SCHOOL COSTS SUB-TOTAL £ 248,443.00 £ - £ 248,443.00
Income: Other £ - £ - SCHOOL INCOME SUB-TOTAL £ - £ -
TOTAL COSTS MINUS INCOME FOR SCHOOL £ 248,443.00 £ - £ 248,443.00
UNIT COST PER PUPIL PER YEAR £ 4,968.86 £ - £ 4,968.86
Notes 1. The total costs incurred for teaching staff (row 5) and support staff (row 6) are required to be included. Column 2 should include the current costs for a full financial year for the school proposed for closure, and column 3 should include the additional cost to the receiving school as a result of staff transferring. For teaching staff, this should include regular teachers, itinerant teachers, learning support teaching staff and special education (ASN) staff. Itinerant teaching staff includes central support services such as English as additional language support, hearing, visually impaired services, educational psychology services. For support staff, this should include classroom assistants, administration staff and janitorial staff. For all staff the costs entered should include salary, NI and pension costs. If the school proposed for closure has less than 3 staff members, then the cumulative staff costs only should be given in row 5 (for both teaching and support staff), so as to avoid possible disclosure of individual salaries. Training costs should be identified separately in rows 7 and 8.
2. Supply costs to cover teaching and support staff. This may be held in a central budget, be devolved or shared across the budgets. 3. ‘Home to school’ pupil transport costs should include those school transport costs incurred in accordance with Council policy. ‘Other pupil transport costs’ will cover costs incurred for the transport of pupils for activities such as swimming etc 4. Row 30 of column 3 should include the additional transport costs related to the increased home to school transport arrangements that are put in place in accordance with Council policy. This figure is therefore likely to be considerably higher than current costs.
Page 382 of 422 5. This table is to capture the impact on the revenue support grant as a result of changes to GAE. Impact on GAE should consider the issues covered in the GAE section of the guidance document that accompany this template. 6. Facilities management costs will include costs related to caretaking, janitorial and security. 7. The capital costs for the receiving school should be taken across the life cycle of the school in line with the life expectancy of that school. The capital costs for the school proposed for closure should be taken across the same life cycle period.
Page 383 of 422 Additional financial Annual recurring Name of School Costs for full financial impact on receiving savings (column 2 Greenloaning Primary School year (2017-18) school [Braco] minus column 3) School costs Employee costs - teaching staff £ 80,301.00 £ - £ 80,301.00 support staff £ 18,466.00 £ - £ 18,466.00 teaching staff training (CPD etc) £ 475.00 £ - £ 475.00 Supply costs £ 1,473.00 £ - £ 1,473.00 Slippage Target -£ 2,182.00 £ - -£ 2,182.00 Building costs: non domestic rates £ - £ - £ - water & sewerage charges £ 444.00 £ - £ 444.00 energy costs £ 7,516.00 £ - £ 7,516.00 cleaning (contract or inhouse) £ 6,089.00 £ - £ 6,089.00 building repair & maintenance £ 9,794.00 £ - £ 9,794.00 grounds maintenance £ 1,435.00 £ - £ 1,435.00 other £ 446.00 £ - £ 446.00
School operational costs: learning materials £ 1,164.00 £ 289.80 £ 874.20
Transport costs: note 3
Page 384 of 422 home to school £ - £ - £ - other pupil transport costs £ - £ - £ - staff travel £ 30.00 £ - £ 30.00 SCHOOL COSTS SUB-TOTAL £ 125,451.00 £ 289.80 £ 125,161.20
Income: Other £ - £ - SCHOOL INCOME SUB-TOTAL £ - £ -
TOTAL COSTS MINUS INCOME FOR SCHOOL £ 125,451.00 £ 289.80 £ 125,161.20
UNIT COST PER PUPIL PER YEAR £ 17,921.57 £ 41.40 £ 17,880.17 Annual Property costs incurred (moth-balling) until disposal property insurance £ - non domestic rates £ - water & sewerage charges £ 400.00 energy costs £ 1,250.00 cleaning (contract or inhouse) £ - security costs £ - building repair & maintenance £ - grounds maintenance £ - other £ - TOTAL ANNUAL COST UNTIL DISPOSAL £ 1,650.00
Notes 1. The total costs incurred for teaching staff (row 5) and support staff (row 6) are required to be included. Column 2 should include the current costs for a full financial year for the school proposed for closure, and column 3 should include the additional cost to the receiving school as a result of staff transferring. For teaching staff, this should include regular teachers, itinerant teachers, learning support teaching staff and special education (ASN) staff.
Page 385 of 422 Itinerant teaching staff includes central support services such as English as additional language support, hearing, visually impaired services, educational psychology services. For support staff, this should include classroom assistants, administration staff and janitorial staff. For all staff the costs entered should include salary, NI and pension costs. If the school proposed for closure has less than 3 staff members, then the cumulative staff costs only should be given in row 5 (for both teaching and support staff), so as to avoid possible disclosure of individual salaries. Training costs should be identified separately in rows 7 and 8.
2. Supply costs to cover teaching and support staff. This may be held in a central budget, be devolved or shared across the budgets. 3. ‘Home to school’ pupil transport costs should include those school transport costs incurred in accordance with Council policy. ‘Other pupil transport costs’ will cover costs incurred for the transport of pupils for activities such as swimming etc 4. Row 30 of column 3 should include the additional transport costs related to the increased home to school transport arrangements that are put in place in accordance with Council policy. This figure is therefore likely to be considerably higher than current costs. 5. This table is to capture the impact on the revenue support grant as a result of changes to GAE. Impact on GAE should consider the issues covered in the GAE section of the guidance document that accompany this template. 6. Facilities management costs will include costs related to caretaking, janitorial and security. 7. The capital costs for the receiving school should be taken across the life cycle of the school in line with the life expectancy of that school. The capital costs for the school proposed for closure should be taken across the same life cycle period.
Page 386 of 422 Appendix 4
The Scottish Index of Multiple Deprivation (SIMD) identifies small area concentrations of multiple deprivation across all of Scotland in a consistent way. It allows effective targeting of policies and funding where the aim is to wholly or partly tackle or take account of area concentrations of multiple deprivation. SIMD provides information to help improve the understanding about the outcomes and circumstances of people living in the most deprived areas in Scotland.
SIMD ranks to quintiles, deciles and vigintiles. Quintiles split data zones into 5 groups, each containing 20% of data zones. The lower the quintile the more deprived the area. ACORN is a well-developed segmentation tool which categorises the UK’s population into demographic types. Acorn segments households, postcodes and neighbourhoods into 6 categories, 18 groups and 62 types, based on a range of different data collected in many ways. ACORN is used to understand life and living conditions, lifestyles, behaviours and attitudes and can therefore help inform the public service needs of neighbourhoods and households. There are 5 categories ACORN reports on; Category 1 Affluent Achievers, Category 2 Rising Prosperity, Category 3 Comfortable Communities, Category 4 Financially Stretched and Category 5 Urban Adversity. Category 5 indicates the level of deprivation within an area. SIMD and ACORN are based on address.
Page 387 of 422
Page 388 of 422 8 PERTH AND KINROSS COUNCIL 18/88
Lifelong Learning Committee
21 March 2018
EVIDENCE2SUCCESS: Maintaining and Delivering Sustainable Outcomes
Report by Executive Director (Education and Children’s Services)
PURPOSE OF REPORT This report provides the Lifelong Learning Committee with an update on the implementation of Evidence2Success since the last report on 24 August 2016, and the impact that has been achieved in the five years since initiation. In particular, it identifies the progress made in ensuring the sustainable delivery of two of the evidence-based programmes delivered as part of Evidence2Success. It also identifies some key learning and the priorities to be taken forward over the coming years to continue to improve services and outcomes for children and young people.
1. BACKGROUND
1.1 Evidence2Success (E2S) was approved by the Children and Young People’s Strategic Partnership on 1 June 2012, and by the Executive Sub-Committee of Perth and Kinross Council Strategic Policy and Resources Committee on 16 August 2012 ( Report No.12/341 refers). Subsequently, governance of the programme was delivered through consideration of a series of reports submitted to the Lifelong Learning Committee; the most recent report being provided in August 2016 - Evidence2Success – Working towards sustainability ( Report No. 16/349 refers).
1.2 Through development and implementation of E2S, the Council and its Community Planning Partners (CPP) aimed to: • Transform children’s lives – improving outcomes; • Deliver GIRFEC – putting the child at the centre; • Increase community empowerment: children’s voices and needs heard; • Inform decision making by gathering world-class data on wellbeing; and • Invest together to make a real difference.
1.3 To deliver these aims E2S set out to improve the planning, resourcing and delivery of prevention and early intervention services for all children and young people accessing universal services across Perth and Kinross, whilst also further developing the effectiveness of targeted services for those children and young people who need this. It also focused on establishing a common way of thinking centred on developing a shared commitment to improving a set of prioritised outcomes that then drive activity, investment and outputs.
Page 389 of 422 1.4 To inform which outcomes were prioritised, two surveys of the wellbeing of children and young people were undertaken between January and March 2013. These surveys gathered information from over 800 parents of children aged 8 years and under and over 8500 young people aged 9 – 15 years. This information was then considered by the CPP, alongside service insights and information on existing commitments. As a result the following priorities were agreed for improvement: • Healthy pregnancy and birth; • Improved school readiness; • Improved school engagement; • Reduced early substance use; and • Improved emotional wellbeing.
1.5 To support the implementation of activity to improve these outcomes, Perth and Kinross Council agreed to allocate £271K of existing Change Fund monies in 2014/15; revenue budget headroom on a non-recurring basis of £425K for 2015/16 and £624K for 2016/17.
1.6 This funding supported the implementation of activity that has delivered improvement in the priority areas, support to enable people to self-manage and has embedded transformation and culture change in services for children, young people and their families. In particular, it enabled: • the collection, analysis and use of data on the wellbeing of children and young people by the Dartington Social Research Unit; • training of staff in several parenting programmes, such as the Incredible Years Parenting and the Strengthening Families Programmes, and comprehensive delivery of these programmes in localities across Perth and Kinross; and • co-ordination of improvement activity that embedded a culture of usingdata to drive planning and evaluation in all areas of service delivery.
1.7 In addition to the investment by Perth and Kinross Council, NHS Tayside utilised a combination of internal funds and Scottish Government funding to support the implementation of the Family Nurse Partnership.
1.8 A timeline showing key milestones in the implementation of E2S since initiation in 2012 is available at Appendix 1.
2 IMPACT AND OUTCOMES
2.1 Improving Outcomes
2.1.1 To improve the five outcomes a range of activity was approved by the Lifelong Learning Committee on 12 March 2014 (Report No: 14/98 refers) and developed over subsequent years.
2.1.2 The progress and impact that has been achieved in relation to each outcome is outlined in sections 1-6 of Appendix 2. This includes data that demonstrates the impact of the three evidence-based programmes which
Page 390 of 422 required the greatest spend, the Family Nurse Partnership, the Incredible Years Parenting Programme and the Strengthening Families Programme.
2.1.3 To enable sustained delivery of the two parenting programmes led by Perth and Kinross Council, the Incredible Years and Strengthening Families Programmes, funding was realigned from the Early Years and Parenting budgets in Education and Children’s Services from 2017/18 to strengthen the capacity of the Parenting and Family Learning team.
2.2 Delivering Transformation
2.2.1 From the outset,- E2S had a strong emphasis on transformation of culture, systems and practice that will ensure the learning it generated continues to shape public services for children and families across Perth and Kinross in the future. This supports the Council’s commitment to work towards the ambition laid out in Renewing Scotland’s Public Services (2011), the Scottish Government’s response to the Christie Commission (2011). This included addressing the 4 pillars: ‒ further embedding prevention and embracing the empowerment agenda; ‒ embedding partnership and integrated working approaches; ‒ investing in our people; and ‒ establishing a focus on performance and outcomes.
Progress made in respect of each of these areas is outlined at section 7 of Appendix 2.
2.2.2 In addition to the influence of E2S, local progress in delivering transformation in public services has been supported by a changing national landscape. This includes a range of legislation and national policy with an increased focus on prevention, empowerment, partnership and governance.
2.3 Embedding Cultural Change
2.3.1 There is a well embedded expectation within local services for children, young people and families that strategic, operational and improvement planning is routinely informed by data. This is evident not only in Perth and Kinross developments but also in the Tayside Plan for Children, Young People and Families 2017-2020. This latter document has been informed by a combination of the E2S survey data and data gathered by Dundee and Angus CPPs through their engagement in the ‘Better Outcomes’ project, which was delivered in partnership with the Dartington Social Research Unit and the Scottish Government.
2.3.2 National development of data gathering since 2013 has resulted in an increase in the range of national data sets available to support understanding of children’s health, wellbeing, development and learning. This has meant that public services now have access to more frequently updated data for planning and evaluation purposes than prior to implementation of E2S. This will be further augmented by the planned introduction in 2019/20 of a national Health and Wellbeing survey that will gather information on the progress of
Page 391 of 422 children and young people in late primary stages upwards. Once all these data sets are established they will be able to provide regularly updated information on many of the domains included in the initial E2S data set.
2.3.3 Within Perth and Kinross, the availability of E2S data prompted many schools and services to further develop more detailed understanding of the wellbeing of the population they serve. This included gathering information to help understand segments of the population, such as year or gender groups, and more detailed information about wellbeing, such as why young people worry, or learning, such as what motivates young people to engage more fully in their learning. This culture of using data for improvement is now well embedded and evident in how schools and services determine improvement activity and deliver key priorities such as the Raising Attainment Strategy and Closing the Gap.
2.3.4 There are commitments in the Tayside Plan for Children, Young People and Families 2017-2020 that will build on the foundation established by E2S. This includes a shared commitment to collaboration, transparency, targeting resources towards agreed priorities, best value, evidence based services and focusing on outcomes. Progress in these areas will be supported by the work of the recently established Tayside Strategic Commissioning Group. There is also a commitment that where possible, relevant partners will commission services jointly based on a shared needs assessment.
3 CONCLUSIONS AND RECOMMENDATIONS
3.1 The impact achieved by employing an evidence-based approach when planning and implementing services to improve outcomes for children and young people is now well established. By having robust data that identifies need, evidence and research to establish what is effective in delivering improvement and a comprehensive implementation, monitoring and reporting plan, including the upskilling of the workforce, it has been possible to achieve real change for families. Use of this approach to implement interventions such as the parenting programmes delivered through E2S, have produced clear data, supported by direct feedback from children, young people and parents, that demonstrate the improvements for individuals.
3.2 The use of data to inform improvement and decision-making is now well embedded; most recently this was evident at a strategic level in the development of the Tayside Plan for Children, Young People and Families. E2S has had a particular focus on strengthening the local partnership and integrated working culture that has subsequently underpinned the development of this Plan. The innovative approach that has been taken to leading and delivering services for children, young people and families through this Plan will build on the significant learning that has been gained over the past five and a half years, in particular the importance of having a sharp focus on data. This will have a particular bearing on the aspirations of the Tayside Strategic Commissioning Group.
Page 392 of 422 3.3 It is recommended that the Committee: (i) Notes the activity and improved outcomes in the five priority outcomes identified in Evidence2Sucess; (ii) Notes the progress in redesign in services and realignment of resource to meet the commitment to mainstream evidence-based programmes as part of Evidence2Success; and (iii) Agrees to support activity to progress the commitment outlined as next steps: ‒ to continue to develop and share learning; ‒ to improve the impact of existing programmes for groups experiencing inequalities; ‒ to inform the work of the Priority Working Groups of the Tayside Plan for Children, Young People and Families 2017-2020; and ‒ to use learning from the Evidence2Success approach to enhance local Community Planning in Perth and Kinross.
Author(s) Name Designation Contact Details Fiona Mackay Service Manager [email protected] (Evidence2Success) Tel: 01738 475000
Approved Name Designation Date Sheena Devlin Executive Director 8 February 2018 (Education and Children’s Services)
Page 393 of 422 ANNEX
1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION
Strategic Implications Yes / None Community Plan / Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial No Workforce No Asset Management (land, property, IST) No Assessments Equality Impact Assessment No Strategic Environmental Assessment No Sustainability (community, economic, environmental) No Legal and Governance Yes Risk Yes Consultation Internal Yes External Yes Communication Communications Plan No
1. Strategic Implications
Community Plan/Single Outcome Agreement
1.1 This section sets out how the proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities:
(i) Giving every child the best start in life (ii) Developing educated, responsible and informed citizens
Corporate Plan
1.2 This section sets out how the proposals relate to the achievement of the Council’s Corporate Plan Priority:
(i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens.
1.3 This report also links to the Education and Children’s Services Policy Framework in respect of the following key policy area:
• Change and Improvement
Page 394 of 422 2. Resource Implications
Financial
2.1 The Incredible Years Pre-school Parenting and Strengthening Families Programmes delivered as part of Evidence2Success were fully funded up to the end of 2016/17 through budget allocation by Council in February 2014. Following a review of the Parenting and Family Learning functions within the Education Service (Early Years and Primary), Education and Children’s Services, recurring revenue funding has been realigned to sustain delivery of these programmes from 2017/18 onwards.
FNP is funded by the Scottish Government and reviewed on an annual basis.
Workforce
2.2 In 2016, the review of Culture and Community Services led to the transfer to Education Services (Early Years and Primary) of two teams responsible for the delivery of parenting and family learning, with an overall reduction of 2 FTE already agreed. Consequently Education Services agreed to undertake a further review of how parenting and family learning is delivered within this service to ensure the most efficient and effective delivery model is in place to meet future commitments.
As a result the teams were drawn together to form a single team with a reconfiguration of posts to absorb the functions of the 2FTE reduction. This was supported by the realignment of existing Early Years and Parenting budgets within Education Services to strengthen the remaining staff provision and enabled sustainable delivery of the Incredible Years and the Strengthening Families Programmes, this enabled: • Appointment of a Team Leader; • Three current temporary full-time posts to be established as permanent; and • Two temporary part-time posts to be established as permanent.
The formation of the new team has provided staff with the opportunity to build skills and expertise in a wider range of service delivery.
Asset Management (land, property, IT)
2.3 Not applicable.
3. Assessments
Equality Impact Assessment
3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties.
Page 395 of 422 This section reflect that the proposals have been considered under the Corporate Equalities Impact Assessment process (EqIA) with the following outcome:
(i) Assessed as relevant and the following positive outcomes expected following implementation: • The initiative will contribute towards encouraging vibrant and safe communities, where everyone has an opportunity to participate in community life and local decision-making; • The initiative will promote equal access and inclusiveness for everyone; • The initiative will improve health (including mental health) and well- being and improve access to health care for all; and • The initiative will promote opportunities for lifelong learning.
Strategic Environmental Assessment
3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals.
This section should reflect that the proposals have been considered under the Act and no further action is required as it does not qualify as a PPS as defined by the Act and is therefore exempt.
Sustainability
3.3 Not applicable.
Legal and Governance
3.4 Perth and Kinross Legal Services have been consulted on several areas relating to the delivery of the project in the past. In particular the Service was consulted and provided assurance on the legality of the contract with the Social Research Unit and on aspects of the survey processes, such as data protection requirements.
Risk
3.5 Delivery of E2S will support effective controls of the following Corporate Risks: • Protect vulnerable children and families • Effectively manage changing financial circumstances
4. Consultation
Internal
4.1 The content of this report was informed by internal consultation with services in Education and Children’s Services, including the ECS Finance Service.
Page 396 of 422 Perth and Kinross Legal Services have also been consulted in the content of the report.
Several briefing sessions were held with Elected Members during the implementation of Evidence2Success.
External
4.2 The content of this report has been informed by consultation with the membership of the Early Years, Early Intervention Programme Board, which includes representation from Perth and Kinross Council, NHS Tayside, Police Scotland and the 3 rd sector.
5. Communication
5.1 A range of communication approaches have been employed to support the delivery of E2S over the past five years. This has included briefings and presentations for staff groups, decision makers and locality and thematic partnership groups. Information has also been provided through newsletters and engagement sessions with Parent Councils; the E2S Survey Reports for schools are available alongside other school information on the Perth and Kinross Council website.
2. BACKGROUND PAPERS
The following reports have been relied on in preparing this report:
• Early Years, Early Intervention – The Best Start in Life for Children in Perth and Kinross (Report No. 12/341) • Evidence2Success Progress Report (Report No. 13/241) • Evidence2Success Progress Report (Report No. 13/523) • Evidence2Success – Developing an Improvement Plan (Report No. 14/98) • Evidence2success (Report No 14/461) • Measuring Impact - Evidence2Success/Early Years Collaborative (Report No. 15/511) • Evidence2Success – Working towards sustainability (Report No. 16/349)
3. APPENDICES
Appendix 1 Timeline – implementation of Evidence2Success Appendix 2 Evidence2Success: Maintaining and delivering sustainable outcomes
Page 397 of 422
Page 398 of 422 Timeline – implementation of Evidence2Success Appendix 1
•Community survey parents of children aged 8 and under January •School based survey of children aged 9 - 15 years 2013
•5 improvement priorities set by CPP Children, Young People and Families Partnerhsip and PKC Lifelong Learning Committee November 2013
•Package of temporary funding agreed - April 2014 - March 2017 •Included 1 year ECS realigned funding and 2 years additional PKC funding February •NHS Tayside and Scottish Government financed implementation of FNP 2014
•Initial programmes for implementation agreed •Delivery of FNP and Incredible Years Pre-school Parenting Programme March established, followed by implementation of Strengthening Families Programme 2014
•Measuring impact report - Children, Young People and Families Partnerhsip and November PKC Lifelong Learning Committee 2015
•Progress report - working towards sustainability shaped direction of service August redesign priorities 2016
•Commitment of resources to sustain programme delivery agreed by CPP Early September Years, Early Intervention Programme Board 2017
Page 399 of 422
Page 400 of 422 Appendix 2
EVIDENCE2SUCCESS: MAINTAINING AND DELIVERING SUSTAINABLE OUTCOMES
1 Improving Outcomes 1.1 To deliver the improvements in the outcomes prioritised in Evidence2Success (E2S) an extensive range of interventions have been delivered by CPP services. For each key priority the rationale that underpinned the agreement of the priority, the key interventions implemented and the impact achieved are outlined below. 2 Key Priority 1: Healthy Pregnancy and Birth 2.1 The survey completed by parents of children 8 years and under, identified that almost two in ten parents (17%) reported that their pregnancy could have been healthier and over three in ten mothers (32%) reported substance misuse during pregnancy. The children from these pregnancies were more likely to not be ‘ready for school’ and had increased likelihood of demonstrating ‘early anti-social behaviour’. 2.2 Key Interventions and Impact To inform the selection of interventions introduced to improve this priority, the CPP reviewed the research and evidence of what has most impact. The key interventions implemented are outlined below. 2.3 Family Nurse Partnership (FNP) This programme aims to support young women aged 19 years or under in their first pregnancy. This group of women and their babies frequently experience poorer outcomes throughout their life span. Since July 2016 the continued commitment to FNP in Tayside has meant further expansion of the programme to include women aged between 20 – 24 yrs old expecting their first baby and identified as having additional social or health vulnerabilities which may impact on parenting and children’s outcomes are now also offered the programme. 2.4 Scottish Patient Safety Programme 2.4.1 Maternity & Child Quality Improvement Collaborative (McQIC) and the Early Years Collaborative has been used by NHS Tayside Maternity Services to implement a range of service developments to improve outcomes for all pregnant women and their babies. 2.4.2 The impact of the interventions has been very positive with promising positive outcomes evident in relation to some high level outcomes. • For the target population of young women and babies engaged in the FNP, data shows that outcomes are good: ‒ rates of low birth weights are below average –5.4% of babies were classed as low birth weight (below 2.5kg);
Page 401 of 422 ‒ there are low levels of premature births - the majority are born at full term (36+ weeks gestation of pregnancy) with only 6.3% being premature; ‒ a high percentage of mothers go on to breastfeed – 72.4% of mothers initiate breastfeeding following delivery; and ‒ Children who have been engaged in FNP have consistently high scores in developmental milestone reviews providing good indications of positive school readiness. 2.4.3 In respect of the overall population, women are now experiencing more positive pregnancies; the data below shows a decline in the number of babies stillborn or born prematurely to women living in Tayside and who receive maternity care in Tayside, broadly in line with the national rate. At a Perth and Kinross level the numbers of stillbirths is low, therefore rates fluctuate more and can be misleading. 3 Key Priority 2: School Readiness 3.1 The data gathered from parents in the community survey indicated that over 1 in 5 parents (22.5%) felt that their child (aged between 6 months and 5 years) was not managing skills in at least one areas relating to their progress towards being ready for school. 3.2 Key interventions and Impact Review of the research and evidence-based interventions most likely to improve this priority identified the following programmes and approaches as most likely to have a positive impact: ‒ Infant Massage ‒ Peep Learning Together Programme ‒ Solihull Approach ‒ Incredible Years Programme ‒ Somewhere Over the Rainbow 3.2.1 Collectively these interventions and approaches are delivering improvement in respect of this outcome. The evidence of impact currently available includes: • Empowering parents - Many of the interventions have a common focus on increasing parent’s confidence and capacity to manage the range of challenges that can be involved in parenting. Evaluations of the range of interventions or programmes for individuals demonstrate that: ‒ parents have increased confidence in their understanding of their baby or child’s needs and have more skills to respond to needs when required; ‒ parents have a better understanding of early communication with their baby and how they can support development and learning through talk, rhymes and singing; ‒ parents recognise they have more skills or strategies to respond to their baby or child’s needs and behaviours, for instance through massage or play. • Improving developmental outcomes –
Page 402 of 422 ‒ Data from the 27-30 month reviews indicate positive progress in respect of the percentage of children within Perth and Kinross meeting behavioural and emotional developmental milestones.
Table 1: 27-30 Month Child Heath Review Data
Year of reporting Developmental Type of domain concern 2013/14 2014/15 2015/16 Social New 2.3% (31/1374) 2.1% (26/1231) 1.8% (23/1289) Previous 0.9% (13/1374) 0.6% (8/1231) 0.5% (6/1289) Total 3.2% (44/1374) 2.7% (34/1231) 2.3% (29/1289)
Behavioural New 2.7% (37/1374) 2.7% (33/1231) 2.2% (29/1289) Previous 1.5% (21/1374) 1.0% (12/1231) 0.8% (10/1289) Total 4.2% (58/1374) 3.7% (45/1231) 3.0% (39/1289) Source: CHSP Pre-School November 2016, SIRS, ISD Scotland ‒ Over the past two calendar years evaluations of the IY programme have demonstrated that it contributed to improving the behaviour of between 80% and 83% of the children who have a parent(s) engaging in the programme (See Table 2). Although the final data for the programmes running at present still needs to be collected, data already gathered in the first round of groups that ran from January – June 2017, collated with data from previous years, show behaviour improving from high-risk to normal levels for almost 80 children. Table 2: Incredible Years Pre-School Parenting Programme Performance
Incredible Years Programme (IY) Performance Performance Indicator 2015 2016 2017 Number of children with parent(s) 147 205 158 engaged in IY Programme Number of children with parent(s) 98 115 94 completing IY Programme % of children with an improved SDQ 82% 85% 72% score % of children who moved out of high- 40% TBC 69% 59% risk range by end of intervention % of children who moved into normal 93% TBC 43% 46% range by end of intervention The success rates of children moving out of high-risk range and into normal range is above the average for Incredible Years groups delivered in Psychology of Parenting Programme sites in Scotland. Source: Psychology of Parenting Performance Monitoring Reports 4 Key Priority 3: Engagement in Learning 4.1 The data gathered through the survey of 9 – 15 year olds identified that just under a half of children (47%) had poor engagement with learning.
Page 403 of 422 4.2 Key Interventions and Impact 4.2.1 The data gathered through the E2S survey (9-15 year olds) was made available at a school level and schools were able to use the information to shape their School Improvement Plans. This included establishing a range of interventions or approaches to motivate children’s engagement in their learning such as, targeted use of higher-order questioning; joint pupil/teacher evaluations of learning: a community project to promote numeracy or paired learning. 4.2.2 Schools also engaged in two improvement approaches which have supported them to measure the impact of interventions. 4.3 School Engagement Action Research ( SEAR) 4.3.1 The Educational Psychology Service led A School Engagement Action Research project; engaging staff from eight schools over a two year period, with a specific focus on improving engagement in learning. This project also influenced the approaches that some schools took to improve the emotional wellbeing of children (see 2.6 Emotional Wellbeing). 4.4 Model for improvement Project 4.4.1 An improvement programme was established with 4 Primary schools from one Local Management group to focus specifically on improving children’s engagement in learning by increasing their confidence and enjoyment in reading. 4.4.2 Both approaches focus on the skills development of staff, enabling them to identify needs, access research and evidence about best practice and implementing a structured approach to introducing improvement, using data to measure success. This focus has enhanced the skills of staff to identify the emerging needs of children, taking into account the context of their environment, and to measure the success of their interventions. The effectiveness of the approach has been measured in relation to increases in the confidence of the staff involved to use: • improvement methodologies; • research to inform the interventions selected for implementation; and • project management skills to implement, measure and report improvement activity. 5 Key Priority 4: Early Use of Alcohol 5.1 The data gathered in the survey of 9-15 year olds indicated that 23% of 9-14 year olds and over half of 15 years olds had used a substance, predominantly alcohol, in the month before the survey. 5.2 Key Interventions and Impact 5.2.1 The Strengthening Families Programme was implemented to improve this outcome as it was evaluated as having stronger evidence of impact than other interventions with a similar purpose. Evaluation data gathered since implementation of the programme late in 2014 is demonstrating positive outcomes for the families in areas known to be the protective factors that
Page 404 of 422 reduce the risk of the young people using alcohol or other substances at an early age. This includes: ‒ Parents are learning different ways to support their young person and to set appropriate boundaries; ‒ Young people are developing the skills to handle peer pressure, reduce risk-taking, better appreciate the feelings of others, set their own goals; ‒ Particularly importantly, whole families feel they are a stronger family unit, communicating more positively with each other and spending time together. 5.2.2 The data gathered evidenced the following improvements for parents and young people in respect of the behaviours they used before and at the end of the SFP group:
Parents engaging in positive Young person engaging in positive behaviours (before/after) behaviours (before/after) 200 200 150 150 100 100
Score 50 BEFORE SFP Score 50 BEFORE SFP 0 AFTER SFP 0 AFTER SFP A little Some A Most A little Some A Most of the of the good of the of the of the good of the time time bit time time time bit time
5.2.3 To help gain a fuller understanding of what impact the SFP groups have had, families, parents and young people have completed filmed interviews; these have been compiled and can be viewed here . (https://www.youtube.com/watch?v=4yhh1IkVNHk&feature=youtu.be) 6 Key Priority 5: Emotional Wellbeing 6.1 10% of young people aged between 11 and 15 years reported issues related to poor emotional well-being, when interrogated further this data showed that 15% of the girls between 11 and 15 years reported these issues. 6.2 Key Interventions and Impact 6.3 School- Based Projects 6.3.1 Since the E2S surveys were completed in 2014, a range of service level information has become available, reflecting a continuing concern about young people’s emotional wellbeing locally and nationally, and the significant additional demands this is placing on services and schools. 6.3.2 This additional information included a Perth Academy pupil-led project that engaged the school community to explore the E2S data in more depth. This project included over 350 young people completing a survey to identify what contributes to young people worrying and how they could develop more effective support to reduce their level of worry. The information gathered was shared with school staff and management and has informed subsequent school improvement planning.
Page 405 of 422 6.4 Emotional Wellbeing Collaborative 6.4.1 A co-ordinated approach to improvement in this area has been developed and the Perth and Kinross Emotional Wellbeing Collaborative (EWC) was launched in June 2016. This is the first Collaborative established in Scotland to deliver improvement in emotional wellbeing/mental health outcomes. It will also form part of the contribution by Perth and Kinross CPP to delivery of the national Children and Young People’s Improvement Collaborative aims in respect of health and wellbeing. The vision and aims of this national Collaborative are outlined at Appendix 2. 6.4.2 In the first year of the EWC local practitioners and managers engaged in the development of a shared understanding of the levels of emotional wellbeing experienced by young people in Perth and Kinross. This has provided a platform for a range of improvement projects to be delivered over the next two years. These projects focus on areas such as: ‒ Further developing tools to help schools understand and deliver learning opportunities to improve the emotional wellbeing of children. This builds on learning developed in one school through the SEAR project highlighted at 4.3; ‒ Improving children and young people’s resilience; ‒ Developing peer mentoring approaches; ‒ Implementing Growth Mindset approaches to increase children and young people’s confidence and aspirations; ‒ Promoting understanding of Adverse Childhood Experiences (ACEs) and developing ‘trauma-informed’ practice; ‒ Improve the emotional wellbeing and resilience of teams of staff; and ‒ Developing how physical activity is used to improve young people’s emotional wellbeing; 6.5 Workforce Development 6.5.1 A Tayside wide training programme was implemented within CAMHS to develop the skills and understanding of staff within a wide range of children’s services to enhance their capacity to support children and young people’s mental health in non-mental health settings. This was funded through an award from the Innovation Fund and is focused on early intervention and prevention at Tier 1/2 to address issues as quickly as possible before they develop and require specialist intervention. Within Perth and Kinross over 300 staff have now participated in the training and an ongoing programme of delivery is planned. 6.6 Strengthening Families Programme The implementation of the Strengthening Families Programme outlined at 5.3 is also having a significant impact on improvement in this priority. Strong family connections and communication are known to be protective factors that reduce the likelihood of a young person experiencing poor emotional wellbeing. This is an area young people and their families identify in the evaluations of the impact of the Strengthening Families Programme as improving.
Page 406 of 422 7 SUSTAINABILITY AND TRANSFORMATION – DELIVERING SERVICES FOR CHILDREN AND YOUNG PEOPLE 7.1 From the outset E2S had a strong emphasis on transformation of culture, systems and practice that will ensure the learning from E2S continues to shape public services for children and families across Perth and Kinross in the future. This supports the CPPs commitment to work towards the ambition laid out in Renewing Scotland’s Public Services (2011), the Scottish Government’s response to the Christie Commission (2011). This included addressing the 4 pillars: ‒ further embedding prevention and embracing the empowerment agenda; ‒ embedding partnership and integrated working approaches; ‒ investing in our people; and ‒ establishing a focus on performance and outcomes. 7.2 Prevention and Empowerment 7.2.1 Analysis of the data gathered through the Evidence2Success surveys was shared with parents and communities across Perth and Kinross and their feedback and comments on the findings informed the CPP’s decisions on the priorities for improvement. 7.2.2 A partnership was formed with a community group (parents, Councillors and service providers) from North Perth City to develop a shared understanding of the health and wellbeing of the children and young people in this area and shape local improvement activities. Many of the parents involved have gone on to have lead roles in other community developments in the area. 7.2.3 Central to the prevention and empowerment approach has been an increased focus on parents’ capacity to improve outcomes for their own children and young people. This was supported by introduction of a range of parenting programmes, including FNP and Incredible Years. The approach to empowering parents to more effectively manage the challenges encountered by their child or young person has meant that more children and young people have better access to support at the times when it is most needed and family reliance on services has reduced. 7.2.4 This was highlighted in the findings of research undertaken in Perth and Kinross to identify the sustained impact of the IY programme for families who had completed the programme prior to June 2016. In this study parents identified that engagement in the IY programme had reduced the need for additional services for 10 of the 26 families interviewed who had been engaged with additional services when they began the IY programme. This included 6 families out of 10 families had been engaged with social work. 7.3 Embedding partnership and integrated working 7.3.1 Since the initiation of E2S a combination of local and national developments have led to several improvements in local partnership and integrated working; these developments include some internal realignment of resources, the introduction of the Early Years and Children and Young People’s Improvement Collaboratives and an increased focus on the support available for parents through schools.
Page 407 of 422 7.3.2 In particular, action was taken to review the parenting and family learning functions in Education Services (Primary and Early Years), Perth and Kinross Council. As a result of the review, the decision was taken to bring the teams together to form one Parenting and Family Learning Team and to commit permanent posts to support delivery of the Incredible Years and Strengthening Families Programmes. Additional funding has been realigned on a recurring basis through realignment of some Early Years budget within Perth and Kinross Council Education Services. 7.3.3 Forming the Parenting and Family Learning Team has created the basic structure to support the sustainability and co-ordination of the integrated service delivery of the evidence-based programmes that has been integral to implementation of Evidence2Success. 7.3.4 To augment the delivery of this team, an ongoing commitment has been given by NHS Tayside and relevant services within Perth and Kinross Council to maintain the allocation of staff who have been trained in and regularly deliver the Incredible Years and Strengthening Families Programmes. In addition the 3rd sector make a significant contribution to delivery of the Infant Massage offer across Perth and Kinross, with 60% of the groups run last year being delivered by volunteers from the sector. 7.3.5 The National Improvement Framework (NIF) which sets the strategic direction for schools, has an increased focus on how schools work with parents to enhance parental engagement and develop family learning activity within schools. 7.3.6 The development of closer partnership working by CPP organisations has provided an opportunity to redefine the continuum of parenting and family learning services available within the statutory and 3 rd sectors, development of understanding of the continuum aims to reduce duplication and ensure that accessible services are available for parents and families with all levels of need. (Appendix 2a). 7.4 Investing in our People 7.4.1 Key to delivering impact through E2S was the training and support of staff to enable them to deliver the evidence-based programmes and approaches with fidelity. Over 30 staff have been trained to deliver the Incredible Years programme and 50 staff trained to deliver the Strengthening Families Programme. Four of the Incredible Years programme group leaders have now received full accreditation from the governing body; this will enable them to progress to be peer coaches, further strengthening the quality of delivery of groups. Two members of staff were trained as Strengthening Families Programme trainers, which is supporting the development of a sustainable number of group leaders. An increased number of staff have also been trained to deliver Infant Massage and the Peep Learning together programme. 7.4.2 To support staff to increase their understanding of and skills in responding to emotional wellbeing concerns of young people a training programme has been developed and delivered for CPP staff. This activity is led by CAHMS, NHS Tayside, and over 300 staff, including staff from all 10 secondary
Page 408 of 422 schools, have already participated in the training sessions. A further series of sessions are planned for the year ahead. 7.4.3 During the same timeframe as delivery of E2S, NHS Health Visiting and School Nursing Services have embarked on national transformation. The subsequent service structures that NHS Tayside has established in Perth and Kinross better support the sustainable model of delivery for E2S interventions. 7.4.4 In particular the transformation implemented new, nationally agreed, pathways for health visiting and school nursing. This has included investment in the training of additional and existing health visitors and school nurses, and reviewing the role of the Early Years Support Worker s in Health Visiting Teams. 7.4.5 To deliver the new universal Health Visiting Pathway in Perth and Kinross it has been necessary to increase the number of Health Visitors across Tayside from 53 in 2015 to 118.4 in January 2018; an increase of 103 %. In January 2018 there will be 29.80 WTE Health Visitors for Perth and Kinross and the programme to train new Health Visitors continues. Alongside this, NHS Tayside is committed to continuing to deliver the enhanced Health Visiting service offered by FNP for target groups of the population. 7.4.6 The introduction of the new School Nursing Pathway in January 2018 will also have a positive impact on improving outcomes, particularly in respect of young people’s emotional wellbeing and potential to initiate alcohol use early. During the pilot of the Pathway in Perth and Kinross during 2016 it was clearly seen that the most frequent request for support from the school nurse related to children and young people’s emotional wellbeing issues. 7.5 Performance Monitoring and Reporting 7.5.1 The robust governance approach taken to oversee effective implementation of E2S has been critical to successful delivery. This has been achieved through regular scrutiny by the Early Years, Early Intervention Programme Board. This partnership group reports to the CPP Children, Young People and Families Partnership. The outcomes of this are outlined in section 2 of this report.
Page 409 of 422 Ap pendix 1a Children and Young People Improvement Collaborative – Vision and Outcome Aims Quality Improvement throughout the child and young person journey to achieve excellence and equity by getting it right for every child. The CYPIC provides an overarching view of quality improvement work where specific quality improvement programmes for children and families can be affiliated and supported.
15 – 30 Pre-birth to 15 months 30 months – P1 P2 – P4 P5 – P7 S1 – S3 S4 – S6+ months The MCQIC aims are to By 2020 at least By 2020, at By 2020, at By 2020, at By 2020, at By 2020, at By 2020, at By 2020 at reduce the incidence of 85% of Children least 85% of least 85% of least 85% of least 85% of least 85% of least 95% of harm in women and least 85% of within each children within children children, within children, within children, within young people babies by 30% by 2019. children within SIMD quintile of each SIMD within each each SIMD each SIMD within each This harm is defined for each SIMD each SIMD the CPP will quintile of the SIMD quintile quintile will quintile will SIMD quintile all 3 strands of the quintile of the quintile will have reached CPP will have have have of the CPP MCQIC programme – CPP will have will have have all of their maternity , neonatal reached all of reached all of successfully successfully successfully successfully will go on to a developmental and paediatric care. For their their achieved achieved CfE achieved CfE achieved CfE positive milestones at example, in maternity developmental developmental early level First level Second level Third level participative time of their care – two of the milestones at milestones by literacy, literacy, literacy, literacy, destination 13 -15 month defined aims are to the time of the time of numeracy and numeracy and numeracy and numeracy and on leaving child health reduce the rate of their their 4-5 year are progressing in are progressing are progressing school review stillbirth and neonatal 27 – 30 month child health progressing in health and in health and in health and mortality. QI work in the child health review health and wellbeing as wellbeing as wellbeing as CYPIC contributes to this review wellbeing as evidenced by evidenced by evidenced by programme and will be evidenced by SHANARRI SHANARRI SHANARRI encouraged and SHANARRI indicators by indicators by indicators by supported indicators by the end of the end of the end of the end of primary 7 secondary 3 Maternity and Children Quality Improvement Collaborative (MCQIC) spans the child journey from pre-birth to 18+ The aim is to improve outcomes and reduce inequalities by providing safe high quality care experience for all women, babies, children and families in the maternity, neonatal and paediatric healthcare settings in Scotland. Stretch aims are essential to guide and evidence the progress of improvement work. They set a challenging ambition that harne sses the energy and motivation of those participating, and gives them something to strive towards. They should be measurable in order to demonstrate progress towards the desired outcome. Stretch aims differ from targets which are primarily set in order to achieve an expected goal, and to allow scrutiny and accountability of whether work achieves the level of success expected by the target. Note: These national stretch aims for CYPIC will require review as new data becomes available and a better understanding of baseline performance is established. Page 410 of 422 Appendix 2a Continuum of service provision for parents and families
Mental Health Services Social Work Specialist Services Services for children with ASN
FNP/enhanced HV provision Parenting programmes - Infant Massage/Incredible Years/Peep Learning Targeted/ Together Groups Additional Allied Health Professions Prison based Parenting/Family Learning 3rd Sector eg. ASN support/1:1 volunteer support/advocacy/infant massage
Universal
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Page 412 of 422 9 PERTH AND KINROSS COUNCIL 18/89
Lifelong Learning Committee
21 March 2018
Reserved Places in Schools 2018/2019
Report by Executive Director (Education and Children’s Services)
PURPOSE OF REPORT This report proposes the number of reserved places for session 2018/2019, within primary and secondary schools, in accordance with Section 28A of the Education (Scotland) Act 1980, as amended. This allows places to be protected for local children to attend their catchment school.
1. BACKGROUND/MAIN ISSUES
1.1 Reserved places refer to the number of places which, in the opinion of the Education Authority, are reasonably required to accommodate pupils likely to become resident within the catchment area of a school during the period of considering placing requests and during that school year.
1.2 This allows the Education Authority to calculate and retain a certain number of places for children from families likely to move into the catchment area of schools which have classes with a limited number of spaces in some or all stages. The legislation allows the Education Authority to refuse some or all placing requests made for a particular school on the grounds that children from within the catchment area may become resident during the year.
Places are reserved to try to accommodate these children, where possible, in their catchment school, allowing the Education Authority to take positive steps to protect places in schools for catchment pupils.
1.3 The strategy for the implementation of reserved places within Perth and Kinross Council was approved by Committee in March 1997 for session 1997/98 (Report No 97/145 refers). Further annual reports have been approved for each subsequent session.
1.4 The criteria used for the number of reserved places within schools for the current session is now:
a) Schools which have classes with a limited number of spaces at specific stages; b) Historical or anticipated patterns of migration, information about known movements of families into (or out of) an area and any current residential development in the area; and
Page 413 of 422 c) The possible pattern of movement indicated by the current session’s trends and roll projections for 2018/2019.
The scheme needs to be justifiable and operated fairly, particularly as parents can appeal to the relevant Education Appeal Committee and thereafter to the Sheriff Court.
2. OPERATION OF CRITERIA 2018/2019
2.1 The operation of the criteria for session 2017/2018, to date, has ensured that only 5 primary pupils have moved into an area and have been unable to attend their catchment primary school as their first choice of school. In respect of secondary schools, no secondary school pupil has moved into an area and has been unable to be granted a place in their catchment secondary school.
2.2 The application of reserved places is most commonly utilised during the process for managing the new P1 and S1 intakes each year where parents may choose to have their child attend a school other than their catchment school. For session 2017/2018, 272 placing requests were made for P1 places in primary schools and 239 of these requests were granted. Five of the refusals related to children who live outwith Perth and Kinross. This represents a positive outcome for 88% of P1 parents who made a placing request for their child to attend the primary school of their choice.
In respect of S1 places, 119 placing requests were submitted and 113 of these requests were granted. This represents a positive outcome for 95% of parents who made a placing request for their child to attend the secondary school of their choice.
2.3 The historical pattern of migration continues to be monitored to ensure as accurate information as possible when considering the use of reserved places.
2.4 For session 2018/2019 there are some fluctuations in the reserved places from the previous school session. There are a number of schools whose reserved places have been altered in light of experience in administering placements throughout session 2017/2018. In addition, where additional building work has been undertaken, this can lead to the reduction in the requirement for reserved places. Reserved places may be increased where residential build has taken place or is planned within school catchment areas. Reserved places have also been altered where school rolls have increased or decreased.
2.5 The total number of reserved places proposed for 2018/2019 has been increased to reflect the factors outlined in 2.4. Reserved places fluctuate on an annual basis and the total number of reserved places each year has varied between 92 and 703 since their introducation in 1997.
Page 414 of 422 3. PROPOSALS
3.1 It is proposed that the reserved places required for session 2018/2019 are accepted as outlined in Appendix 1. The Executive Director (Education and Children’s Services) will publish the Reserved Places in Schools 2018/2019 and implement this in full for session 2018/2019.
3.2 In order to provide accurate and clear information, Education and Children’s Services publishes the reserved places required in a comprehensive format on Perth and Kinross Council’s website. The published information shows the reserved places at each individual stage for each school. This format allows parents/carers to clearly understand how many reserved places are being held at each/any stage in the school each session.
4. CONCLUSION AND RECOMMENDATIONS
4.1 The reserved places procedure allows children moving into a catchment area of a school a greater likelihood of attending that school.
Reliable historical and anticipated patterns have been established as accurate information is collected.
The annual revision of the reserved places procedure ensures that Education and Children’s Services stringently manage pupil intakes for each school ensuring, where possible, that local children can attend their catchment school.
4.2 It is recommended that the Committee:
(i) Approves the number of reserved places, within schools which have classes with a limited number of spaces at specific stages, for session 2018/2019 as shown in Appendix 1; (ii) Instructs the Executive Director (Education and Children’s Services) to revise these numbers each year to reflect historical or anticipated patterns of migration, information about known movements of families into (or out of) an area, and any current residential development; and (iii) Delegates responsibility to the Executive Director (Education and Children’s Services) to keep under review the reserved places for all schools in light of any building work in schools and in light of residential development.
Author(s) Name Designation Contact Details Karen Robertson Service Manager [email protected] (Business Services) 01738 475000
Greg Boland Senior Business and [email protected] Resources Manager 01738 475000
Page 415 of 422 Approved Name Designation Date Executive Director 25 January 2018 Sheena Devlin (Education and Children’s Services)
Page 416 of 422 ANNEX
1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION
Strategic Implications Yes / None Community Plan / Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial No Workforce No Asset Management (land, property, IST) No Assessments Equality Impact Assessment No Strategic Environmental Assessment No Sustainability (community, economic, environmental) No Legal and Governance Yes Risk No Consultation Internal Yes External No Communication Communications Plan Yes
1. Strategic Implications
Community Plan / Single Outcome Agreement
1.1 This section should set out how the proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities:
(i) Giving every child the best start in life (ii) Developing educated, responsible and informed citizens (iii) Promoting a prosperous, inclusive and sustainable economy (iv) Supporting people to lead independent, healthy and active lives (v) Creating a safe and sustainable place for future generations
This report relates to Objective No (ii) Developing educated, responsible and informed citizens.
Corporate Plan
1.2 The Perth and Kinross Community Plan 2013-2023 and Perth and Kinross Council Corporate Plan 2013/2018 set out five strategic objectives : (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and
Page 417 of 422 (v) Creating a safe and sustainable place for future generations.
This report relates to Objective No (ii) Developing educated, responsible and informed citizens.
1.3 The report also links to the Education & Children’s Services Policy Framework in respect of the following key policy area:
• Change and Improvement
2. Resource Implications
Financial
2.1 N/A
Workforce
2.2 N/A
Asset Management (land, property, IT)
2.3 N/A
3. Assessments
Equality Impact Assessment
3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties.
The reserved places procedure presented in this report was considered under the Corporate Equalities Impact Assessment process (EqIA) with the following outcome: Assessed as not relevant for the purposes of EqIA
Strategic Environmental Assessment
3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals.
However, no further action is required as it does not qualify as a PPS as defined by the Act and is therefore exempt.
Sustainability
3.3 N/A
Page 418 of 422 Legal and Governance
3.4 The Head of Legal Services has been consulted in relation to the reserved places scheme. The scheme complies with the legal framework in relation to reserved places set out in the Education (Scotland) Act 1980, as amended.
Risk
3.5 N/A
4. Consultation
Internal
4.1 Headteachers have been consulted in the preparation of the report .
External
4.2 N/A
5. Communication
5.1 The Reserved Places for 2018/2019 will be published on the Council website to ensure parents and schools are able to easily access the information. This report also forms part of the appeal information provided to parents where a placing request has been unsuccessful.
2. BACKGROUND PAPERS
No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (other than any containing confidential or exempt information) were relied on to any material extent in preparing the above report.
3. APPENDICES
Appendix 1 – Reserved Places 2018/2019
Page 419 of 422
Page 420 of 422 APPENDIX 1
Total Reserved Reserved Places Places Required Primary Schools 2017/2018 2018/2019 Reserved Places Breakdown 2018/2019 P1 P2 P3 P4 P5 P6 P7 P1/2 P2/3 P3/4 P4/5 P5/6 P6/7 P1 - P3 P4 - P6 P4 - P7 P2 - P4 P1 - P4 P5 - P7 P3 - P5 Abernethy Primary School 2 12 2 2 2 2 2 2 Alyth Primary School 9 4 1 1 1 1 Arngask Primary School 6 6 2 2 2 Auchtergaven Primary School 4 10 2 2 2 2 2 Balhousie Primary School 7 6 2 2 2 Blackford Primary School 0 6 2 2 2 Breadalbane Primary School 14 14 2 2 2 2 2 2 2 Burrelton Primary School 0 2 2 Cleish Primary School 6 6 2 2 2 Community School of Auchterarder 14 28 4 4 4 4 4 4 4 Comrie Primary School 4 2 2 Coupar Angus Primary School 8 0 Craigie Primary School 8 10 2 2 2 2 2 Crieff Primary School 3 14 2 2 2 2 2 2 2 Dunbarney Primary School 6 14 2 2 2 2 2 2 2 Dunning Primary School 5 10 2 2 2 2 2 Errol Primary School 3 4 2 2 Forgandenny Primary School 2 6 2 2 2 Fossoway Primary School 12 10 2 2 2 2 2 Goodlyburn Primary School 12 12 2 2 2 2 2 2 Inchture Primary School 8 8 2 2 2 2 Inchview Primary School 14 14 2 2 2 2 2 2 2 Invergowrie Primary School 6 6 2 1 1 1 1 Kenmore Primary School 4 2 2 Kinnoull Primary School 8 12 3 3 2 2 2 Kinross Primary School 14 22 4 3 3 3 3 3 3 Kirkmichael Primary School 0 2 1 1 Letham Primary School 14 10 2 2 2 2 2 Longforgan Primary School 0 6 2 2 2 Luncarty Primary School 4 0 Madderty Primary School 6 5 2 1 2 Meigle Primary School 6 0 Methven Primary School 4 6 2 2 2 Milnathort Primary School 14 14 2 2 2 2 2 2 2 Moncreiffe Primary School 0 2 2 Murthly Primary School 4 2 2 Muthill Primary School 5 6 2 2 2 Newhill Primary School 4 6 4 2 North Muirton Primary School 4 8 2 2 2 2 Oakbank Primary School 9 20 4 4 4 2 2 2 2 Our Lady's RC Primary School 14 11 2 1 1 2 2 1 2 Pitcairn Primary School 1 2 2 Pitlochry Primary School 12 8 2 2 2 2 Portmoak Primary School 10 10 2 2 2 2 2 Rattray Primary School 0 4 2 2 Robert Douglas Memorial School 14 28 4 4 4 4 4 4 4 Royal School of Dunkeld 5 0 Ruthvenfield Primary School 0 4 1 1 2 Stanley Primary School 0 8 2 2 2 2 St John's Academy (Primary) 14 14 2 2 2 2 2 2 2 St Madoes Primary School 12 12 2 2 2 2 2 2 St Stephen's RC Primary School 0 1 1 Tulloch Primary School 10 22 4 3 3 3 3 3 3 Viewlands Primary School 10 18 4 4 2 2 2 2 2 Total 355 469
Page 421 of 422 APPENDIX 1
Total Reserved Reserved Places Places Required Secondary Schools 2017/2018 2018/2019 Reserved Places Breakdown 2018/2019 S1 S2 S3 S4 S5 S6 Blairgowrie High School 0 4 4 Breadalbane Academy 0 8 4 4 Community School of Auchterarder 8 8 4 4 Crieff High School 0 4 2 2 Kinross High School 12 20 10 6 2 2 Perth Academy 2 8 4 4 Perth Grammar School 8 10 6 4 Perth High School 2 8 4 4 St John's RC Academy (Secondary) 2 4 2 2 Total 34 74
Primary School 355 469 Secondary School 34 74 Total 389 543
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