Stephenson Green

STEPHENSON GREEN

PROOF OF EVIDENCE

1.0 Introduction

1.1 I am Susan Margaret Owen and I hold the post of Strategic Officer with

Leicestershire Council. I am responsible for the planning and provision of

pupil places in Leicestershire. I have been employed by Leicestershire

County Council (LCC) since February 2002 and have held my present post

since July 2011. I have over 10 years experience of the planning and

provision of pupil places and have held various posts in the public sector

including Business Manager at a Leicestershire Upper school.

1.2 My proof is in support of the LCC’s request that appropriate and adequate

planning obligations be secured under a section 106 agreement with the LCC

for educational requirements to make the proposed development acceptable

and sustainable in planning terms.

1.3 In preparing my proof I have had regard to the criteria for developer

contributions under Circular 05/2005 and to the relevant provisions of the

Community Infrastructure Levy regulations 2010.

1.4 A colleague, Andrew Tyrer, the County Council’s Developer Contributions

Officer, has produced in his proof the required key planning and developer

contributions policies which underpin the LCC’s case but which I will not

repeat in my proof.

2.0 EDUCATION

2.1 The County Council is the Local Authority (LA) and has statutory responsibility

for the provision of education services. Under Section 14 of the 1996

Education Act, local authorities must secure sufficient appropriate school

places to serve their area. The available schools must be sufficient in number,

character and equipment to provide for all pupils the opportunity of appropriate

education. Section 2 of the 2006 Education and Inspections Act places

Leicestershire Children and Young People’s Service as the appropriate local

authority, under a further duty to secure diversity in the provision of schools

and increase opportunities for parental choice.

2.2 The 2006 Act also casts local authorities in the role of ‘commissioners of

places’ and requires the running of new schools to be subject to open

competition, unless there are exceptional circumstances. Groups such as

parents and faith communities are thus encouraged to ‘bid’ to run new schools.

It must be noted that the competition process adds to the timescales and

complexity of opening schools on new developments.

3.0 ADMISSIONS POLICY

3.1 Under Section 84 of the School Standards and Framework Act (SSFA) 1998

as amended by Section 40 of the Education and Inspections Act 2006 the

School Admissions Code gives the statutory basis for admissions to all

maintained schools.

In compliance with the Schools Admission Code the Leicestershire County

Council has a School Admissions Policy (SAP) a copy of which is attached as

2 Appendix A. The County Council has a duty to provide school places for all

pupils resident in its area: Leicestershire achieves this by giving high priority

to catchment area pupils and allowing parental preference wherever possible.

Within the SAP it lists children’s entitlement as:-

• A place in the catchment area school

• A place in a preferred school, if there is room

• To be considered according to the same priority criteria as other children

where the preferred school is oversubscribed.

In operating this policy the LA arrangements comply fully with the mandatory

requirements of the School Admissions Code and Part 3 of the SSFA.

Every school has an Admission Number (AN) which is calculated by dividing

the net capacity of a school by the number of year groups.

4.0 MAINSTREAM HOME-SCHOOL /COLLEGE TRANSPORT POLICY

4.1 The Local Authority has a duty to make arrangements to facilitate attendance

at Schools and Colleges by providing transport in certain circumstances.

The Mainstream Home-School/College Transport Policy (Version May 2011)

document sets out the Policy and Procedures that apply. Please see

Appendix B.

4.2 Free transport is provided under the Education Act 1996, Sec 444(5) for:

Primary age pupils who attend the catchment school for their home address

and the distance is more than 2 miles.

Secondary age pupils who attend a catchment school for their home address

and the distance is more than 3 miles.

4.3 Distances are measured by the shortest available walking route from the

middle of the road immediately outside the home address to the nearest

school or college entrance. A route is available if it is a route along which a

child accompanied by a responsible adult can walk with reasonable safety to

school. Distances are measured in a consistent fashion using the County

Council’s MapInfo software.

5.0 CALCULATING SCHOOL NET CAPACITIES

5.1 The Secretary of State requires all LA’S under Section 29(1) of the Education

Act 1996 to inform the Department of the Net Capacity (NC) of each school in

its area and any changes to a school’s net capacity. The Department for

Education and Schools published guidance in August 2002 – “Assessing the

Net Capacity of Schools”. Please see Appendix C (Core Evidence).

5.2 Net capacity was devised by the DFE as a single, robust and consistent

method of assessing the capacity of schools. For Primary schools the NC is

calculated on the basis of the number and size of spaces designated as class

bases. For Secondary schools it is based on the number, size and type of

teaching bases and the age range of the school. In both cases it is checked

against the total useable space available which must be measured and

4 ensures that there is neither too much nor too little space available to support

the core teaching activities.

5.3 Every school by law has to have a separate Admission Number (AN) to

determine how many children can be legally admitted to that school year by

the Admissions Authority, in this case the Leicestershire County Council.

The Local Authority and the School do not have a say in how the NC is

calculated, as it is calculated using a national formula as set out by the DFE.

In the case of a Primary school a figure of 90% of the maximum capacity is

used as the minimum capacity figure and therefore set a range within which

the school can set its Admission Number.

In the case of secondary schools a figure of 10% lower than the maximum

capacity is used as the minimum capacity to generate the capacity range.

5.4 Over the County, schools vary in age, design, shape and site. The

Government acknowledges that a single formula could not take into account

all of the different varieties of schools, so they devised the net capacity

assessment to give a range of numbers of children who could safely attend

the school. (A maximum and a minimum capacity). It is then down to the

Head and Governors of each school in consultation with the Local Authority to

determine what is an appropriate maximum number of children for that

school. This has to be on the range given by the Government formula, but

allows schools to take into account individual circumstances of their own

schools, including the educational profile of the pupils attending the school,

how the school is organised and how the curriculum is arranged and

delivered, and how buildings and the site is set out.

5 5.5 This means that for some schools, the school can easily set the number of

children at the top of the range and be satisfied that all children will have

sufficient space, both during lessons and during break times to be safe and to

be able to develop, to learn and to be sociable.

5.6 Other schools, however, may need to set their net capacity at the lowest part

of the range if there is some complexity of the buildings or site or for

educational or organisational reasons.

5.7 Many schools, however, set their capacity at some point along the range.

Every school tries to maximise the number of children that it believes it can

safely accommodate, but has to balance other factors such as educational

outcomes, safety and practicalities to achieve this balance.

5.8 The reasons for Admission Numbers are as follows:

(i) The Local Authority is funded for the number of pupils and not the

number of places in schools.

(ii) To ensure Key Stage One class sizes are at or below 30 to comply

with the statutory requirement.

(iii) Leicestershire Local Authority is of the view that the efficient use of

resources is prejudiced when accommodation is under-utilised in

some schools whilst other schools may have numbers in excess of

their capacity.

(iv) It is important that group sizes are not excessive, particularly in

specialist areas (e.g. Science and Design), where group sizes have to

6 be limited for safety reasons, but also for the many other facilities

needed in schools such as toilets, playgrounds and playing fields.

(v) Admission Numbers enable schools to plan for the future. As complex

social organisations, schools need to be able to plan for the groupings

of pupils, curriculum provision, class and set sizes, both teachers' and

pupils' timetables and the appointment and allocation of staff.

5.9 If a school sets an Admission Number which is above the maximum capacity

figure then it must fund the provision of the additional accommodation

required to educate the pupils it is agreeing to admit.

5.10 If a school wishes to set an Admission number which is below it’s minimum

capacity then it is restricting and reducing the availability and choice of pupil

places within an area and therefore the Local Authority must publish a

Statutory Notice to enable it to do so. This gives any person or organisation

the opportunity to object to the proposals.

5.11 Empty places at a school do not necessarily equate to their being sufficient

capacity at that school, as it is generally accepted that schools should not

operate at 100% of their capacity.

The Audit Commission wrote in their 2002 report Trading Places – A Review

of Progress on the Supply and Allocation of School Places (Section 2,

Paragraph 7) that “It is unrealistic and probably undesirable to aim for a

perfect match of pupils and places at each school. Some margin of capacity is

necessary to allow pupil’s choice…Not all unfilled places are surplus”

7 6.0 POLICY AND PROCEDURES RELEVENT TO THE CALCULATION OF

SECTION 106 REQUIREMENTS

6.1 The School Admission Policy, The Assessment of Net Capacities and the

Mainstream Home-School/College Transport Policy are relevant in the

calculation of Section 106 contributions for Primary and Secondary education.

The County Council’s consideration of whether developer contributions are

required will be informed by the net capacity figures as reported to the

Department for Education.

6.2 Calculation Methodology:-

When calculating an education contribution Leicestershire County Council

use the formula developed for predicting additional demand from new housing

on primary school age pupils it is 0.24 places per house and 0.043 places per

flat/apartment with all one bedroom properties being excluded. The

equivalent factors for Upper school age places are 0.1 per house and 0.016

per flat/apartment.

6.3 The cost of providing a pupil place in Leicestershire is £12,099.01 for Primary

school, £17,876.17 for High school and £18,355.16 for Upper school.

6.4 On the basis of 1,420 homes with two or more bedrooms as proposed by the

development the pupil yield would be as follows. This table also includes the

number of pupil places claimed for through the Section 106 contribution.

8 Education Sector Pupil Yield Number of Pupil Places

claimed for

Primary 340 270

High 142 12

Upper 142 0

Total 624 282

7.0 EXISTING FACILITIES AND DEMAND

7.1 The County Council Children and Young People’s Service has made an

assessment of the appeal site and the proposed development in relation to

the primary school and secondary school sectors. The calculations are based

on pupils on roll at each school at the start of the academic year 2011/12, the

latest births data and five year pupil forecasts. Please see Appendix D

8.0 PRIMARY SCHOOL SECTOR

8.1 The proposed development, the subject of this planning appeal is within the

catchment area of two primary schools, Whitwick St. John the Baptist Church

of England Primary School and Coalville Broom Leys Primary School. If this

development was to be upheld on appeal and the development commenced,

then it would be likely to generate 341 pupils of primary school age.

8.2 Whitwick St John the Baptist has a net capacity of 350 pupil places and 538

pupils are projected on roll should this development proceed (a deficit of 188

places). Coalville Broom Leys has a net capacity of 595 pupil places and 758

pupils are projected on roll should this development proceed (a deficit of 163

places).

Net Forecast Number on Roll Deficit Capacity including pupils from development Whitwick St John the 350 538 188

Baptist

Coalville Broom Leys 595 758 163

351

8.3 The overall deficit in the local catchment primary schools affected by this

development would be 351 places, of which 341 would be attributed to pupils

from the development. There are six other primary schools within a two mile

available walking route of the development. See Appendix E. The deficit or

surplus of places at these schools are listed below:-

New Swannington Primary School Deficit of 8 pupil places

All Saints C of E Primary School Surplus of 19 pupil places

Holy Cross R C Primary School Deficit of 1 pupil place

Belvoirdale Primary School Surplus of 61 places

Hugglescote Primary Full to capacity

Coalville St Clares Primary Surplus of 10 places

8.4 Within these 6 schools overall there are a surplus of 81 pupil places this

reduces the overall deficit of places in the area of the development from 351

to 270, all of which are attributable to the development.

8.5 Whitwick St John the Baptist Primary School occupies a restricted site and it

is therefore not possible to extend this school to accommodate the additional

pupils.

10 8.6 Coalville Broom Leys Primary School is already one of the largest primary

schools in Leicestershire and educationally the outcomes for pupils would be

impacted severely if it was to be made any larger.

8.7 Therefore in order to provide the additional primary school places anticipated

by the proposed development the County Council would require the allocation

of a suitable area of land of at least 2 ha within the appeal site and the

provision of a 270 place primary school.

9.0 SECONDARY SCHOOL SECTOR

9.1 The site falls within the catchment area of Coalville Castle Rock High school.

The school has a net capacity of 600 pupil places and 671 pupils are

projected on roll should this development proceed thereby creating a deficit of

71 places.

There is another High school within a three mile available walking route of the

development; this is Coalville Newbridge High School. The school has a net

capacity of 590 and 531 pupils are projected on roll, a surplus of 59 places.

9.2 The deficit of 71 places created by this development can therefore partly be

accommodated at Newbridge High school and a claim for an education

contribution of 12 places in the high school sector of £214,514.04 is justified,

to address the shortfall of places attributed to this development.

9.3 The County Council’s original and previous high school contribution

requirement in February 2011 was £1,144,074.58. However, the latest

response reflects the intake at the start of the 2011/12 academic year to the

11 aforementioned high schools and the latest pupil forecast. In addition

Coalville Newbridge High School has increased its Net capacity by 60 pupils

places following the building of a new Sports Hall. The overall impact has

been to reduce the contribution from £1,144,074.58 to £214,514 in the

High School Sector

9.4 In arriving at this figure we have taken into account the places at Coalville

Newbridge because it is within a 3 mile walking route of the development but

it is not the catchment school. Therefore the reality is that should all of the

High school age pupils living on the development exercise their right under

the Admissions Policy to a place at their catchment school they would be

entitled to attend Castle Rock and therefore the Authority would need to fund

the provision of these additional places at Castle Rock.

The LA’s Section 106 request only seeks funding for the deficit of 12 places

across both schools.

9.5 Castle Rock currently has an Admission Number of 200, and a Net Capacity

of 600 (the capacity range is a minimum of 569 to a maximum of 633 places).

The net capacity has been set at 200 to facilitate a method of organisation

and group sizes which are appropriate to the educational needs of the

community of pupils it serves. The reasons for setting an Admission number

of 200 are outlined in following paragraphs.

12 9.6 Using the Government methods of assessing deprivation and measured on

the indices of Multiple deprivation, where 100% represents the

most deprived area, the Castle Rock catchment area scores at 60.7%. The

Leicestershire average school score is 38%. The scoring is based on the

home addresses of pupils attending the school.

9.7 Based on pupils home addresses of 280 schools in Leicestershire, Castle

Rock is ranked as the 16th most deprived. The latest OFSTED report,

inspection date November 2010, published in 2011, see Appendix F, stated

that, “The proportion of students who have special educational needs or

disabilities is above the national average, as is the proportion of students with

a Statement of special educational needs. The proportion of students eligible

for free school meals is above the national average.”

9.8 Attainment levels of pupils on entry to the school are significantly lower than

the Leicestershire average. Overall progress from Key Stage 2 to Key Stage 3

for the past 5 years. (Source Local Authority & National Figures)

Average point scores

2007 2008 2009 2010 2011

Key Stage 2(Age 11) 26.8 27.2 27.4 26.55 27.57 on entry to Castle Rock Key Stage 2 national 27.9 27.9 27.9 27.6 27.8 scores Difference -1.1 -0.7 -0.5 -1.05 -0.26 Key Stage 3 (Age 14) 33.7 33.8 34.8 35.3 35.97 on leaving Castle Rock KS3 Leicestershire 36.4 36.4 36.9 37.3 37.7 scores Difference -2.7 -2.6 -2.1 -2 -1.73

Attainment 6.9 6.6 7.4 8.75 8.4

9.9 As can be seen from the data above students enter the school with average

point scores, (based on literacy and numeracy), that are below the National

Average at Key Stage 2. Since 2009, the school have introduced the

following intervention strategies to address this issue:

• Block timetabling of subjects in Faculties to aid grouping of students and the

effectiveness and efficiency of curriculum delivery.

• One to one literacy and numeracy lessons

• Setting and small groups in English and Mathematics

• Small group work with students in literacy and numeracy

• Individualised computer based learning programmes in spelling, literacy and

numeracy.

• Fresh Start Phonics teaching to small groups in all three years

• Master classes in all areas of the curriculum

• The use of Drama with small groups in English

• ICT skills enhancement lessons with small groups in English

• Nurture Academy (Skills Academy) The Skills Academy is a nurture facility for

pupils who are academically weak, or at risk of exclusion and unable to cope

in a mainstream school setting, it requires the dedicated use of one large

classroom

• Alternative Curriculum opportunities for underachieving students

• Self Esteem, Anger Management , Counselling courses – Green Room

• Year 9 Yellow Jerseys Group offers a diverse curriculum appropriate to

students needs, a large classroom is used solely for this purpose before, after

school and during school and lunchtimes.

9.10 The results over the last five years show that the intervention strategies are

working and students leave at the end of Key Stage Three with average point

scores that whilst below the Leicestershire average are improving year on

year. Please see table at 9.8.

9.11 The success of the current organisation and strategies is further evidenced in

the reducing the number of fixed term exclusions from school and increasing

pupil attendance f ig ur es :-

Exclusions

2008/9 9.7% 47 students

2009/10 6.1% 31 students

2010/11 5.6% 29 students

Attendance

2008/9 92.9%

2009/10 93%

2010/11 93.1%

In order to be successful the school need to continue and improve upon the

curriculum developments and intervention strategies outlined in paragraph

9.9. Any increase in the Admission numbers would require classrooms

currently used for the intervention strategies to be used for general teaching

and severely reduce the potential for these intervention strategies. In

particular the space available for small group and individual work would be

limited.

9.12 Castle Rock is a fully accessible school and offers a suitable environment for

pupils with physical and medical conditions. Students often require additional

support because of a disability; this support takes the form of additional

staffing or specialised equipment which further restricts the space available to

admit additional pupils. “The Net Capacity calculation offers the flexibility to

allow extra space for pupils with educational needs (SEN) or disabilities. The

Net Capacity of a school can, therefore, be based on a long term policy of

inclusion of all pupils.” (Para 25 Assessing the Net Capacity of All Schools).

9.13 Castle Rock is co-located with a number of Schools including the Forest Way

Special School which is a school for pupils with a range of special educational

needs and/or disabilities and severe learning difficulties. There are exchanges

of pupils at times throughout the term this arrangement has benefits for both

sets of pupils, and crucially offers Forest Way pupils the opportunity to

experience a Mainstream school setting.

9.14 The DFE method of assessing Net Capacity gives schools the flexibility to

respond to the needs of their pupils and to set an Admission number

appropriate to their needs and the needs of the community they serve, and to

support the method of organisation that ensure the best educational outcome

for all pupils.

9.15 Castle Rock School serves a deprived community, its organisation and a

number of key initiatives are improving outcomes for pupils but it needs space

16 to operate in this way and in order to provide this space it has set an

Admission number of 200.

9.16 It could not set a higher number without the loss of the intervention strategies

which have been essential for pupils progress, or the addition of more

teaching space, and this is what the Section 106 contribution would be used

to fund. If Castle Rock was to admit pupils above its Net Capacity of 600

without additional teaching space it would have a significant negative impact

on the achievement and attainment of pupils already in the schools and those

that will attend in the future. The initiatives described above would simply not

have the space within which to operate and the loss of these groups and

facilities would be to the detriment of a large number of pupils now and in the

future.

10.0 UPPER SCHOOL SECTOR

10.1 The appeal site falls within the catchment area of Coalville King Edward VII

College. The school has a net capacity of 1228 pupils and 1178 pupils are

projected on roll should this development proceed. There would be a surplus

of 50 places after taking into account the 142 pupils generated by this

development. An education contribution would not be required for this

particular sector.

11.0 FINANCIAL CONTRIBUTION SOUGHT

11.1 On the basis of 1,420 homes with two or more bedrooms, as proposed by the

development, the pupil yield will be as shown on the following table.

Education Sector Pupil Yield Number of Pupil Places

claimed For

Primary 340 270

High 142 12

Upper 142 0

Total 624 282

The County Council would require a suitable site of 2 hectares and a 270

place primary school building to accommodate the additional capacity

generated by the proposed development.

In the case of the High School education contribution the County Council

would require a financial contribution of £214,514.00 to accommodate the

additional 12 pupils generated by the development.

12.0 PROPOSED USE OF CONTRIBUTION

12.1 The primary school education contribution would be used to accommodate

the additional pupils created by the proposed development and to provide for

the additional capacity needed to cater for the additional pupils by providing

a new primary school within the site of the proposed development.

12.2 The high school education contribution would be used to accommodate the

additional pupils (12) created by the proposed development and to provide

the additional capacity needed to cater for the additional pupils by providing

additional generic classroom space of 110m2 at Castle Rock. This would

18 provide a flexible space which the school could use for a variety of curriculum

subjects and would also lend itself to separation into smaller teaching rooms

for small group work with less able students.

12.3 On receipt of the first instalment of the S106 contribution the Local Authority in

conjunction with the school would commission an Architect to prepare a

scheme to RIBA Stage D (Planning Permission in place) on receipt of

subsequent instalments this work would proceed to ensure the space was

available in time for use by the additional pupils.

12.4 The contribution for the high school sector would be spent on the purposes

describe immediately above within five years from the date of the County

Council receiving the final instalment of the education contribution in full.

Sue Owen

Strategic Development Officer

12 December 2011

19 Primary schools within a 2 mile walking distance of land north of Stephensons Way (A50), Coalville 

 WhitwickWhitwick StSt JohnJohn TheThe BaptistBaptist ChurchChurch ofof EnglandEngland PrimaryPrimary SchoolSchool HolyHoly CrossCross CatholicCatholic PrimaryPrimary School,School, Whitwick,Whitwick, LeicestershireLeicestershire  11 milemile

 NewNew SwanningtonSwannington PrimaryPrimary SchoolSchool  1.61.6 milesmiles

AllAll SaintsSaints ChurchChurch ofof EnglandEngland PrimaryPrimary SchoolSchool CoalvilleCoalville 1.71.7 milesmiles

 BroomBroom LeysLeys SchoolSchool BelvoirdaleBelvoirdale CommunityCommunity PrimaryPrimary SchoolSchool 1.81.8 milesmiles  SaintSaint Clare'sClare's CatholicCatholic PrimaryPrimary School,School, Coalville,Coalville, LeicestershireLeicestershire 1.31.3 milesmiles

HugglescoteHugglescote CommunityCommunity PrimaryPrimary SchoolSchool 22 milesmiles

Published 2011 High schools within a 3 mile walking distance of land north of Stephenson Way (A50), Coalville 

CastleCastle RockRock HighHigh SchoolSchool 

NewbridgeNewbridge HighHigh SchoolSchool

1.41.4 milesmiles

Published 2011 JANUARY ACTUALS FOR LAST 5 YEARS AND ESTIMATES FOR NEXT 5 YEARS

School:Belvoirdale Community Primary School Date of forecast: 13/12/2011 Forecast from January: 2012 onwards

Age Range:4-11 Status: Community Approved Net Capacity: 351 Max Capacity: 390 DfE : 2020 Approved Admission Number: 45

1. Pupils Numbers Graph

January Actual/Forecast

400 380 360

l 340 Actual NOR 320 Capacity 300 No Housing 280 Incl. Housing 260 Numbers on on on on on on Numbers Numbers Numbers Numbers Numbers Roll Roll Roll Roll Roll 240 220 200 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

2. Actual and forecast NOR for next five years without the effects of new housing Belvoirdale Community Primary School Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 44 42 39 39 37 39 47 287 64 18.2 2012 35 42 41 37 38 37 38 268 83 23.6 2013 46 33 41 39 36 38 36 269 82 23.4 2014 56 44 32 39 38 36 37 282 69 19.7 2015 41 53 43 31 38 38 35 279 72 20.5 2016 44 39 51 41 30 38 37 280 71 20.2

3. Actual and forecast NOR for next five years with potential effect of new housing Belvoirdale Community Primary School Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 44 42 39 39 37 39 47 287 64 18.2 2012 35 42 41 37 38 37 38 268 83 23.6 2013 47 34 42 40 37 39 37 276 75 21.4 2014 57 45 33 40 39 37 38 289 62 17.7 2015 42 54 44 32 39 39 36 286 65 18. 5 2016 46 41 53 43 32 40 39 294 57 16.2

Research and Insight Team, Community Planning 1 Primary School Forecast 13/12/2011 Supporting Data

4. Number on Roll & Births History Feeder Known Births January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total 79 2007 47 38 53 37 46 51 45 317 79 2008 45 46 39 52 39 48 49 318 70 2009 45 44 44 38 50 41 48 310 83 2010 45 41 42 42 40 49 42 301 2011 44 42 39 39 37 39 47 287

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limited Manual From To Births for January to PAN to PAN Adjustment 2011 2012 57 2012 33 33 2 2012 2013 80 2013 454 46 - 2013 2014 98 2014 45 56 - 2014 2015 72 2015 41 41 - 2015 2016 77 2016 44 44 - ADMISSIONS TEAM INFORMATION % known Total 10+ Intake for the given year Revised 4 yr ave children 2011 2012 35 61.4 58.5

6. Percentage Used to Predict Intakes Pre-calculated Births to R Percentage % Percentages Chosen Latest year: 53.0 Average for last 4 years: 57.6 Y Weighted Average for last 4 years: 56.856.8 Own estimate

7. Percentage Used to Predict Transfer Between Non Intake Groups Transfer rates between existing age Percentage Age 4 to 5 Age 5 to 6 Age 6 to 7 Age 7 to 8 Age 8 to 9 Age 9 to 10 groups Chosen Latest year 93.3 95.1 92.9 88.1 97.5 95.9 4 yyearear averaaveragege 95.1 97.0 96.1 98.2 101.1 97.9 Y 4 year Weighted Average 93.9 96.0 94.7 95.3 99.4 97.8 Own estimate

8. Housing Gains No of Houses to be Occupied 35 No of Flats to be Occupied 42 Estimated Housingg Gains after 5 Years 11

Research and Insight Team, Community Planning 2 Primary School Forecast 13/12/2011 JANUARY ACTUALS FOR LAST 5 YEARS AND ESTIMATES FOR NEXT 5 YEARS

School:Hugglescote Community Primary Date of forecast: 13/12/2011 Forecast from January: 2012 onwards School Age Range:4-11 Status: Community Approved Net Capacity: 420 Max Capacity: 468 DfE : 2024 Approved Admission Number: 60

1. Pupils Numbers Graph

January Actual/Forecast

460

440 l Actual NOR 420 Capacity No Housing 400 Incl. Housing Numbers on on on on on on Numbers Numbers Numbers Numbers Numbers Roll Roll Roll Roll Roll 380

360 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

2. Actual and forecast NOR for next five years without the effects of new housing Hugglescote Community Primary School Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 62 61 63 62 70 52 63 433 -13 2012 58 62 61 65 63 67 53 429 -9 2013 52 58 62 63 66 61 68 430 -10 2014 53 52 58 64 64 64 62 417 3 0.7 2015 63 53 52 60 65 62 65 420 0 2016 58 63 53 54 61 63 63 415 5 1.2

3. Actual and forecast NOR for next five years with potential effect of new housing Hugglescote Community Primary School Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 62 61 63 62 70 52 63 433 -13 2012 58 62 61 65 63 67 53 429 -9 2013 52 58 62 63 66 61 68 430 -10 2014 53 52 58 64 64 64 62 417 3 0.7 2015 63 53 52 60 65 62 65 420 0 2016 58 63 53 54 61 63 63 415 5 1.2

Research and Insight Team, Community Planning 1 Primary School Forecast 13/12/2011 Supporting Data

4. Number on Roll & Births History Feeder Known Births January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total 72 2007 61 53 65 62 62 59 58 420 67 2008 58 64 51 66 62 59 58 418 72 2009 63 56 65 51 67 58 64 424 62 2010 64 64 57 67 51 64 59 426 2011 62 61 63 62 70 52 63 433

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limited Manual From To Births for January to PAN to PAN Adjustment 2011 2012 66 2012 60 63 -5 2012 2013 55 2013 522 522 - 2013 2014 56 2014 53 53 - 2014 2015 66 2015 60 63 - 2015 2016 61 2016 58 58 - ADMISSIONS TEAM INFORMATION % known Total 10+ Intake for the given year Revised 4 yr ave children 2011 2012 58 87.9 92.5

6. Percentage Used to Predict Intakes Pre-calculated Births to R Percentage % Percentages Chosen Latest year: 100.0 Average for last 4 years: 90.5 Weighted Average for last 4 years: 94.494.4 Own estimate 94.9 Y

7. Percentage Used to Predict Transfer Between Non Intake Groups Transfer rates between existing age Percentage Age 4 to 5 Age 5 to 6 Age 6 to 7 Age 7 to 8 Age 8 to 9 Age 9 to 10 groups Chosen Latest year 95.3 98.4 108.8 104.5 102.0 98.4 4 yyearear averaaveragege 99.6 99.6 103.4 101.6 96.3 101.7 Y 4 year Weighted Average 98.0 99.5 105.3 102.5 98.4 100.7 Own estimate

8. Housing Gains No of Houses to be Occupied 11 No of Flats to be Occupied 0 Estimated Housingg Gains after 5 Years 3

Research and Insight Team, Community Planning 2 Primary School Forecast 13/12/2011 JANUARY ACTUALS FOR LAST 5 YEARS AND ESTIMATES FOR NEXT 5 YEARS

School:New Swannington Primary School Date of forecast: 13/12/2011 Forecast from January: 2012 onwards

Age Range:4-11 Status: Community Approved Net Capacity: 203 Max Capacity: 207 DfE : 2026 Approved Admission Number: 29

1. Pupils Numbers Graph

January Actual/Forecast

260

240 l 220 Actual NOR Capacity 200 No Housing Incl. Housing 180 Numbers on on on on on on Numbers Numbers Numbers Numbers Numbers Roll Roll Roll Roll Roll

160

140 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

2. Actual and forecast NOR for next five years without the effects of new housing New Swannington Primary School Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 31 28 27 29 27 33 27 202 1 0.5 2012 25 31 29 27 29 27 35 203 0 2013 31 25 32 29 27 29 29 202 1 0.5 2014 28 31 26 32 29 27 31 204 -1 2015 35 28 32 26 32 29 29 211 -8 2016 31 35 29 32 26 32 31 216 -13

3. Actual and forecast NOR for next five years with potential effect of new housing New Swannington Primary School Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 31 28 27 29 27 33 27 202 1 0.5 2012 25 31 29 27 29 27 35 203 0 2013 31 25 32 29 27 29 29 202 1 0.5 2014 28 31 26 32 29 27 31 204 -1 2015 35 28 32 26 32 29 29 211 -8 2016 31 35 29 32 26 32 31 216 -13

Research and Insight Team, Community Planning 1 Primary School Forecast 13/12/2011 Supporting Data

4. Number on Roll & Births History Feeder Known Births January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total 31 2007 25 29 29 28 27 25 30 193 23 2008 29 25 29 25 28 29 28 193 26 2009 24 28 26 31 24 26 29 188 29 2010 28 24 29 27 33 23 26 190 2011 31 28 27 29 27 33 27 202

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limited Manual From To Births for January to PAN to PAN Adjustment 2011 2012 27 2012 28 28 -3 2012 2013 30 2013 29 31 - 2013 2014 27 2014 28 28 - 2014 2015 34 2015 29 35 - 2015 2016 30 2016 29 31 - ADMISSIONS TEAM INFORMATION % known Total 10+ Intake for the given year Revised 4 yr ave children 2011 2012 23 85.2 101.0

6. Percentage Used to Predict Intakes Pre-calculated Births to R Percentage % Percentages Chosen Latest year: 106.9 Average for last 4 years: 102.8 Y Weighted Average for last 4 years: 105.4105.4 Own estimate

7. Percentage Used to Predict Transfer Between Non Intake Groups Transfer rates between existing age Percentage Age 4 to 5 Age 5 to 6 Age 6 to 7 Age 7 to 8 Age 8 to 9 Age 9 to 10 groups Chosen Latest year 100.0 112.5 100.0 100.0 100.0 117.4 4 yyearear averaaveragege 99.1 104.7 99.1 100.9 99.1 106.8 4 year Weighted Average 99.5 107.8 100.6 101.0 98.6 109.9 Own estimate 99.5 104.7 99.1 100.9 99.1 106.8 Y

8. Housing Gains No of Houses to be Occupied 0 No of Flats to be Occupied 0 Estimated Housingg Gains after 5 Years 0

Research and Insight Team, Community Planning 2 Primary School Forecast 13/12/2011 JANUARY ACTUALS FOR LAST 5 YEARS AND ESTIMATES FOR NEXT 5 YEARS

School:Broom Leys School Date of forecast: 13/12/2011 Forecast from January: 2012 onwards

Age Range:4-11 Status: Community Approved Net Capacity: 585 Max Capacity: 651 DfE : 2360 Approved Admission Number: 83

1. Pupils Numbers Graph

January Actual/Forecast

660

640

620 l Actual NOR 600 Capacity 580 No Housing 560 Incl. Housing

Numbers on on on on on on Numbers Numbers Numbers Numbers Numbers Roll Roll Roll Roll Roll 540

520

500 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

2. Actual and forecast NOR for next five years without the effects of new housing Broom Leys School Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 86 84 85 93 83 81 83 595 -10 2012 81 87 82 86 89 81 81 587 -2 2013 87 82 85 83 82 87 81 587 -2 2014 86 88 80 86 79 80 87 586 -1 2015 73 87 86 81 82 77 80 566 19 3.2 2016 82 74 85 87 78 80 77 563 22 3.8

3. Actual and forecast NOR for next five years with potential effect of new housing Broom Leys School Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 86 84 85 93 83 81 83 595 -10 2012 81 87 82 86 89 81 81 587 -2 2013 87 82 85 83 82 87 81 587 -2 2014 86 88 80 86 79 80 87 586 -1 2015 73 87 86 81 82 77 80 566 19 323.2 2016 82 74 85 87 78 80 77 563 22 3.8

Research and Insight Team, Community Planning 1 Primary School Forecast 13/12/2011 Supporting Data

4. Number on Roll & Births History Feeder Known Births January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total 96 2007 87 89 88 84 83 90 73 594 105 2008 93 88 89 89 81 86 91 617 113 2009 84 93 89 89 86 80 84 605 109 2010 86 88 90 88 85 85 82 604 2011 86 84 85 93 83 81 83 595

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limited Manual From To Births for January to PAN to PAN Adjustment 2011 2012 93 2012 82 82 -1 2012 2013 99 2013 83 878 - 2013 2014 98 2014 83 86 - 2014 2015 83 2015 73 73 - 2015 2016 93 2016 82 82 - ADMISSIONS TEAM INFORMATION % known Total 10+ Intake for the given year Revised 4 yr ave children 2011 2012 81 87.1 80.2

6. Percentage Used to Predict Intakes Pre-calculated Births to R Percentage % Percentages Chosen Latest year: 78.9 Average for last 4 years: 82.5 Weighted Average for last 4 years: 80.280.2 Own estimate 87.9 Y

7. Percentage Used to Predict Transfer Between Non Intake Groups Transfer rates between existing age Percentage Age 4 to 5 Age 5 to 6 Age 6 to 7 Age 7 to 8 Age 8 to 9 Age 9 to 10 groups Chosen Latest year 97.7 96.6 103.3 94.3 95.3 97.6 4 yyearear averaaveragege 100.9 98.6 100.8 95.7 99.1 99.7 4 year Weighted Average 100.2 97.7 101.5 95.2 97.5 99.2 Own estimate 100.9 97.7 100.8 95.7 97.5 99.7 Y

8. Housing Gains No of Houses to be Occupied 0 No of Flats to be Occupied 0 Estimated Housingg Gains after 5 Years 0

Research and Insight Team, Community Planning 2 Primary School Forecast 13/12/2011 JANUARY ACTUALS FOR LAST 5 YEARS AND ESTIMATES FOR NEXT 5 YEARS

School:All Saints Church of England Primary Date of forecast: 13/12/2011 Forecast from January: 2012 onwards School Coalville Age Range:4-11 Status: Voluntary Controlled Approved Net Capacity: 189 Max Capacity: 210 DfE : 3022 Approved Admission Number: 27

1. Pupils Numbers Graph

January Actual/Forecast

240 220 200 l 180 Actual NOR 160 Capacity 140 No Housing Incl. Housing 120 Numbers on on on on on on Numbers Numbers Numbers Numbers Numbers Roll Roll Roll Roll Roll 100 80 60 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

2. Actual and forecast NOR for next five years without the effects of new housing All Saints Church of England Primary School Coalville Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 14 24 16 23 14 24 21 136 53 28.0 2012 19 13 24 16 22 15 23 132 57 30.2 2013 25 18 13 25 15 24 15 135 54 28.6 2014 19 24 18 13 24 17 23 138 51 27.0 2015 28 18 24 18 12 27 17 144 45 23.8 2016 24 27 18 25 17 13 26 150 39 20.6

3. Actual and forecast NOR for next five years with potential effect of new housing All Saints Church of England Primary School Coalville Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 14 24 16 23 14 24 21 136 53 28.0 2012 19 13 24 16 22 15 23 132 57 30.2 2013 26 19 14 26 16 25 16 142 47 24.9 2014 21 26 20 15 26 19 25 152 37 19.6 2015 31 21 27 21 15 30 20 165 24 12. 7 2016 28 31 22 29 21 17 30 178 11 5.8

Research and Insight Team, Community Planning 1 Primary School Forecast 13/12/2011 Supporting Data

4. Number on Roll & Births History Feeder Known Births January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total 19 2007 17 19 22 26 17 24 25 150 16 2008 25 17 20 25 24 24 26 161 29 2009 17 22 15 19 23 23 22 141 13 2010 25 17 23 15 20 22 23 145 2011 14 24 16 23 14 24 21 136

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limited Manual From To Births for January to PAN to PAN Adjustment 2011 2012 24 2012 22 22 -3 2012 2013 272 2013 252 252 - 2013 2014 21 2014 19 19 - 2014 2015 31 2015 27 28 - 2015 2016 26 2016 24 24 - ADMISSIONS TEAM INFORMATION % known Total 10+ Intake for the given year Revised 4 yr ave children 2011 2012 19 79.2 91.5

6. Percentage Used to Predict Intakes Pre-calculated Births to R Percentage % Percentages Chosen Latest year: 107.7 Average for last 4 years: 105.2 Weighted Average for last 4 years: 104.5104.5 Own estimate 91.5 Y

7. Percentage Used to Predict Transfer Between Non Intake Groups Transfer rates between existing age Percentage Age 4 to 5 Age 5 to 6 Age 6 to 7 Age 7 to 8 Age 8 to 9 Age 9 to 10 groups Chosen Latest year 96.0 94.1 100.0 93.3 120.0 95.5 4 yyearear averaaveragege 95.2 98.7 102.5 95.3 110.7 98.9 4 year Weighted Average 96.2 96.9 100.6 96.0 112.4 97.3 Own estimate 95.2 98.7 102.5 96.0 110.7 97.3 Y

8. Housing Gains No of Houses to be Occupied 104 No of Flats to be Occupied 6 Estimated Housingg Gains after 5 Years 26

Research and Insight Team, Community Planning 2 Primary School Forecast 13/12/2011 JANUARY ACTUALS FOR LAST 5 YEARS AND ESTIMATES FOR NEXT 5 YEARS

School:Whitwick St John The Baptist Church Date of forecast: 13/12/2011 Forecast from January: 2012 onwards of England Primary School Age Range:4-11 Status: Voluntary Controlled Approved Net Capacity: 350 Max Capacity: 386 DfE : 3101 Approved Admission Number: 50

1. Pupils Numbers Graph

January Actual/Forecast

400 380 360

2. Actual and forecast NOR for next five years without the effects of new housing Whitwick St John The Baptist Church of England Primary School Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 51 49 42 48 46 38 39 313 37 10.6 2012 50 52 51 45 50 45 38 331 19 5.4 2013 50 51 54 55 47 49 46 352 -2 2014 44 51 53 58 58 46 50 360 -10 2015 45 45 53 57 61 57 47 365 -15 2016 50 46 47 57 60 60 58 378 -28

3. Actual and forecast NOR for next five years with potential effect of new housing Whitwick St John The Baptist Church of England Primary School Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 51 49 42 48 46 38 39 313 37 10.6 2012 50 52 51 45 50 45 38 331 19 5.4 2013 50 51 54 55 47 49 46 352 -2 2014 44 51 53 58 58 46 50 360 -10 2015 46 46 54 58 62 58 48 372 -22 2016 51 47 48 58 61 61 59 385 -35

Research and Insight Team, Community Planning 1 Primary School Forecast 13/12/2011 Supporting Data

4. Number on Roll & Births History Feeder Known Births January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total 53 2007 38 30 29 37 48 42 35 259 36 2008 43 41 34 34 39 44 42 277 34 2009 45 45 41 36 35 37 44 283 45 2010 48 42 47 44 38 38 38 295 2011 51 49 42 48 46 38 39 313

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limited Manual From To Births for January to PAN to PAN Adjustment 2011 2012 64 2012 50 62 CAP 2012 2013 55 2013 500 533 CAP 2013 2014 45 2014 44 44 - 2014 2015 46 2015 45 45 - 2015 2016 53 2016 50 52 CAP ADMISSIONS TEAM INFORMATION % known Total 10+ Intake for the given year Revised 4 yr ave children 2011 2012 50 78.1 108.4

6. Percentage Used to Predict Intakes Pre-calculated Births to R Percentage % Percentages Chosen Latest year: 113.3 Average for last 4 years: 111.3 Weighted Average for last 4 years: 118.8118.8 Own estimate 97.2 Y

7. Percentage Used to Predict Transfer Between Non Intake Groups Transfer rates between existing age Percentage Age 4 to 5 Age 5 to 6 Age 6 to 7 Age 7 to 8 Age 8 to 9 Age 9 to 10 groups Chosen Latest year 102.1 100.0 102.1 104.5 100.0 102.6 4 yyearear averaaveragege 101.7 103.8 107.3 104.6 98.1 101.2 Y 4 year Weighted Average 100.9 102.4 105.5 104.6 100.6 102.0 Own estimate

8. Housing Gains No of Houses to be Occupied 15 No of Flats to be Occupied 0 Estimated Housingg Gains after 5 Years 5

Research and Insight Team, Community Planning 2 Primary School Forecast 13/12/2011 JANUARY ACTUALS FOR LAST 5 YEARS AND ESTIMATES FOR NEXT 5 YEARS

School:Holy Cross Catholic Primary School, Date of forecast: 13/12/2011 Forecast from January: 2012 onwards Whitwick, Leicestershire Age Range:4-11 Status: Voluntary Aided Approved Net Capacity: 204 Max Capacity: 204 DfE : 3340 Approved Admission Number: 30

1. Pupils Numbers Graph

January Actual/Forecast

280

260

240 Actual NOR 220 Capacity 200 No Housing 180 Incl. Housing

Numbers on on on on on on Numbers Numbers Numbers Numbers Numbers Roll Roll Roll Roll Roll 160

140

120 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

2. Actual and forecast NOR for next five years without the effects of new housing Holy Cross Catholic Primary School, Whitwick, Leicestershire Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 26 30 30 24 26 21 27 184 20 9.8 2012 30 26 30 30 24 27 21 188 16 7.8 2013 29 30 26 30 30 25 27 197 7 3.4 2014 29 29 30 26 30 31 25 200 4 2.0 2015 29 29 29 30 26 31 31 205 -1 2016 29 29 29 29 30 27 31 204 0

3. Actual and forecast NOR for next five years with potential effect of new housing Holy Cross Catholic Primary School, Whitwick, Leicestershire Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 26 30 30 24 26 21 27 184 20 9.8 2012 30 26 30 30 24 27 21 188 16 7.8 2013 29 30 26 30 30 25 27 197 7 3.4 2014 29 29 30 26 30 31 25 200 4 2.0 2015 29 29 29 30 26 31 31 205 -1 2016 29 29 29 29 30 27 31 204 0

Research and Insight Team, Community Planning 1 Primary School Pupil Forecast 2011/13/12/2011 Supporting Data

4. Number on Roll & Births History Feeder Known Births January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total 0 2007 25 19 23 29 25 36 26 183 0 2008 29 27 21 25 30 26 36 194 0 2009 29 27 26 21 26 32 28 189 0 2010 30 30 26 26 21 28 33 194 2011 26 30 30 24 26 21 27 184

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limited Manual From To Births for January to PAN to PAN Adjustment 2011 2012 0 2012 29 29 1 2012 2013 0 2013 29 29 - 2013 2014 0 2014 29 29 - 2014 2015 0 2015 29 29 - 2015 2016 0 2016 29 29 - ADMISSIONS TEAM INFORMATION Gain/Loss c/f Revised 4 yr Total 10+ Intake for the given year Births ave 2011 2012 30 029

6. Percentage Used to Predict Intakes Pre-calculated Births to R Average Gain/Loss Percentages Chosen Latest year: 26.0 Average for last 4 years: 29.0 Y Weighted Average for last 4 years: 28.0 Own estimate

7. Percentage Used to Predict Transfer Between Non Intake Groups Transfer rates between existing age Average Age 4 to 5 Age 5 to 6 Age 6 to 7 Age 7 to 8 Age 8 to 9 Age 9 to 10 groups Chosen Latest year 100.0 100.0 92.3 100.0 100.0 96.4 4 year Average 100.9 100.0 100.0 102.0 104.9 101.6 4 yearyg Weighted Average: g 100.6 99.6 97.0 100.9 103.3 100.1 Own estimate 100.9 100.0 100.0 100.9 104.9 101.6 Y

8. Housing Gains No of Houses to be Occupied 0 No of Flats to be Occupied 0 Estimated Housing Gains after 5 Years 0

Research and Insight Team, Community Planning 2 Primary School Pupil Forecast 2011/13/12/2011 JANUARY ACTUALS FOR LAST 5 YEARS AND ESTIMATES FOR NEXT 5 YEARS

School:Saint Clare's Catholic Primary School, Date of forecast: 13/12/2011 Forecast from January: 2012 onwards Coalville, Leicestershire Age Range:4-11 Status: Voluntary Aided Approved Net Capacity: 210 Max Capacity: 210 DfE : 3348 Approved Admission Number: 30

1. Pupils Numbers Graph

January Actual/Forecast

230

220

Actual NOR 210 Capacity No Housing 200 Incl. Housing Numbers on on on on on on Numbers Numbers Numbers Numbers Numbers Roll Roll Roll Roll Roll 190

180 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

2. Actual and forecast NOR for next five years without the effects of new housing Saint Clare's Catholic Primary School, Coalville, Leicestershire Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 29 29 28 28 29 27 30 200 10 4.8 2012 30 28 29 28 28 28 27 198 12 5.7 2013 30 29 28 29 28 27 28 199 11 5.2 2014 30 29 29 28 29 27 27 199 11 5.2 2015 30 29 29 29 28 28 27 200 10 4.8 2016 30 29 29 29 29 27 28 201 9 4.3

3. Actual and forecast NOR for next five years with potential effect of new housing Saint Clare's Catholic Primary School, Coalville, Leicestershire Surplus January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places % 2011 29 29 28 28 29 27 30 200 10 4.8 2012 30 28 29 28 28 28 27 198 12 5.7 2013 30 29 28 29 28 27 28 199 11 5.2 2014 30 29 29 28 29 27 27 199 11 5.2 2015 30 29 29 29 28 28 27 200 10 484.8 2016 30 29 29 29 29 27 28 201 9 4.3

Research and Insight Team, Community Planning 1 Primary School Pupil Forecast 2011/13/12/2011 Supporting Data

4. Number on Roll & Births History Feeder Known Births January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total 0 2007 26 30 29 28 32 32 25 202 0 2008 30 27 30 32 31 30 30 210 0 2009 30 28 29 28 32 32 30 209 0 2010 30 29 28 30 28 30 33 208 2011 29 29 28 28 29 27 30 200

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limited Manual From To Births for January to PAN to PAN Adjustment 2011 2012 0 2012 30 30 - 2012 2013 0 2013 30 30 - 2013 2014 0 2014 30 30 - 2014 2015 0 2015 30 30 - 2015 2016 0 2016 30 30 - ADMISSIONS TEAM INFORMATION Gain/Loss c/f Revised 4 yr Total 10+ Intake for the given year Births ave 2011 2012 30 030

6. Percentage Used to Predict Intakes Pre-calculated Births to R Average Gain/Loss Percentages Chosen Latest year: 29.0 Average for last 4 years: 30.0 Y Weighted Average for last 4 years: 30.0 Y Own estimate

7. Percentage Used to Predict Transfer Between Non Intake Groups Transfer rates between existing age Average Age 4 to 5 Age 5 to 6 Age 6 to 7 Age 7 to 8 Age 8 to 9 Age 9 to 10 groups Chosen Latest year 96.7 96.6 100.0 96.7 96.4 100.0 4 year Average 97.4 100.9 101.7 101.7 96.7 99.2 Y 4 yearyg Weighted Average: g 96.9 99.4 100.9 99.4 96.5 100.2 Own estimate

8. Housing Gains No of Houses to be Occupied 0 No of Flats to be Occupied 0 Estimated Housing Gains after 5 Years 0

Research and Insight Team, Community Planning 2 Primary School Pupil Forecast 2011/13/12/2011 JANUARY ACTUALS FOR LAST 5 YEARS AND ESTIMATES FOR NEXT 10 YEARS

School:Coalville King Edward VII Science & Date of forecast: 13/12/2011 Forecast from January: 2012 onwards Sport College Age Range:14-19 Status: Community Approved Net Capacity: 1193 Max Capacity: 1254 DfE : 4001 Approved Admission Number: 420

1. Pupils Numbers Graph

January Actual/Forecast

1400

1300

l 1200 Incl. Housing 1100 No Housing Capacity 1000 Actual NOR

Numbers on on on on on on Numbers Numbers Numbers Numbers Numbers Roll Roll Roll Roll Roll 900

800

700 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 Year

2. Actual and forecast NOR for next five years without the effects of new housing Coalville King Edward VII Science & Sport College SlSurplus January 14+ 15+ 16+ 17+ 18+ Total places % 2011 319 360 145 125 7 956 237 19.9 2012 335 317 159 101 15 927 266 22.3 2013 348 333 140 110 12 943 250 21.0 2014 334 346 154 97 14 945 248 20.8 2015 337 332 160 107 12 948 245 20.5 2016 340 335 154 117 13 959 234 19.6 2017 332 338 155 112 14 951 242 20.3 2018 349 330 157 113 14 963 230 19.3 2019 329 347 153 114 14 957 236 19.8 2020 355 327 161 111 14 968 225 18.9 2021 359 353 151 117 14 994 199 16.7

Research and Insight Team, Community Planning 1 Secondary School Forecast 13/12/2011 3. Actual and forecast NOR for next five years with potential effect of new housing Coalville King Edward VII Science & Sport College Surplus January 14+ 15+ 16+ 17+ 18+ TOTAL places % 2011 319 360 145 125 7 956 237 19.9 2012 336 318 160 102 15 931 262 22.0 2013 353 338 142 112 12 957 236 19.8 2014 342 354 158 101 14 969 224 18.8 2015 348 343 166 113 12 982 211 17.7 2016 353 348 161 124 13 999 194 16.3 2017 345 351 162 119 14 991 202 16.9 2018 362 343 164 120 14 1003 190 15.9 2019 342 360 160 121 14 997 196 16.4 2020 368 340 168 118 14 1008 185 15.5 2021 372 366 158 124 14 1034 159 13.313.3

Supporting Data

4. Number on Roll & 9+ Feeder History Linked 1313++ January 1313++ 1414++ 1515++ 1616++ 1717++ 1818++ Total 484 2007 0 353 403 140 101 11 1008 426 2008 0 381 354 165 103 15 1018 435 2009 0 340 375 161 106 12 994 414 2010 0 359 336 177 112 18 1002 2011 0 319 360 145 125 7 956

5. Linked High School Number on Roll for Current Academic Year January 2011 Forecast NOR from Linked High Schools School DCSF No. 4+ 5+ 6+ 7+ 8+ 9+ 10+ 11+ 12+ 13+

Newbridge High School 4007 162 167 157 168 164 164 166 178 162 168

Ibstock CommunitCommunityy ColleCollegege 4012 113 107 98 88 92 98 97 99 100 119

Castle Rock High School 4035 184 180 166 191 169 173 168 150 184 172

Total 459 454 421 447 425 435 431 427 446 459

Research and Insight Team, Community Planning 2 Secondary School Forecast 13/12/2011 6. 13+ Data for Intakes for Academic Year Estimated 14+ Limited Not limited Manual From To 13+ for January to PAN to PAN Adjustment 2011 2012 459 2012 359 359 -24 2012 2013 446 2013 348 348 - 2013 2014 427 2014 334 334 - 2014 2015 431 2015 337 337 - 2015 2016 435 2016 340 340 - 2016 2017 425 2017 332 332 - 2017 2018 447 2018 349 349 - 2018 2019 421 2019 329 329 - 2019 2020 454 2020 355 355 - 2020 2021 459 2021 359 359 - ADMISSIONS TEAM INFORMATION % known Revised 4 yr Total 14+ Intake for the given year children ave 2011 2012 335 7373.0 0 78.078 0

7. Percentage Used to Predict Intakes Pre-calculated Yr9 to Yr10 Percentage % Percentages Chosen Latest year: 77.1 AverageAverage for last 4 yyears:ears: 79.5 Own estimate 78.1 Y

8. Percentage Used to Predict Transfer Between Non Intake Groups Transfer rates between existing age Percentage Age 14 to 15 Age 15 to 16 Age 16 to 17 Age 17 to 18 groups Chosen Latest year 100.3 43.2 70.6 6.3 4 year ear aaverage erage 99. 4 44. 1 69. 4 12. 3 Y Own estimate

9. Housing Gains No of Houses to be Occupied 332 No of Flats to be Occupied 48 Estimated Housing Gains after 5 Years 40

Research and Insight Team, Community Planning 3 Secondary School Forecast 13/12/2011 JANUARY ACTUALS FOR LAST 5 YEARS AND ESTIMATES FOR NEXT 10 YEARS

School:Coalville Newbridge High School Date of forecast: 13/12/2011 Forecast from January: 2012 onwards

Age Range:11-14 Status: Community Approved Net Capacity: 590 Max Capacity: 656 DfE : 4007 Approved Admission Number: 196

1. Pupils Numbers Graph

January Actual/Forecast

840

740 l 640 Incl. Housing No Housing 540 Capacity Actual NOR 440 Numbers on Numbers on Numbers on Numbers on Roll Roll Roll Roll Numbers on Roll

340

240 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 Year

2. Actual and forecast NOR for next five years without the effects of new housing Coalville Newbridgegg High School Surplusp January 11+ 12+ 13+ Total places % 2011 178 162 167 507 83 14.1 2012 168 177 162 507 83 14.1 2013 165 167 176 508 82 13.9 2014 165 164 166 495 95 16.1 2015 170 164 164 498 92 15.6 2016 158 169 164 491 99 16.8 2017 169 157 168 494 96 16.3 2018 163 168 157 488 102 17.3 2019 150 162 167 479 111 18.8 2020 167 149 162 478 112 19.0 2021 161 166 149 476 114 19.3

Research and Insight Team, Community Planning 1 Secondary School Forecast 13/12/2011 3. Actual and forecast NOR for next five years with potential effect of new housing Coalville Newbridge High School Surplus January 11+ 12+ 13+ TOTAL places % 2011 178 162 167 507 83 14.1 2012 169 178 163 510 80 13.6 2013 168 170 179 517 73 12.4 2014 170 169 171 510 80 13.6 2015 177 171 171 519 71 12.0 2016 166 177 172 515 75 12.7 2017 177 165 176 518 72 12.2 2018 171 176 165 512 78 13.2 2019 158 170 175 503 87 14.7 2020 175 157 170 502 88 14.9 2021 169 174 157 500 90 15.3

Research and Insight Team, Community Planning 2 Secondary School Forecast 13/12/2011 Supporting Data

4. Number on Roll & 10+ Feeder History Linked 10+ January 11+ 12+ 13+ Total 168 2007 178 151 179 508 171 2008 169 175 157 501 178 2009 163 168 171 502 157 2010 167 168 170 505 2011 178 162 167 507

5. Primary School Number on Roll for Current Academic Year January 2011 NOR from linked Primary/Infant/Junior schools School DCSF No. 1+ 2+ 3+ 4+ 5+ 6+ 7+ 8+ 9+ 10+ COALVILLE BELVOIRDALE PRIMARY SCHOOL 2020 56 46 34 44 42 39 39 37 39 47 HUGGLESCOTE COMMUNITY PRIMARY SCHOOL 2024 53 52 57 62 61 63 62 70 52 63

THRINGSTONE PRIMARY SCHOOL 2164 19 26 27 21 26 17 18 25 28 14 COALVILLE ALL SAINTS C OF E PRIM. SCHOOL 3022 21 27 26 14 24 16 23 14 24 21 SWANNINGTON C OF E PRIMARY SCHOOL 3089 15310 4 11 16 7 10 8

Total 150 156 147 151 157 146 158 153 153 153

Research and Insight Team, Community Planning 3 Secondary School Forecast 13/12/2011 6. 10+ Data for Intakes for Academic Year Estimated 11+ Limited Not limited Manual From To 10+ for January to PAN to PAN Adjustment 2011 2012 153 2012 165 165 3 2012 2013 153 2013 165 165 - 2013 2014 153 2014 165 165 - 2014 2015 158 2015 170 170 - 2015 2016 146 2016 158 158 - 2016 2017 157 2017 169 169 - 2017 2018 151 2018 163 163 - 2018 2019 147 2019 159 159 -9 2019 2020 156 2020 168 168 -1 2020 2021 150 2021 162 162 -1 ADMISSIONS TEAM INFORMATION % known Revised 4 yr Total 11+ Intake for the given year children ave 2011 2012 168 109. 8 102. 6

7. Percentage Used to Predict Intakes Percentage Pre-calculated Yr6 to Yr7 Percentages % Chosen Latest year: 113.4 Average for last 4 years: 100.4 OtitOwn estimate 107.9107 9 Y

8. Percentage Used to Predict Transfer Between Non Intake Groups Transfer rates between existing age Percentage Age 11 to 12 Age 12 to 13 groups Chosen Latest year 97.0 98.8 4 yearyg average 99.4 99.7 Y Own estimate

9. Housing Gains No of Houses to be Occupied 180 No of Flats to be Occupied 48 Estimated Housing Gains after 5 Years 23

Research and Insight Team, Community Planning 4 Secondary School Forecast 13/12/2011 JANUARY ACTUALS FOR LAST 5 YEARS AND ESTIMATES FOR NEXT 10 YEARS

School:Coalville Castle Rock High School Date of forecast: 13/12/2011 Forecast from January: 2012 onwards

Age Range:11-14 Status: Community Approved Net Capacity: 600 Max Capacity: 633 DfE : 4035 Approved Admission Number: 200

1. Pupils Numbers Graph

January Actual/Forecast

840

740 l 640 Incl. Housing No Housing 540 Capacity Actual NOR 440 Numbers on Numbers on Numbers on Numbers on Roll Roll Roll Roll Numbers on Roll

340

240 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 Year

2. Actual and forecast NOR for next five years without the effects of new housing Coalville Castle Rock Highg School Surplusp January 11+ 12+ 13+ Total places % 2011 150 184 172 506 94 15.7 2012 165 150 187 502 98 16.3 2013 171 165 152 488 112 18.7 2014 167 170 168 505 95 15.8 2015 189 166 173 528 72 12.0 2016 163 188 169 520 80 13.3 2017 178 163 191 532 68 11.3 2018 182 177 166 525 75 12.5 2019 176 181 180 537 63 10.5 2020 177 175 184 536 64 10.7 2021 171 176 178 525 75 12.5

Research and Insight Team, Community Planning 1 Secondary School Forecast 13/12/2011 3. Actual and forecast NOR for next five years with potential effect of new housing Coalville Castle Rock High School Surplus January 11+ 12+ 13+ TOTAL places % 2011 150 184 172 506 94 15.7 2012 165 150 187 502 98 16.3 2013 171 165 152 488 112 18.7 2014 167 170 168 505 95 15.8 2015 190 167 174 531 69 11.5 2016 164 189 170 523 77 12.8 2017 179 164 192 535 65 10.8 2018 183 178 167 528 72 12.0 2019 177 182 181 540 60 10.0 2020 178 176 185 539 61 10.2 2021 172 177 179 528 72 12.0

Research and Insight Team, Community Planning 2 Secondary School Forecast 13/12/2011 Supporting Data

4. Number on Roll & 10+ Feeder History Linked 10+ January 11+ 12+ 13+ Total 166 2007 158 161 176 495 175 2008 152 163 171 486 180 2009 175 150 162 487 164 2010 183 169 152 504 2011 150 184 172 506

5. Primary School Number on Roll for Current Academic Year January 2011 NOR from linked Primary/Infant/Junior schools School DCSF No. 1+ 2+ 3+ 4+ 5+ 6+ 7+ 8+ 9+ 10+ NEW SWANNINGTON PRIMARY SCHOOL 2026 28 31 26 31 28 27 29 27 33 27 COALVILLE WARREN HILLS PRIMARY SCHOOL 2177 23 19 30 24 27 18 30 20 28 28

COALVILLE BROOM LEYS SCHOOL 2360 86 87 78 86 84 85 93 83 81 83 WHITWICK ST JOHN THE BAPTIST PRIM.SCHOOL 3101 44 50 53 51 49 42 48 46 38 39

Total 181 187 187 192 188 172 200 176 180 177

Research and Insight Team, Community Planning 3 Secondary School Forecast 13/12/2011 6. 10+ Data for Intakes for Academic Year Estimated 11+ Limited Not limited Manual From To 10+ for January to PAN to PAN Adjustment 2011 2012 177 2012 168 168 -3 2012 2013 180 2013 171 171 - 2013 2014 176 2014 167 167 - 2014 2015 200 2015 189 189 - 2015 2016 172 2016 163 163 - 2016 2017 188 2017 178 178 - 2017 2018 192 2018 182 182 - 2018 2019 187 2019 177 177 -1 2019 2020 187 2020 177 177 - 2020 2021 181 2021 171 171 - ADMISSIONS TEAM INFORMATION % known Revised 4 yr Total 11+ Intake for the given year children ave 2011 2012 165 93. 2 96. 7

7. Percentage Used to Predict Intakes Percentage Pre-calculated Yr6 to Yr7 Percentages % Chosen Latest year: 91.5 Average for last 4 years: 96.4 OtitOwn estimate 94.794 7 Y

8. Percentage Used to Predict Transfer Between Non Intake Groups Transfer rates between existing age Percentage Age 11 to 12 Age 12 to 13 groups Chosen Latest year 100.5 101.8 4 yearyg average 99.7 101.9 Own estimate 99.7 101.6 Y

9. Housing Gains No of Houses to be Occupied 15 No of Flats to be Occupied 0 Estimated Housing Gains after 5 Years 2

Research and Insight Team, Community Planning 4 Secondary School Forecast 13/12/2011 Guidance

Management and Finance

Local Education Assessing the Net Authorities Status: Statutory Capacity of Schools Date of Issue: August 2002 Ref: DfES/0739/2001 REV Contents

Introduction 2 The Purpose of Net Capacity 2 Schools to which Net Capacity Applies 2 How Net Capacity is Assessed 2 Responsibilities 3

Part 1 Background 4 Why Net Capacity has been Introduced 4 Increased Area Standards 4

Part 2 How the Net Capacity Method Works 5 General 5 Flexibility to Allow for SEN Inclusion and Admission Arrangements 5 One Permanent Measure 6 Indicated Admission Number 6 Workplaces 6 Schools Without Halls 8 Split Sites and Small Sites 8

Part 3 What Needs to be Measured 9 Non-Maintained Accommodation 9 Net Area 9 Measuring ‘Non-net’ Area 10 Open Plan Areas 11 Accuracy of Area Measurements 11

Part 4 Measured But Excluded Areas 12 Non-School and Support Provision 12 Early Years Provision 12 Adult Learning and Skills Facilities 13 Specially Resourced Facilities 13 Parents/Community Rooms and Chapels 13 Spaces Unusable as Basic Workplaces 14 Large Non-Teaching Spaces 14

Part 5 Using the Net Capacity Assessment Forms 15 Summary 15 Unusual Situations 17 Example 1: a 5–11 Primary School 18 Example 2: an 11–16 Secondary School 26 Example 3: an 11–18 Secondary School with a Second Admission Year 32

Annexe A Definitions of Types of Spaces 37 Primary Schools 37 Middle Schools 38 Secondary Schools 38 Guidance Assessing the Net Capacity of Schools

Audience Local Education Authorities

Status Statutory

Date of issue August 2002

Reference number DfES/0739/2001 REV

Related documents Asset Management Plans Section 5: Sufficiency

Superseded documents This guidance will replace all previous methods for determining the capacity of a school, including the method found in Schedule 2 to the Education (Information as to Provision of Education) (England) Regulations 1999 which will be amended.

Overview

Overview The capacity of a school is the number of pupil places it can accommodate. This guidance describes the method of assessing the ‘net capacity’ of schools, which should now be used as the measure of the capacity of all maintained, mainstream schools in England.

Action required Local Education Authorities in England are responsible for informing the Department of the net capacity of all maintained mainstream schools, and any future changes to them.

Further information Web-site for copies of relevant forms: www.dfes.gov.uk Search for ‘netcapacity’.

Further advice and guidance: Tamasin Dale 020 7273 6766 [email protected] Beech Williamson 020 7273 6749 [email protected] Schools Building and Design Unit www.teachernet.gov.uk/ schoolbuildings Caxton House Tothill Street LONDON SW1H 9NA Fax 020 7273 5703

More copies: DfES Publications 0845 60 222 60 [email protected] PO Box 5050, Sherwood Park Annesley, Nottinghamshire NG15 0DJ Fax: 0845 60 333 60

1 Introduction

1 The capacity of a school is the number of pupil places available. This Guidance describes the ‘net capacity assessment method’ of assessing the capacity of all maintained mainstream schools in England, which replaces all previous methods of assessing the capacity of schools. Any references to the capacity of a school will now mean the net capacity.

The Purpose of Net Capacity

2 Net capacity is intended to provide a single, robust and consistent method of assessing the capacity of schools. It will be used for a number of purposes. By comparison with the number on roll, it can indicate the number of places that are surplus or additional places that are needed in a school. If it is divided by the number of year groups, it can indicate the admission number that can generally be accommodated. It will also inform decisions about how capital resources are best deployed, as the basis of a School Organisation Plan.

Schools to which Net Capacity Applies

3 The net capacity assessment method will apply to all mainstream Community, Voluntary Aided, Voluntary Controlled and Foundation schools in England. The method will not apply to City Technology Colleges, Academies, nursery schools, special schools or pupil referral units.

How Net Capacity is Assessed

4 For primary schools, the net capacity is calculated on the basis of the number and size of spaces designated as ‘classbases’. For secondary schools, it is based on the number, size and type of teaching spaces and the age range of the school. In both cases, this is checked against the total usable space available, which must be measured, and ensures that there is neither too much nor too little space available to support the core teaching activities. The method also allows some flexibility to suit the inclusion of pupils with special educational needs (SEN) and admission arrangements.

5 The net capacity of a school should be assessed by the tion la 1 u /200 8 measurement of the available space and calculation, lc /074 Ca DfES acity p ols a Scho

C mary Pri for hod urce Met Reso ent aces sm c rkpl ‘P’ at step 4; using the relevant assessment form. Although ses Basi Wo s ity A laces pac orkp Ca W ‘E’ at step 4, Net workplaces in space marked only one per school ‘R’ at step 4, Capacity Calculation (if measured) workplaces in spaces marked 01 as noted under School Details 8/20 17 0 /074 ’ at step 4, ils DfES workplaces in spaces marked ‘A eta ’/community room 30 36 as described under School Details paparents the information and calculations can be done l D workplaces in spaces marked o Workplaces Not Included in CCapacity Calculation as described under School Details o ols ’. h Scho

c ary early yearsyea and childcare facilities to the nearest m ‘netcapacity All calculations below should be S r Pri d fo rounded down etho speciallysp resourced facilities ‘W’ nt M whole number. sme sses adult learning facilities ty A totals of all workplaces except those aci at Cap ‘C’ Net shown above as excluded or marked by hand on a printed copy of the form, it is at step 4 261 p 166 q Please read guidance on the Net Capacity Assessment Method’ should before be signed filling by in the this Head form Teacher for the firstand atime. complete the basic workplaces in spaces marked step 4, or ((p + q ) x 70%), if lower This form can be used to assess any primary, middle deemed primary or first and middle school. or If applicable: l ), plus 50 if m is less than It is easiest to use the computer‘Declaration spreadsheet, of Accuracy available on www.dfes.gov.uk - search for boxes below if the schoolear isof (75 x Use this page to identify the basic information required. List all spaces in the Net Area Scheduleon a small on page or split 2 site or (1500 + (15 x r)) 210 r (following the notes on the facing page). All boxes shaded in grey will765 be worked out automaticallyhas more in than the one year of Workplaces IncludedInc in Capacity Calculation (r), or ((p - s) x 70%), if higher computer spreadsheet. The admission. l date Sep-01 75 s easier to use the computer spreadsheets representative of the Local Education Authority. lower of (v x 90%) and v rounded down to capacitycapacit based on classbases 210 v nearest multiple of (30 x n / 4) LEA Wessex 765_9876 m School Details total site (b x n) 765/9876 2 ) babasic workplace allowance 189 w area (m Merlin Primary School (third DfES LEA/school number maximmaximum workplaces available school name admission 210 x if x is more than v, then y = v 5 to 11 no. #765of sites (second if x is between v and w, then y = x admission year, if minminimum workplaces available available by searching for ‘netcapacity’ on the age range if x is less than w, then y = w year, if applicable) (third applicable) y (second admission capacity basbased on planned admission no. 210 admission year, if cf Net Capacity year, if first ’ if reception (do not ’ or ‘R admission ‘Y2 year for instance dg ‘7’) include nurseries: see below) (z x e) / c (z x h) / f Internet at www.dfes.gov.uk. All calculations will R number of years that those in the admission eh first year will be at this school (e.g. h = (f x g) / b admission 7a c f d) / b e = (c x d) / b year (y / n) rounded down normal year of admission if known (allowing for infant class size limits) 30 z (n, c, e, f and h as calculated under School number of years 30 b d g Details)

Date iindicated admission number planned admission number then be done automatically by the computer. sion, not normally available to the / / n (a + e + h) 7 ’ at step 4 non-school and support provision, not normally available‘E to the school during the school dayd the number of places involved. ’ columnumn and note with an DeclarationDe of Accuracy Signature on behalf number of age groups ‘net area Date including the age range and the number of places involved. of Local EducationAuthority Enter area in n of We confirm that we are satisfiedsa with the accuracy / of / the information given under School Details and the status of iptio escr spaces (step 4 of the Net Area Schedule)Sche on this form. le: D icab uch as a community library, multi-agency appl If tre) or support facilities (such as an SEN Signature non-school facilities (suchearning as a Support community Unit). library, multi-agency ‘R’ at step 4 of Head LEA designated Early Years and Childcare provision, if any facilities, or youth centre) or support facilities (such as an SEN of any additional specially resourced Teacher support centre or a Learning. Support Unit). 6 Although the method of assessing net capacity is Include the number ofrea any’ column additional and speciallynote with resourcedan Nursery unit for 26 FTE 3-4 year olds places, if applicable.‘net area Enter area in ‘A’ at step 4 01 8/20 arning Centres, teacher training, or other Page 3 /074 g facilities). fES LEA designated specially resourced facilities, if any (such as City Learning Centres,’ column teacherand note training, with an or other D et area Lifelong Learning‘net facilities).area EnterE area in e ag notes below.ate Allocate the ols P Scho s ary broadly similar, different assessment forms are used rim te r P o od fo th LEA designated adult learning facilities, if any N t Me en essm Ass acity Cap Net (opposite):

: Use the Net Area Schedule to list alla spaces in the net area of the school, followingexcept the notes below. Allocate 01 rvice); 8/20 for primary schools (including middle deemed primary) Page 1 074 each room a type, as listed belowbelow, and indicate the measured area in square metres. Finally, allocate the / le fES 2 edu D status of each space, as applicabapplicable. ) of all spaces in net area of all buildings ch DEFINITIONS & FORMULAE TO USE IN NET AREA SCHEDULE S ols a cho ions; S STEP 1: reference, name and areaa (m e ary d for storage); r im usable spaces, both teaching and non-teaching, in the total net area; that is all spaces ted as the r Pr all

d fo Include

t A ho s t

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M * residential or farm buildings in use as such, or intended for next use;

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N s l * buildings condemned by the AuthorityAuthorit as structurally unsafe;

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y a * buildings under the control of servicservice or external bodies (such as telephone or electricity services, the Police or Health Se

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C * open-sided covered areas and any other area not intended to be secure and provide reasonable weather resistance;

t Merlin Primary School e

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R * areas with headroom of less than 1.5m, unless beneath an open mezzanine level; Round up the following formulae to the lis s

school name o

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W * additional area provided by open mezzanine levels in spaces of 3m or less in height; nearest whole number to calculate the

a c

e * toilets, washrooms and showersshowers, including any associated lobbies, (including changing areas where thesenumber adjoin showers);of workplaces for each type of

t’ t p e Ne n

Net Area Schedule (and allocation of workplaces)n-n s C

STEP 1 STEP‘No 2 STEP 3 STEP 4 e * plant rooms, including lift roomsrooms, boiler rooms, tank rooms, fuel stores, ducts or electrical intake cupboards;space:

765/9876 , if Area g 356 141 of the area of which it is a part. rea * internal walls, including structuralstructu or walls, 85% non-structural partition walls, columns, piers, chimney breasts and other project 2 DfES no A 2 50% , the area may be own (m ) , (area/1.5)-3 s kn C * school kitchen facilities15% for prepreparing school meals, including kitchen staff facilities and stores (except servery areas use om i 2 31 4 if less than 6m he ro (m ) * circulation space for essential access. ‘Shared circulation’ through mixed use areas (see guidance) can be measured or estima secondary). Examples of both assessment forms are me ties t estimated and will only be allocated one Na tivi most appropriate of oom e ac to R on th ped 78 1037 resource workplace

e sed uip 74 1 30 17 C If in doubt refer to Net CapacityCapa guidance for a more detailed definition. 2 (area/2.5)-4 c q (ba or e

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R R 21 0 1 if less than 12m 27 E Identify each space as oneon of the following types, by entering ‘1’ in the appropriate column. 11 0 1 1E TOTALS 6 11 0 1 GENERAL classroom 1 5E 1 81 0 3 E Any area which is not a specialist space, as described below (including classbases, set out in Part 5 of this Guidance. full height cupboard 6 15 U associated shared practicalprac areas and any wet, practical or ICT area within classrooms 1A 90 1 30 27 E classroom 2 1 or shared teaching areas).are 2 31 0 1 E full height cupboard 1 2A 12 1 0 5 E SPECIALIST cloakroom (85% circulation) 4 7 26 1 0 15 U All halls (including aany stage area), dedicated dining rooms, drama, dance, music spaces, cloakroom (85% circulation) 11 C indoor swimming pools;p enclosed spaces equipped with specialist fixtures to provide 8 not count nursery staff 1 dedicated ICT rooms,roo food rooms, ceramics rooms, libraries; of these spaces 9 21 0 1 hey will nursery classroom 661 01 middle school practicalpra areas for science, art, food and design and technology. 10 C n up to 10 nursery store 1 are those between 15 and 30 or, in larger spaces, the highest multiple of 30 (e.g. 60, 90, etc.), unless marked ‘U’. 11 10 10 166 0 1 4 30 11 C STEP 3: definitiondef of workplaces nursery cloakroom 11 are those in spaces with less than 15 workplaces, or the remaining workplaces in spaces with more than 30. ll to affect the net 12 21 0 1 outdoor store 0 BASIC WORKPLACESWORK 16 64 1 30 10 C cloakroom (50% circulation) 5 17 21 0 1 RESOURCE WORKPLACES full height cupboard 3 17A MI room 19 63601035 1 21 0 11 STEP 4: definitions for the ‘status’ of each space classroom 3 01 20 12 1 0 5 Use the appropriatea code letter to note if any space is excluded from the capacity by being one of the following. The net area full height cupboard 04 20A 81 0 3 should beb measured and they should be listed in the Net Area Schedule (with areas entered in the ‘net area’ column). However, t classroom 4 01 21 31 0 1 towards the net capacity of the school. 30 6 CHAPELC OR OTHER PLACE OF WORSHIP, only one may be excluded, unless the school is on a ‘split site’, as defined by the LEA, wheges, 21A full height cupboard W ICT area (15% circulation) 09 oneo may be identified for each site, where appropriate. Other ancillary spaces should not be marked but will usually be too sma 22 18 18 0 1 0 4 staff room 05 capacity. 23 ’s office A PARENTS’/COMMUNITY ROOM, only one may be excluded for each school. Head P 17 0 P LEA DESIGNATED EARLY YEARS AND CHILDCARE PROVISION, as noted under School Details on page 1. 24 17 1 0 9 E Admin. office 01 LEA DESIGNATED SPECIALLY RESOURCED FACILITIES, as noted under School Details on page 1. 25 12 1 0 5 R store 04 LEA DESIGNATED ADULT LEARNING AND SKILLS FACILITIES, as noted under School Details on page 1. 29 29 1 17 0 P A library (50% circulation) 03 32 store 3 1 0 1 011 Or if any space is included as one of the folowing 2 33 16 3 120 0 0 1 1 0 4 SPACES USED BY THE SCHOOL AS CLASSBASES, including any associated part of shared teaching area, if appropriate (see guidance). hall 192 0 1 30 6 01 34 91 0 3 C UNUSABLE AS BASIC WORKPLACES. Spaces unusable as potential teaching spaces: servery (and dining furniture store) 01 U 35 21 1 0 11 * Spaces with no or very little light, ventilation or heating, or inadequate access or means of escape (such as basements, gara PE equipment store storage containers, sheds or loft space used only for storage, or servery areas also used for storage). 41 ’ room 21 0 130 3 C Parents * Indoor swimming pools. 61 0 101 42 display corridor (85% circulation) * Dedicated cloakrooms and changing rooms (without showers) that have fixed benches and/or hooks. 43 6 30 3 C * Usable area in spaces which are predominantly for circulation, such as malls or other large corridors, or atria. 01 44 Food room 21 0 1 01 When a space is marked ‘U’, all workplaces should be entered in the ‘resource workplaces’ column. 46 shared teaching area 54 1 30 3 C 06 47 group room 21 0 1 Page 4 30 3 C 47A full height cupboard 61 0 1 01 50 cloakroom (50% circulation) 6 13 1 0 6 class 5 54 1 30 3 C 01 51/52 54 1 30 3 C 31 0 1 51A full heightclass 6 cupboard 52/53 61 0 1 53A full height cupboard cloakroomaching (50% circulation)area Assessing the Net Capacity of Schools

7 Both assessment forms comprise four parts: School Details (including boxes ‘a’ to ‘n’); Net Area Schedule (steps 1 to 4); Capacity Calculation (including boxes ‘p’ to ‘z’); Declaration of Accuracy.

Responsibilities

8 Steps 1 to 3 of the Net Area Schedule, as well as the status of spaces marked ‘U’ as described in paragraph 66, may be measured and assessed by independent surveyors, such as the Valuation Office, as they are based only on the physical attributes of the spaces available.

9 Local Education Authorities are responsible for assessing the net capacity of all maintained mainstream schools in the Authority, based on these measurements. This will include identifying the School Details and, at step 4 of the Net Area Schedule: designating any non-school or support facilities excluded from the capacity assessment of the school, including early years provision, adult learning and skills facilities and specially resourced facilities (such as Learning Support Units) in line with the definitions in Part 4 of this Guidance; designating a chapel and/or parents/community room if applicable; designating the rooms that are ‘classbases’ in primary schools, or teaching rooms in secondary schools, that are the basis of the capacity calculation. Local Education Authorities may therefore keep and update a database of net capacity assessment forms. They should ensure that the extent of any excluded facilities are appropriate to local needs.

10 The Secretary of State requires all Local Education Authorities under Section 29(1) of the Education Act 1996 to inform the Department of the net capacity of each school in its area, and any changes to a school’s net capacity. Local Education Authorities should provide the Department with a completed net capacity form for each school, as requested. 11 School governors may determine part of the school premises to be used for childcare facilities, family learning rooms, health or social care rooms or adult and community learning facilities. Where governors establish such facilities or services, the Local Education Authorities may designate them as an excluded area for the purposes of the net capacity assessment (see Part 4).

12 Schools are not responsible for the measurement of area or capacity. Similarly, Admission Authorities, where they are not the Local Education Authority, are not responsible for setting the net capacity, although the net capacity should be one of the factors that governors take into account when setting the admission number for the school. However, schools may be involved in initial capacity assessment, in: agreeing that the admission details are in line with current practice or acceptable as proposed; establishing which rooms are identified as ‘classbases’ in primary schools, or teaching rooms in secondary schools.

13 Schools must inform the Local Education Authority of any physical change to the buildings that might change the area or capacity measurements.

3 Part 1: Background

Why Net Capacity has been Introduced

14 Historically, a variety of methods have been used to assess the capacity of schools, based on different indicators. But the capacity of a school, for any purpose, should now be the net capacity. This will be based on the physical capacity of the school buildings.

15 The net capacity assessment method will provide a realistic and fair assessment of physical capacity. Its key features are that: all usable spaces are measured, both teaching and non-teaching, to present a fair assessment of the actual space available and ensure that there is sufficient space available for ancillary accommodation such as staff rooms and storage; the assessment is based only on the physical attributes of the available space, and is not affected by the number of sixth form students on roll or pupils with statement of special educational needs (SEN); the assessment does not need to be updated unless there is any change in the physical attributes of the usable space; the capacity divided by the number of years will generally produce a figure that is related to a reasonable or consistent year size (based on a number of forms of entry (FE) of 30, for instance); realistic long-term allowances are made for pupils with SEN or disabilities.

16 The net capacity of most schools should match their preferred admissions number. It will often be the same or very close to the capacity measured under the previous assessment methods. It is most likely to differ if the number of pupils with a statement of SEN has been consistently very high or the amount of supporting space is insufficient.

Increased Area Standards

17 The net capacity method uses a higher standard area per pupil than in the past. In primary schools, the minimum area for a classbase for 30 pupils is 49m2, but this must be supported by at least a further 14m2 of ancillary area, not including the hall. Part of this further area could be in non-teaching spaces such as stores, but it will predominantly be for teaching: either within the overall area of the classroom or in shared teaching areas1.

18 In secondary schools, the smallest general classroom assumed for 30 pupils has risen from 46m2 to 49m2 and in other types of space there is a similar increase from previous methods. In both sectors, further allowances are made for increasing the overall area per pupil to allow for those with SEN or disabilities.

1 Further guidance on the recommended teaching area of schools is in Building Bulletin 82: Area Guidelines for Schools and other Building Bulletins.

4 Part 2: How the Net Capacity Method Works

General

19 All usable spaces must be included in the net capacity measurement. Every space in the ‘net area’ of the school buildings must therefore be listed and measured, including separate stores, garages and temporary buildings. This is to ensure that there is enough support space available in the school for staff, storage and other ancillary accommodation.

20 Net area is the total area of all usable spaces, both teaching and non-teaching. It includes everything except corridors, toilets and showers, boiler and plant rooms, school kitchens, and the area occupied by internal walls. A full definition of net area is given in paragraph 47. This parallels the standard measurement used in non-educational sectors, except that it excludes ‘shared circulation’ and school kitchens.

21 The capacity will be calculated from the space in the classbases or teaching spaces as long as this is within reasonable limits. Because all spaces in the net area are measured, these limits are based on a minimum and maximum proportion of all the usable space available (as set out in paragraphs 37 and 38). The upper limit ensures that there is enough space available for the support areas that the school needs. The lower limit checks that a reasonable proportion of spaces that could be used for classbases or teaching spaces are actually designated as such.

22 So, although all spaces in the net area of a school must be measured, this is only to set the limits described above. Unless it exceeds these limits, the net capacity of primary schools is based only on the size and number of spaces designated as ‘classbases’. A classbase is a classroom or area designated as the registration base for one class.

23 Similarly, in secondary schools the net capacity is based on the size and number of teaching spaces, and on a ‘utilisation factor’ linked to the age range of the school, unless it exceeds the limits mentioned above. This is similar to the previous method of assessing the physical capacity of secondary schools.

24 Teaching spaces comprise all rooms available for teaching or learning, including all timetabled spaces, halls, libraries and study areas (but not including dining areas or social areas). The utilisation factor is a decimal fraction equivalent to the average proportion of time that any workplace is in use, to allow for teaching spaces being timetabled or partially used.

Flexibility to Allow for SEN Inclusion and Admission Arrangements

25 Net capacity offers the flexibility to allow extra space for pupils with special educational needs (SEN) or disabilities. The net capacity of a school can therefore be based on a long-term policy of inclusion of all pupils (with and without statements of SEN).

26 The net capacity based on classbases or teaching spaces can be reduced by up to 10% in both primary and secondary schools. A primary school intake of 30 could therefore be reduced to 27, 28 or 29 to allow extra space for adult assistants or for wheelchair users, where the Local Education Authority recognise that the long-term inclusion policy of the school requires this extra allowance. This would be in addition to the allowances for specially resourced facilities (paragraph 60).

5 Assessing the Net Capacity of Schools

27 The flexibility also allows the net capacity to be reduced slightly to match the proposed admission number if it is a little below the capacity based on spaces. This allows some flexibility to suit a reasonable admission arrangement and organisation of the school (including infant class size limits, as necessary). For instance, a 5 to 11 primary school with 11 classbases suitable for 30 pupils each would have a capacity of 330 based on classbases, but the

1 proposed admission number of 45 at box ‘b’ (1 ⁄2 ‘forms of entry’) would reduce the capacity to 315 to avoid more than three classes of 30 in every two year groups.

One Permanent Measure

28 Net capacity does not need to be calculated every year. It will only need to be updated if physical changes are made to the usable space, such as: space being removed or more space being added; several small spaces being converted into one larger one; changes being made that affect the type of space (as described in paragraph 34) in classbases in primary schools or in teaching spaces in secondary schools.

29 Not having to update capacity calculations each year will save time and resources in the longer term. It also means that the Local Education Authority has flexibility to set a capacity to suit the long-term organisation of the school. For instance, if the number on roll of a primary school were significantly lower or higher than a capacity that would suit the space available, the number of rooms designated as classbases need not match the number actually used as such. The school may use underused spaces for other purposes in the short term. The capacity should also be set at a level that allows for the long-term approach to the inclusion of pupils with SEN or disabilities (see paragraphs 25 and 26).

Indicated Admission Number

30 The indicated admission number is calculated by dividing the net capacity by the number of year groups to be accommodated at the school. In secondary schools with sixth forms, the number of year groups is adjusted to include the ‘stay-on’ rate of all post-16 students remaining at the school. If the school also admits sixth form students from elsewhere, this should be noted as a second year of admission.

31 In schools where there is more than one normal year of admission, the number of year groups will also be adjusted. The number of additional pupils it is intended to admit from outside the school for each additional normal year of admission should be noted. For instance, where a primary school has a feeder infant school so that it has 30 pupils in Reception and Year 1 and 2, and 60 pupils in Years 3, 4, 5 and 6, the number of further pupils to be admitted in the second normal year of admission (30) should be noted (see Example 3 in Section 5).

Workplaces

32 The net capacity method measures the area available in units known as ‘workplaces’. Workplaces are used as the unit of measurement to ensure that the spaces in schools are weighted fairly. This is because different activities require different types of space, which in turn require very different floor areas to accommodate the same number of pupils. For instance, a classroom of 50m2 and a gymnasium of 260m2 will both accommodate a class of 30.

6 Assessing the Net Capacity of Schools

33 Each space in the net area is allocated a notional number of workplaces. This is based on different formulae for each type of space (as described in paragraph 34). These formulae are based, in turn, on guidance for the size of such spaces2. However, the number of workplaces is not an indication of the minimum or maximum number of pupils that any room can or should hold. Nor is it an indication that the room should be used for teaching or working.

34 The types of space are generally based on the physical attributes of the space rather than its use. A change to the use of a space (for instance, from classroom to staff room) would therefore not be enough for its type to change. In primary schools there are two types of space. Most spaces will be ‘general’. Some will be ‘specialist’, including halls, dining, drama, dance, or music spaces, indoor swimming pools, ICT rooms and libraries. In secondary schools there are four types of space. Again, ‘general’ describes most spaces. Other specialist spaces are divided into ‘light practical’, ‘heavy practical’ and ‘large and performance’. Annexe A lists the rooms and areas that would normally be included in each type of space, and their likely physical attributes.

35 A further element of the net capacity assessment method is that: workplaces between 15 and 30 or, in larger spaces, the highest multiple of 30 (for example 60, 90, etc.) are known as ‘basic workplaces’; and workplaces in spaces with less than 15 workplaces, or the remaining workplaces in spaces with more than 30, are known as ‘resource workplaces’. This means that small rooms (25m2 or less in ‘general’ spaces) and extra space in larger rooms (over 49m2 in general) do not count towards the capacity of any school. Such space should still be measured, however, to ensure that there is enough support space. They may also be used as ancillary teaching areas or seminar rooms for small groups.

36 The allocation of basic workplaces to a space indicates that it is a potential classbase or teaching space. This is based purely on the size and type of the space. It is not a reflection of the current use of the space. Nor is it expected that all basic workplaces should be used for teaching.

37 The upper limit described in paragraph 21 means that if more than 70% of all workplaces available are designated as classbases in primary schools, or as teaching spaces in secondary schools, a lower figure will be set as the capacity. This default figure will make allowance for a reasonable amount of support space.

38 The lower limit described in paragraph 21 means that the capacity will be set at a higher figure if the number of basic workplaces in spaces designated as classbases in primary schools, or as teaching spaces in secondary schools, is less than 70% of the basic workplaces available, having discounted an additional allowance of 75 basic workplaces.

39 This allowance of 75 basic workplaces, additional to the three basic workplaces for every seven pupil places in the net capacity, allows parity across a range of school sizes for large non-teaching spaces and halls (see paragraph 68). Small schools with few classbases may have a reasonable number of basic workplaces in a hall, staff room and other supporting

2 In Building Bulletin 82: Area Guidelines for Schools.

7 Assessing the Net Capacity of Schools

spaces, such as a dining area, while large schools have a sufficient proportion of space to allow for two halls or staff rooms and various other larger supporting spaces such as an SEN resource base.

Schools Without Halls

40 Some schools have no hall because physical activities can be done in other, non-maintained accommodation, such as a village hall. If the non-maintained facilities (as described in paragraph 46) are available to the school for less than 80% of the normal school week, they need not be measured or included in the capacity of the school.

41 If a school has no hall but has a large classroom that can be used as such, even if it is not well suited for the purpose, that classroom can be deemed to be the hall by the Local Education Authority. It can then be marked as a ‘specialist’ space (in a primary school) in step 2 of the net area schedule.

Split Sites and Small Sites

42 The allowance of 75 basic workplaces (paragraph 39) is for each site that the school occupies, to allow for the extra space requirements of split sites. Schools on split sites are those identified as such by the Local Education Authority for the purposes of funding through the Local Management of Schools (LMS) system.

43 A further allowance of 50 basic workplaces is given to schools where the total site area is smaller than an area approximately equivalent to the minimum team game playing field area required by the Education (School Premises) Regulations 1999. This effectively allows schools on small sites (such as in inner city areas) to have more space than a school with a larger site, such as an additional hall. This will help to make up for their inadequate outdoor ‘playing field’ area.

Plant room (boiler) and Kitchen Servery used for display library Full-height ICT area: electrical intake cupboard not in net dining furniture corridor 85% 50% cupboards included 15% circulation not in net area area storage, so net area circulation circulation in net area

Primary school plan showing net area.

8 Part 3: What Needs to be Measured

44 The net capacity of a school is based on the net area of all buildings that are available to that school. These comprise: all buildings, on any site used by the school, that are owned or maintained by the Local Education Authority, Governing Body or Trustees and are intended to be secure and weather-tight; ‘non-maintained’ accommodation used by the school as described in paragraph 46 below.

45 All spaces in the net area should be measured. This should be done by listing the spaces and their measurements in the Net Area Schedule on page 2 of both net capacity assessment forms (see Part 5). Certain spaces will be measured but excluded from the net capacity of the school. These are described in Part 4.

Non-Maintained Accommodation

46 Non-maintained accommodation means any buildings that are not maintained by the Local Education Authority, Governing Body or Trustees as part of the school premises. The net area of any ‘non-maintained’ accommodation should also be measured and included if it is available for the school to use during at least 80% of any normal school week. This would normally be under a ‘joint use agreement’, or similar. The accommodation would normally be on a site that is adjacent to the school or is easily accessible from the school.

Net Area

47 Net area includes all spaces in all buildings (as described in paragraph 44 above) except the following, which need not be measured. Residential (including caretaker’s houses) or farm buildings in use as such, or intended for next use3. Buildings condemned by the Local Education Authority as structurally unsafe. Accommodation under the control of service or external bodies and maintained by them (such as telephone or electricity services, the Police or Health Service). Open-sided covered areas (such as external balconies, covered ways, external fire escapes and canopies) and any other area not intended to be secure and provide reasonable weather resistance4 (including outdoor swimming pools). Areas with headroom of less than 1.5m, unless beneath an open mezzanine level. Additional area provided by open mezzanine levels in spaces of 3m or less in height. Toilets, washrooms and showers, and any associated lobbies (including changing areas where these adjoin showers). Plant rooms, including lift rooms, boiler rooms, tank rooms, fuels stores, and any space occupied by permanent air conditioning, heating or cooling apparatus and ducting which renders that space substantially unusable.

3 For instance, if it is a temporarily empty residence awaiting a new tenant. 4 Reasonable resistance to penetration by rain, snow and wind, and to moisture rising from the ground.

9 Assessing the Net Capacity of Schools

Internal walls, including structural walls, non-structural partition walls, columns, piers, chimney breasts other projections and vertical ducts. School kitchens, used for preparing school meals for pupils, including the kitchen, related stores, office and washroom facilities for catering staff, and servery areas (where these are not available for furniture storage or other uses at other times)5. Circulation area, including any corridor, landing or balcony 2.5m or less wide for essential access, stairwells, entrance lobbies, lift wells, any protected corridor (deemed to be for the purpose of escape in case of fire) and shared circulation in mixed use areas that have a circulation route running through them.

48 Shared circulation is that part of an entrance hall, atrium, wide corridor or open plan area used for the purpose of essential access. It can be determined by either: measuring, from a scale plan, the notional circulation routes between openings across the shared space, using appropriate widths (normally 1.5m); or estimating the circulation area as one of the following three proportions of the floor area of the space of which it is a part: – 85% (for instance, in corridors between 2.5m and 3.5m wide); – 50% (for instance, in shared resource areas or reception spaces with circulation through them); – 15% (for instance, in halls or classrooms with a single circulation route through them). In cases of dispute, shared circulation should be measured from a scale plan.

49 Essential access is the primary or only circulation route for regular access by pupils to a room or discrete area from a corridor or other spaces. It does not therefore apply to: secondary routes to spaces accessible from other circulation areas; routes through other spaces leading to offices, storerooms or similar that do not require regular access by pupils; circulation between desks or work-stations within rooms.

Measuring ‘Non-net’ Area

50 It is possible to list all the spaces in a school in the net area schedule if, for instance, the data is being downloaded from a computer-aided drawing. In these cases, the area of any spaces that are not in the net area (such as toilets, corridors or plant rooms) should be noted in the ‘non-net’ column6. These spaces will not be allocated workplaces. Although it is not required, it can be useful to list potentially useful spaces that are not currently in the net area, such as school kitchen facilities, for future reference or benchmarking.

5 In some cases, the level of specialist equipment provided or Environmental Health requirements mean that a servery cannot be used for any other purpose than preparing, finishing or re-heating and serving food. However, where this is not the case, the servery can provide a useful storage area (for instance, for dining furniture) when not being used for serving food. Where such areas can be used as storage, therefore, they should be included in the net area. 6 Once the data is in the computer spreadsheet, ‘dragging and dropping’ from ‘net’ to ‘non-net’ columns, or vice- versa, must be avoided.

10 Assessing the Net Capacity of Schools

Open Plan Areas

51 Some open or semi-open plan schools have small classbases that were designed to be used with part of an adjacent shared teaching area. Where such spaces exist and can be used together for teaching a class, their floor areas can be combined for the net capacity assessment. In this situation, a marked up scale plan should be used to show the notional boundaries of the space or spaces (see Example 1 in Part 5). If the classbases and shared area are so designed that they cannot reasonably be used together to teach a class, they should be measured and included as separate spaces.

Line of notional class areas

Open plan area in a primary school, from Example 1 in Part 5.

Accuracy of Area Measurements

52 Internal area should be measured to the face of internal walls or sliding/folding doors. Any fixed storage, such as benching, should be included in the area of the space, unless it is full-height (from floor to ceiling) and effectively forms another space. The measurement of any space larger than 6m2 should be rounded up or down to the nearest one square metre (1m2). 0.5m2 should be rounded up. Small spaces of less than 6m2 do not need to be measured as accurately because they will have just one resource workplace, whatever the exact area.

11 Part 4: Measured But Excluded Areas

53 Many schools have small rooms that are not available to the school during the school day, because they are used, for example, as community offices or stores, or by school nurses or counselling services. These can normally be noted as such and included in the net area schedule and will not count towards the net capacity, because they are too small to have basic workplaces (paragraph 35).

54 Some larger areas should be measured but will be excluded from the capacity assessment by being designated by the Local Education Authority as non-school and support provision or as a parents/community room or chapel. These will be noted on the assessment form, and designated by marking an appropriate code letter at step 4 of the Net Area Schedule. The area measurements can be used as a record of how much space is available in this type of accommodation, for future use or benchmarking.

Non-School and Support Provision

55 Non-school and support provision should be measured but can be excluded from the capacity if approved by the Local Education Authority as being in one of the following categories. The first two categories would only apply to facilities that are not normally available to the school during the school day. Early Years and Childcare (marked with an ‘E’ at step 4 of the Net Area Schedule). Adult Learning and Skills facilities (marked with an ‘A’). Specially resourced facilities (marked with an ‘R’).

Early Years Provision

56 Early years provision will include both Local Education Authority and other nursery provision and will normally be part of the Early Years Development and Childcare Partnership Development Plan. Therefore, if a nursery for 3 to 4 year olds is on the school site, this should be excluded from the capacity of the school and the age range of the school should start at Reception.

57 In some schools, early years provision on the school site includes Reception classes. This may still be excluded and, for the purposes of the calculating capacity only, the age range of the school will then start at Year 1 rather than Reception. The indicated admission number (paragraph 30) would then be calculated on the basis of the number of year groups in the school excluding Reception. However, it will also apply to the Reception year group.

58 Measurements of workplaces in early years and childcare facilities on school sites may be useful for future planning for the provision of such facilities. So if there is this type of accommodation on the school site that is included in the Early Years Development and Childcare Partnership Development Plan but is in a building that is not owned or maintained by the LEA or school, it could still be measured. It will not count towards the net capacity of the school.

12 Assessing the Net Capacity of Schools

Adult Learning and Skills Facilities

59 Adult Learning and Skills facilities will normally be in line with the Local Learning and Skills Council Business Plan. They will include: parts of City Learning Centres not generally available to the school; space specifically for teacher training; other Lifelong Learning facilities not available to the school.

Specially Resourced Facilities

60 Specially resourced facilities are those where the premises related costs of maintaining the accommodation are covered by specialist funding from the Local Authority or other sources. These will include: non-school facilities funded from other sources and not available to the school during the normal school day, such as community library facilities or youth centres; support facilities normally available to the school during the normal school day, including: – facilities for pupils with special educational needs (SEN) and disabilities (such as a support centre for pupils with sensory impairments); – facilities for pupils with behaviour management problems (such as a Learning Support Unit); – accommodation for Local Education Authority designated support services, including peripatetic and support staff.

Parents/Community Rooms and Chapels

61 In some primary schools, a room for parents, families or the local community may be large enough to have basic workplaces7 and may affect the capacity calculation. This space may be felt to play an important role in encouraging parents and others in the local community to participate in the life of the school. One parents/community room in any primary school may therefore be marked with a ‘P’ at step 4 of the net area schedule and excluded if: the Local Education Authority agrees; it is used regularly during the normal school day by parents or members of the local community; it is not available to the school during the school day (for instance because of the size or type of furniture).

62 A parents’ or community room in a secondary school that is large enough to have basic workplaces can be noted as such and need not be marked with a ‘P’. It is unlikely to affect the capacity as the secondary methodology allows for a number of non-teaching spaces with basic workplaces to be included.

63 One Chapel, or other place of worship, on any school site may also be excluded by being marked with a ‘W’ at step 4 of the Net Area Schedule if: the Local Education Authority agrees (usually because it is a Church school); it is in use as such; it is not available to the school except for that purpose.

7 A parents/community room over 25m2 would be allocated basic workplaces by the formula at step 2 of the Net Area Schedule. However, such a room would not be expected to exceed 30 basic workplaces.

13 Assessing the Net Capacity of Schools

64 Related ancillary spaces will usually be too small to have basic workplaces, so will rarely affect the capacity calculation. They should therefore be noted as such and included in the net area schedule.

Spaces Unusable as Basic Workplaces

65 Basic workplaces should only be allocated to spaces that could potentially be used as classbases or teaching spaces, although this may not reflect their current use (halls or staff rooms, for instance). As discussed in paragraph 35, the net capacity method ensures that small rooms and extra space in large rooms are only allocated resource workplaces, so do not count towards the capacity of a school. This is done automatically in the computer spreadsheet.

66 Some spaces are large enough to be allocated basic workplaces, but their physical attributes mean that they should not be considered a potential teaching space. Such spaces should still be measured and allocated workplaces as they can provide useful support space (lofts or basements used for storage, for instance). However, they should be marked with a ‘U’ at step 4 of the Net Area Schedule and allocated only resource workplaces. They cannot then count towards the net capacity. The computer spreadsheet will not allocate basic workplaces to spaces marked with a ‘U’.

67 Normally, therefore, the following spaces only are not suitable as potential teaching spaces and should be given a status of ‘U’, on the basis of their physical attributes, if they are large enough to otherwise be allocated basic workplaces. Spaces with no, or very little, light, ventilation or heating, or inadequate access or means of escape (such as basements, garages, storage containers, sheds or loft space used only for storage, or enclosed servery areas also used for storage)8. Spaces or areas that are less than 3.5m wide (not including any shared circulation area).

Dedicated cloakrooms and changing rooms (without showers9) that have fixed benches and/or hooks on most walls, and perhaps fixed ‘island’ units. Usable area in spaces which are predominantly for circulation, such as malls or other large corridors (where shared circulation is 85% of the total area), foyers or main entrance halls.

Indoor swimming pools10.

Large Non-Teaching Spaces

68 Some spaces, such as dining areas and staff rooms, will be large enough to be allocated basic workplaces but do not have any of the physical attributes above to be given a status of ‘U’. Although they may theoretically be potential classbases or teaching spaces, they will not count towards the capacity because they will not be marked with a ‘C’ or ‘T’. Instead, the basic workplaces they are allocated will be part of the allowance for large non-teaching spaces and halls discussed in paragraph 39.

8 In cases of dispute, reference should be made to the Education (School Premises) Regulations 1999 and the relevant Approved Document of the Building Regulations 2000. 9 Changing rooms with showers directly adjacent should not be included in the net area of the school. 10 Outdoor swimming pools should not be included in the net area of a school.

14 Part 5: Using the Net Capacity Assessment Forms

69 The net capacity of a school should be assessed by using the relevant assessment form. Although the information and calculations can be done by hand on a printed copy of the form, it is easier to use the computer spreadsheets available by searching for ‘netcapacity’ on the Internet at www.dfes.gov.uk.

70 This part of the Guidance summarises the process involved, with reference to relevant paragraphs elsewhere in the Guidance, and highlights what to do in some unusual situations. It then uses three examples11 to demonstrate a primary school assessment, a secondary school assessment (without a sixth form) and the relevant parts of an assessment of a school with a sixth form and a second admission year.

Summary

71 Different assessment forms are used for primary schools (including middle deemed primary) and secondary schools (including middle deemed secondary). They both follow the same arrangement, as set out below.

72 School Details (on the first page) should be completed to show some basic information about the school. In the secondary school form, this includes determining the ‘utilisation factor’ (paragraph 24) and, in schools with sixth forms, the average ‘stay-on rate’ (paragraph 30).

73 Box ‘b’ allows the admission number to be noted12, so that the final capacity calculation can take account of any minor reductions required. As discussed in paragraphs 25 to 27, this may be to allow for the inclusion of pupils with special educational needs (SEN) or disabilities, or to suit admission arrangements based on an appropriate organisation. Alternatively, this box may be left blank. If it is filled in, it should be based on the current admission number or a preferred, organisationally sensible admission arrangement, taking account of infant class size limits, and should include any reduction planned to allow for the inclusion of pupils with SEN or disabilities.

74 If the assessment form is being completed before details of pupil numbers are known (for instance in a new school or one that does not currently have a sixth form), then proposed or projected pupil numbers should be entered here.

75 The School Details section should also be used to describe any accommodation that is used for non-school or support functions (see paragraph 55), as designated by the Local Education Authority. Such accommodation should be measured but is excluded from the net capacity assessment, so the descriptions are primarily for the use of Local Education Authorities. The description of any early years or specially resourced support facility, such as a centre for hearing impaired pupils, should include the number of places accommodated, as designated by the Local Education Authority, over and above the maintained places in the school13.

11 These examples, based on real schools, have been chosen as they show a variety of situations relevant to capacity assessment. They are not intended to illustrate best practice or design guidance. 12 If the admission year is Reception in a school with a policy of ‘rising fives’ (i.e. it takes smaller numbers in the first two terms of Reception), the maximum number in that year should be taken as the admission number. 13 Unlike previous capacity methods, the number of pupils with statements of SEN is not required and will not affect the capacity.

15 Assessing the Net Capacity of Schools

76 The Net Area Schedule, on page 2 of the form, is the basis of the net capacity assessment and should be used to list all the measured spaces in the net area. There are four steps to completing a Net Area Schedule. Step 1 is to note the reference number, the name and the measured area of each space listed. The room names should generally be those used by the school or the Local Education Authority (not the cleaning contractor). Step 2 is to identify the type of each space based on its physical attributes, as described in paragraph 34. Annexe A and the ‘notes page’ opposite the Net Area Schedule in the assessment forms give further guidance. – In primary schools there are two types of space. Most spaces will be ‘general’. Some will be ‘specialist’, including halls and libraries. – In secondary schools there are four types of space: ‘general’, ‘light practical’, ‘heavy practical’ and ‘large and performance’. Step 3 is to calculate the number of ‘workplaces’ in each space, depending on the type of space and its size. The calculation will be done automatically in the computer spreadsheet. Workplaces are the unit of measurement used in the capacity calculation and are described in paragraphs 32 to 36. Step 4 is to identify the status of each space, in the last column. Various code letters can be used to designate any space: – that should be measured but excluded from the net capacity of the school (marked ‘E’, ‘R’ or ‘A’ as discussed in paragraph 55, ‘P’, paragraph 61 or ‘W’, paragraph 63); – that is a parents/community room or chapel (marked with a ‘P’ or ‘W’ as discussed in paragraphs 61 to 64); – that is large enough to be allocated basic workplaces but is not suitable as a potential classbase or teaching space because of its physical attributes (marked with a ‘U’), as described in paragraphs 65 to 68; – as a classbase in a primary school (marked with a ‘C’) or teaching space in secondary schools (marked with a ‘T’). Spaces that are none of the above, including staff rooms, store rooms and, in primary schools, halls and other ancillary teaching areas, should not be marked and this column should be left blank.

77 Steps 1 to 3 (and designating spaces marked ‘U’ in step 4) may be done by independent building surveyors, such as the Valuation Office. Local Education Authorities are responsible for designating other code letters at step 4. These will usually match current use but, as discussed in paragraph 29, in some cases they may not. Rooms not given a code letter in the Net Area Schedule may be used by the school for any purpose, without the capacity calculation being affected.

78 The Capacity Calculation, on the last page of the form, is done automatically in the computer spreadsheet. The first part shows the total workplaces measured in the Net Area Schedule, starting with those in spaces that are excluded from the net capacity of the school. These spaces will include those described at the end of the School Details section, if applicable, and may include a parents/community room. Workplaces in a chapel, if the school has one, will not be shown in this part of the form, but will be excluded from the net capacity.

79 The total workplaces remaining are used in the calculation of the net capacity of the school. In primary schools the net capacity is based initially on the ‘basic workplaces’ in spaces designated in step 4 of the Net Area Schedule as classbases (marked ‘C’). In secondary schools it is based initially on the ‘basic workplaces’ in teaching spaces (marked ‘T’ in step 4),

16 Assessing the Net Capacity of Schools

less 60 basic workplaces for untimetabled teaching spaces such as the hall and the library, multiplied by the ‘utilisation factor’ determined in the School Details.

80 The formulae in boxes ‘r’ to ‘y’ check that this initial calculation is a reasonable proportion of the total available (paragraph 21) and incorporates any reduction required to suit the planned admission number if it has been entered in box ‘b’. The indicated admission number is calculated at box ‘z’ by dividing the net capacity by the number of age groups (from box ‘n’ in the School Details).

81 The Declaration of Accuracy offers the opportunity for a representative of the Local Education Authority, who are responsible for the assessment, and the Head Teacher of the school to sign and date in the boxes provided to confirm that they are satisfied with the accuracy of the information given in the School Details and step 4 of the Net Area Schedule. The Head Teacher may represent the Admission Authority where it is different to the Local Education Authority, for the purposes of the capacity assessment.

82 This declaration does not apply to the measurement of area, which may be carried out independently by building surveyors, or the calculations, which are done automatically in the computer spreadsheet.

Unusual Situations

83 If a school is on a split site, as identified as such by the Local Education Authority for the purposes of funding through the Local Management of Schools (LMS) system, the number of sites should be noted in box ‘l’.

84 If the school is on a small site, such that the total site area is smaller than an area equivalent to the minimum team game playing field area required by the Education (School Premises) Regulations 1999, the total site area should be noted in box ‘m’.

85 In schools with more than one normal year of admission, the number of years that those pupils admitted are expected to be in the school should be noted in box ‘c’ (and, for a third year of admission, box ‘f’). The number of additional pupils it is intended to admit from outside the school for each additional normal year of admission should be noted in box ‘d’ (and, for a third year of admission, box ‘g’).

86 If the school has a separate agreed admission number for post-16 pupils, it should be entered in box ‘g’ of the secondary school assessment form. For the purposes of calculating admission numbers, it is assumed that such pupils are expected to be at the school for two years (even if a few stay on for three). If it is not intended to admit into the sixth form from outside the school, as in the majority of cases, these boxes will not apply.

87 Some schools share their accommodation with other sixth forms. For the purposes of indicating admission numbers, the full-time equivalent number of sixth form pupils should be used for both those staying on (boxes ‘i’ and ‘j’) and any further admissions (box ‘g’). However, the number of sixth form pupils will not affect the net capacity: only the indicated admission numbers.14

88 If a change in age range is envisaged, the net capacity of the school can often be re-assessed without re-measuring. The School Details and step 4 (except for ‘U’) of the Net Area Schedule will need to be altered, but steps 1 to 3 may remain unless the school is moving from primary to secondary status.

14 Any change to sixth form details will only alter the net capacity within the flexibility allowed by the capacity calculation. An average stay-on rate is calculated so that sixth form details should only be changed if there is a significant, long-term increase or decrease in the size of the sixth form.

17 Assessing the Net Capacity of Schools

Example 1: a 5–11 Primary School

School Details

89 The first part of this section is completed to show the date of the assessment and some basic information about the school: its DfES reference number, the Local Education Authority (LEA), the school name, and its age range. In this example, the school is on one site, so box ‘l’ is left blank. The overall site area is well above the statutory minimum requirement for team game playing field area for a school of this size, so box ‘m’ is also left blank.

90 The normal year of admission and number of years that pupils will be in the school are noted in this section. In this case, the normal year of admission is Reception, so ‘R’ is noted. This does not include the 26 nursery places noted in the ‘Early Years and Child Care’ box at the bottom of this page.

91 Box ‘a’ indicates the number of years that pupils in the first admission year will be in school. In this case this is 7, as the age range is 5 to 11. This information is used in the indicated admission limit calculation in the Capacity Calculation.

92 Box ‘b’ can be used to show the planned admission number. In this example, 30 pupils are currently admitted in year ‘R’ (Reception). For instance, this box could indicate 30 in a school that could otherwise take 32 but needs to now take account of maximum infant class sizes, or 45 in a school that would otherwise take 46 (as described in paragraph 27).

93 Box ‘n’ is calculated automatically in the computer spreadsheet. In this example, like most primary schools, there is only one admission year, so the figure in ‘n’ equals the number of years in box ‘a’.

If Applicable: Areas Not Included in School Capacity

94 This part of the School Details section should be used to describe any accommodation that is used for designated non-school or support provision (see paragraph 55). Such accommodation should be measured but is excluded from the net capacity assessment of the school. In this example, a Nursery Unit for a full time equivalent of 26 3-4 year olds is noted in this section. This accommodation is excluded from the net capacity assessment, but is listed in the net area schedule for future reference and benchmarking.

18 Assessing the Net Capacity of Schools Ne t Cap acity A ssess Plea ment M se rea eth Thi d gui od fo s form dance r Prim I can on t ary t is ea be u he Ne Sch siest sed t t Cap ools Use to us o ass acity this e the ess a Asse ( page com ny pr ssm follow to id pute imary ent M ing t entify r spre , mid ethod com he no the adsh dle d befo D pute tes o basic eet, a eeme re fi fES/0 r r spr n the infor vaila d pri lling in 748/2 epres eadsh facin matio ble o mary this 001 enta eet. g pa n req n ww or fir form tive o The ‘D ge). A uire w.dfe st an for t f the ecla ll bo d. Lis s.gov d mid he fir S Loca ration xes s t all s .uk - dle s st tim chool D l Edu of A hade pace searc choo e. etails catio ccur d in g s in t h for l. n Aut acy’ s rey w he Ne ‘netc hority hould ill be t Are apac . be s work a Sch ity’. igned ed ou edule by th t auto on p e He mati age 2 ad Te cally L acher in the D EA W and fES L esse a EA/sc x hool n umbe r 765 /9876 765 schoo 765 l nam _9876 e Me If app rlin P da licab rimar te box le: co age r y Sch Sep es be mple ange ool -01 o low if te the n a s the s 5t mall o chool o has r split is 11 more site o ad than o r missio ne ye n. ar of #7 n 65 o. of sites to tal sit l first e are 2 admis a (m norm sion ) al ye y m ar of a ear dmiss ion (seco R for instance nd num admis (third ber o include nurseries:‘Y2’ or see below) sion f year ‘R’ if reception (do not ye admis plan s ar, if sion ned a 7a c fnumber of years that those in the admission app yea dmiss licable r, if ion nu year will be at this school (e.g. ) app mber licable 30 ) bdgif known (allowing for infant class‘7 ’size) limits)

numb er of a ge gr oups 7 If app n licable (a + e + h) : Des e = (c x d) / b eh LEA criptio desig n o h = (f x g) / b nated f Early Year Nurs s and ery u Chil nit for dcare 26 FT prov non-school and support provision, not normally available to the E 3-4 ision year , if an school during the school day L olds y EA de signa ted s including the age range and the number of places involved. pecia lly res Enter area in ource d faci ‘net area lities, ’ column and note with an if any ‘E’ at step 4 LE non-school facilities (such as a community library, multi-agency A des igna facilities, or youth centre) or support facilities (such as an SEN ted ad ult le support centre or a Learning Support Unit). arnin g faci Include the number of any additional specially resourced lities, if any places, if applicable. Enter area in ‘net area ’ column and note with an (such as City Learning Centres, teacher training, or other Lifelong Learning facilities). ‘R’ at step 4 Enter area in ‘net area ’ column and note with an

‘A’ at step 4

P age 1

19 Assessing the Net Capacity of Schools

The Net Area Schedule

95 Guidance on the four steps involved in completing the Net Area Schedule, on page 2 of the form, is given here and in the ‘notes page’ to the right of the Net Area Schedule in the form.

96 Step 1 is to list all measured spaces (as described in Parts 3 and 4 of this Guidance) using a room reference and room name for each space. The measured area (to the nearest m2) of all spaces in the net area is shown in the ‘net area’ column. The area of any shared circulation (as described in paragraph 48) is entered in the ‘non-net area’ column. All spaces that have a net area are allocated a minimum of one workplace, even those below 0.5m2. In this example: Rooms 7, 8 and 43 are around 3.5m wide and are 85% circulation; Rooms 17, 32, 50 and 54 are 50% circulation; Room 22 is 15% circulation.

In each case the circulation area is noted in the ‘non-net’ column.

97 Room references are linked to a scale plan of the school (see page 25). Rooms 51, 52 and 53 are in an open plan area, the plan of which has been marked up to indicate the classbase areas, as discussed in paragraphs 114 to 116.

98 Step 2 is to tick the type of each space as either general or specialist. In the computer spreadsheet a ‘1’ is used as a tick (when a measurement is placed in the ‘net area’ column the computer will automatically place a ‘1’ in the ‘general’ column, but it is removed if a ‘1’ is placed in the specialist column).

99 The definitions of the two types of space for primary schools are listed on the ‘notes page’ of the form and explained in more detail in Annexe A of this Guidance. Here there are four ‘specialist’ spaces: the library, a food room, the hall and a dedicated ICT room. All other spaces in this example are ‘general’ spaces.

100 Step 3 is to calculate the number of workplaces. The area of each space is put into one of three formulae, as listed on the ‘notes page’ and in Annexe A of this Guidance, depending on its type and size. This is done automatically in the computer spreadsheet.

101 As described in paragraph 35, each space will be allocated basic workplaces and/or resource workplaces. For instance, in this example: Room 47 is a general space of 21m2. Using the formula for ‘general’ spaces, the number of workplaces would be calculated as (21÷1.5) –3. This equates to 11 workplaces, all of which are resource workplaces. Room 34, the hall, is a specialist space of 192m2. This would be calculated using the formula for specialist spaces of more than 75m2 as (192÷12.5)+20. Rounded up, this equates to 16+20 = 36, of which the first 30 are basic workplaces and the remaining 6 are resource workplaces.

102 Step 4, in the last column, is to identify the status of spaces (with one of the code letters listed on the ‘notes page’). In this example, Rooms 1, 2, 20, 21, 51/52, 52/53 and 58 have been designated as classbases and are marked with a ‘C’. Room 42 is a parents’ room and has therefore been marked with a ‘P’. Rooms 9 to 12 are marked with an ‘E’ as they provide the nursery facilities.

20 Assessing the Net Capacity of Schools Net C apacity Asse N ssme et Area S nt Me chedule (and allocationthod offo w r Prim DfES no ary S 765 choo /9876 ls orkplaces) school name Mer DfE STEP 1 lin Prim S/07 Room Name ary 48/20 Schoo 01 (based on the activities the room is l designed or equipped to

Room Reference accommodate) ‘Non-net STEP 2 TO ’ TALS Area, if known Net STEP 3 1 STEP 4 clas (m 2 Area 1A sroom ) fu 1 (m 2 ll heig ) 2 ht cu p 7 general classr board 0 2A oom 10 specialist full 2 65 he 40 4 Basic 7 igh Workplaces c t cupb loa oa 7 Resource k rd 4 Workplaces 8 room 30 c (85 138 status loakr % circ 21 0 1 9 oom ( ulatio 204 nur 85% n) 10 sery s circula 74 0 n taff tion) 131 urser 21 0 1 7 11 y clas 6 C nur sroo 12 sery s m 6 11 0 1 0 n tore 1 urser 11 0 1 7 16 y cloa C out kroo 17 door m 81 0 3 E store cloakr 90 17A oom 13 full (50% c 1 heigh ircula 31 0 1 E 9 t cup tion) MI roo board 12 0 20 m 105E clas 2 27 20A sroom 6616 01 E fu 3 101 ll heig 21 ht cu clas pboa 21A sroom rd 21 0 1 fu 4 ll heig 10 5 22 ht cu 104U ICT pboa 6 23 area rd 6 s (15% 13 taff ro circula 21 0 1 24 om tion) hea 6 0 25 d’s of 4 a fice 131 dmin 6321 0 1 1 29 . office C store 6 0 32 01 0 1 libr 10 33 ary (5 35 0% cir 12 C store culat 12 34 ion) 105 hall 1 35 81 0 3 1 s erver 1 31 0 1 0 41 y (and 8 PE e dinin 1 42 quipm g furn 8 p ent s iture s 01 0 4 arents tore tore) 31 0 1 43 ’ room displa 192 44 y corr 01 3 foo idor (8 46 d room 5% c 17 s ircula 109 hared tion) 12 0 47 teach 105 grou ing ar 29 6 47A p room ea 16 full 11 50 heigh 31 0 1 c t cupb 5 loakr oard 20 7 1/52 oom ( 01 0 4 clas 50% c 0P 51A s 5 ircula 91 0 3 fu tion) 5 ll heig 21 2/53 ht cu 101 clas pboa 53A s 6 rd 6 21 0 1 fu 5 ll heig 61 0 1 4 ht cup cloakr board 54 1 57 oom 13 sha (50% 5 red t circula 21 0 1 8 eachin tion) mobile g are 54 0 61 clas a mo sroom 133C 62 bile cla 7 6 21 0 1 o ssroo utdoo m sto 61 0 1 0 r store re (shed 13 3C ) 106 54 13 31 0 1 61 0 1 0 3C

P age 2

21 Assessing the Net Capacity of Schools

Capacity Calculation

103 All the calculations are done automatically in the computer spreadsheet, but are described here. Letters used in any formulae refer to the figure in the box with the same letter.

104 The first part of this section shows the total of workplaces in spaces that have been measured but are not included in the net capacity calculation, as described in Part 4 of this Guidance. Here there are 30 basic workplaces and 36 resource workplaces in the nursery (marked with an ‘E’ at step 4 of the Net Area Schedule) and 17 basic workplaces in the parents’ room (marked with a ‘P’ at step 4).

105 Boxes ‘p’ and ‘q’ show the total number of workplaces in the net area of accommodation available to the school. This is calculated by subtracting the excluded workplaces marked ‘E’, ‘R’, ‘A’, ‘P’ or ‘W’ at step 4 from the overall totals at the top of the Net Area Schedule. In the example, excluded workplaces are those in the nursery and parents’ room, marked with ‘E’ and ‘P’ at step 4.

106 Box ‘r’ indicates the initial calculation of the capacity based on the basic workplaces available in the classbases. However, it defaults to 70% of the total workplaces (p + q) if this is lower (as described in paragraphs 21 and 37). In this example, box ‘r’ shows the total basic workplaces in the 7 spaces that are designated as classbases (marked with a ‘C’ at step 4). This is 7 x 30 = 210. If this were more than 70% of the total workplaces available (in this case (261 + 168) x 70% = 300) then ‘r’ would show the lower figure instead.

107 Box ‘s’ indicates the additional allowances used to give parity to small schools, split site schools and those on small sites, as described in paragraphs 39, 42 and 43. Box ‘s’ equals 75 multiplied by the number of sites noted in box ‘l’ under School Details, plus a further 50 if the total site area noted in box ‘m’ under School Details is less than 1500 + (15 x r). This formula is approximately equivalent to the requirement for team game playing fields.

108 Box ‘v’ sets the maximum workplaces available, which will equal ‘r’ unless it exceeds the limit described in paragraphs 21 and 38. It is the higher of ‘r’ and (p – s) x 70%. In the example, box ‘v’ shows the total from box ‘r’ again, because this is more than 70% of the total basic workplaces (‘p’) less the allowance shown in box ‘s’ (in this case (261 – 75) x 70% = 130).

109 Box ‘w’ sets the minimum workplaces available, based on ‘v’ but slightly reduced to allow some flexibility to set a reasonable admission number that suits the organisation of the school, or to allow extra space for pupils with SEN or disabilities. In the primary form, this figure is the lower of two calculations: 90% of the figure in box ‘v’, or ‘v’ rounded down to the nearest multiple of a quarter form of entry (FE). In this case, ‘v’ multiplied by 90% is 189 and ‘v’ rounded

1 down to the nearest multiple of ⁄4 FE is 210. 189 is lower, so box ‘w’ shows a figure of 189.

110 Box ‘x’ calculates the capacity based on the planned admission number by multiplying the planned admission number (box ‘b’ = 30) by the number of age groups in the school (box ‘n’ = 7). If box ‘b’ has not been filled in, box ‘x’ should remain blank.

111 Box ‘y’ is the final calculation of the net capacity of the school, which will match the capacity based on the planned admission number if it is within the minimum and maximum set in boxes ‘w’ and ‘v’. Hence it equals ‘v’ if ‘x’ is more than ‘v’ (or if ‘x’ is blank), equals ‘x’ if ‘x’ is between ‘v’ and ‘w’ inclusive, or equals ‘w’ if ‘x’ is less than ‘w’. Box ‘y’ is the same as the capacity based on the planned admission number (‘x’ = 210) in this example. However, a planned admission number of 28 could be entered in box ‘b’ (to allow for SEN inclusion) to give a net capacity of 28 x 7 = 196.

22 Ne Assessing the Net Capacity of Schools t Cap acity A C ssess apacity C ment M etho alculatio d for P n rima ry Sc hools

Work place D s No Basic fES/0 t Inclu 748/2 ded i Workplaces Resource 001 n Cap acity C Workplaces alcula pare tion ( nts/co if mea mmu sured early nity ro ) year om s and 17 childc are fa cilitie 0 workplaces in space marked spec s ially re 30 only one per school sourc ed fa 36 ‘ cilities workplaces in spaces marked P’ at step 4, adult as noted under School Details learn ing fa ‘E cilities workplaces in spaces marked ’ at step 4, as described under School Details ‘R workplaces in spaces marked ’ at step 4, Wor kplac as described under School Details es Inc lude ‘A’ at step 4, d in C apacit All calculations below should be y Cal culatio rounded down c n apacit 261 whole number. to the nearest y bas p1 ed on 6 class 8 bases q totals of all workplaces except those basic 2 shown above as excluded or marked workp 10 lace r at step 4 allowa maxim nce um w 75 ‘W orkpla s basic workplaces in spaces marked ’ ces a m vailab step 4, or ((p + q ) x 70% inimu le m wo c rkplac (75 x ), if lower ‘C’ at apacit es av 210 l ), plus 50 if m is less than y bas ailable v (1500 + (15 x r)) ed on plann ed ad (r), or ((p - s) x 70%), if higher missio 189 n no. w 21 0 x lower of (v x 90%) and v rounded down to nearest multiple of (30 x n / 4)

Ne (b x n) t Cap acity 21 0 y

if x is more than v, then y = v if x is between v and w, then y = x if x is less than w, then y = w first ad indic missio ated a n dmiss year ion nu mber 30 (seco z (y / n) rounded down nd adm (thir (n, c, e, f and h as calculated under School ission d y adm Declaration of A Details) ear, issio a if n pplica year, ble a if ccuracy pplica We c ble onfirm spa that ces ( we ar (z x e) / c step 4 e satis of the fied w (z x h) / f Net A ith the S rea S accu ignat chedu racy o ure le) on f the of H this inform ead form. ation T D given eache ate und r er Sch ool De tails a / Sign nd the / ature statu o on be s of f Loca half l Educ ation Au Da thority te / /

P age 3

23 Assessing the Net Capacity of Schools

112 Box ‘z’ calculates the indicated admission number for the first year of admission by dividing the net capacity (at box ‘y’) by the number of age groups (at box ‘n’ in the School Details). If there is a second year of admission noted in box ‘e’ in the School Details, the indicated admission number for that year equals (z x e) ÷ c, as described in Example 3.

Section F: Declaration of Accuracy

113 A representative of the Local Education Authority and the Head Teacher of the school should sign and date in the boxes provided (on a hard copy of the form) to confirm that they are satisfied with the accuracy of the information given under School Details and step 4 of the Net Area Schedule.

Open Plan Areas

114 As discussed in paragraph 51, some schools include open or semi-open plan areas that may have small classbases that were designed to be used with part of an adjacent shared teaching area. Where such spaces exist and can be used together for teaching a class, their floor areas can be combined for the net capacity assessment.

115 An example of this situation is included in the plan of the example primary school on the opposite page. The broken lines show the notional boundaries of the classbases labelled 51 and 53. If the classbase areas were measured separately, each would be 22m2. This is too small to be allocated basic workplaces so these areas would not count towards the capacity. However, in this case, these areas are capable of being used with the shared wet area labelled 52 and the central shared teaching area, so the Local Education Authority has marked an overall area for each class on the plan (marked with the diagonal ‘dash-dot’ line), such that each area totals around 54m2.

116 In the case of the group room (marked 47), this is separated from the central shared area (marked 46) by a door and a store room, so it would not be easy to use it reasonably in conjunction with the shared area. This room has therefore been noted only as 21m2, although with minimal adaptations the two areas (46 and 47) could be used as a small classbase.

Key to ‘Non-net’ Areas

3 Girls toilet 3m2 36 Kitchen 40m2 4 Boys toilet 3m2 37 Kitchen store 3m2 5 Boys toilet 3m2 38 Kitchen lobby 3m2 6 Girls toilet 3m2 39 Kitchen office 2m2 13 Nursery lobby 6m2 40 Kitchen store 4m2 14 Nursery toilets 8m2 45 Corridor 25m2 15 Pupil toilets 5m2 48 Girls toilet 5m2 18 Pupil toilets 10m2 49 Boys toilet 4m2 26 Staff corridor 7m2 55 Boys toilet 4m2 27 Male staff toilets 8m2 56 Girls toilet 5m2 28 Female staff toilets 8m2 60 Mobile classroom lobby 4m2 30 Entrance lobby 14m2 61 Mobile classroom toilet 4m2 31 Entrance 30m2 64 Covered area 30m2

24 Outdoor store: Mobile classroom marked with ‘U’ so included has 15 resource workplaces

Nursery: measured but excluded by being marked ‘E’

Line of notional class areas

Full-height Electrical intake cupboards included cupboard not in net area net area Assessing theNetCapacityofSchools

ICT area: 15% circulation; specialist space Parents room excluded marked with a ‘P’ Staff room: 21 basic workplaces but not marked ‘C’ Plant room (boiler) not in net area

Kitchen not in net area Hall is a specialist space Servery used for dining furniture storage, so net area 25

Merlin Primary School Plan Assessing the Net Capacity of Schools

Example 2: an 11–16 Secondary School

117 This example demonstrates how to assess the capacity of a secondary school without a sixth form, or a middle deemed secondary school. Schools with sixth forms are covered in the next example. Most of the methodology is the same as that in the primary school assessment form.

School Details

118 The first part of the School Details section is completed to show the date of the assessment and some basic information about the school: its DfES reference number, the LEA, the school name, and its age range. Like Example 1, this example is on one site of a reasonable size, so boxes ‘l’ and ‘m’ are left blank.

119 The normal year of admission and the age range of the school are noted in this section. This information is used to determine the utilisation factor (shown in box ‘u’) that is used in the Capacity Calculation. For this 11–16 school, the utilisation factor is 0.75. This is selected automatically in the computer spreadsheet.

120 Box ‘a’ indicates the number of years that pupils in the first year of admission will be in school. In this case this is 5, as the age range is 11 to 16. This information is used in the indicated admission limit calculation in the Capacity Calculation.

121 Box ‘b’ can be used to show the planned admission number. In this example, 174 pupils are admitted in year ‘Y7’. These pupils will therefore be at the school for 5 years (box ‘a’). The figure of 174 allows for 6 classes of 29 rather than 30 to make some allowance for the inclusion of pupils with SEN and disabilities.

122 Box ‘n’ is calculated automatically in the computer spreadsheet. In this example, like most secondary schools, there is only one admission year, so the figure in ‘n’ equals the number of years in box ‘a’.

If Applicable: Areas Not Included in School Capacity

123 This part of the School Details section can also be used to show details of any accommodation that is for designated non-school or support functions (see paragraph 55), which is excluded from net capacity assessment. In this example, a support centre for hearing impaired pupils is noted in this section. The number of places (28) in the unit and a brief description of the facilities are shown.

26 Net Capacity Assessment MethodAssessing for Secondary the Net CapacitySchools of Schools

Pleas e read This f the N orm c et Ca It is e an be pacity asies used guid Us t to u to a ance e this se th ssess (DfE pag e com any S/073 (follo e to id pute seco 9/200 wing entif r spr ndary 1) be com the n y the eads , mid fore f pute otes basic heet, dle d illing DfES/0749/2001 o r spr on th info avail eeme in th f the eads e faci rmati able o d sec is for Local heet. ng pa on re n ww onda m for Educ The ‘ ge). quire w.dfe ry or the f ation Decla All bo d. Lis s.go uppe irst ti School Details Auth ration xes s t all s v.uk - r sch me. ority of A hade pace searc ool. . ccur d in g s in t h for acy’ s rey w he Ne ‘netc hould ill be t Are apac be s work a Sch ity’. igned ed o edul by t ut au e on p he He toma age LEA ad Te tically 2 DfES Wess acher in th LEA/ ex and e schoo a rep l num #N/A resen ber 7 ## tative 65/42 76 sc 42 5 hool n 765_ ame 4242 Holy Grail da If age Comm te applic rang unity Sep- b able: e Seco 01 oxes comp ut 11 ndary below lete ilisatio to Sch on if th the n fac 16 ool a sma e sch tor m ll or s ool is 0.7 ‘ ore t plit s 5 u 9 - 13 u’ han o ite or 0.83 adm ne ye has 11 - 13 ‘u’ issio ar of 0.79 11 - 18 n. 11 - 160.0 12 - 18 0.71 0 no. o 12 - 160.70.755 13 - 18 0.70 f sites firs 0.73 t 13 - 16 14 - 18 0.69 l adm 0.72 0.67 tota ission 14 - 16 16 - 18 l site 0.69 0.63 year area 2 n (if (m ) m ormal belo year w 16 of adm ) num ission (s ber of econ years Y7 d up to for instance admis age sion plann 16 ‘Y7’ ye (Y ed ad 5a c ar, if 12 missio number of years, up to age 16, that those in the ap adm n num plicab ission ber admission year will be at this school (e.g. le) ap , if 174 plicab bdgif known; if in Y12, further agreed admission le) number beyond those ‘5’) Y12 ‘ sixt staying on h form ’ data 2 FTE NoR in Year 11 FTE pupils staying on this ‘stay-on e = (c x d) / b h =eh (2 x g) / b year post-16 rate’ If app last licabl year scho e: com ol has plete i Post-16 numbers a sshouldix only include thes pupils remaining at year th for e box ave before the school in Years 12 to 14.m Calculate. the es if t rage last he sixth to nearest two decimal places by dividing the post-16 form ‘ j stay-o numbers by the PREVIOUS Year 11 (e.g. 1.33). n rate ’ In new sixth forms use proposed numbers. ‘stay-on rate numb ’ er of a If ge gr appli oups cable 5 k LEA : Des n (i + j) / 2 desig criptio nated n of Early Year s and (a + e + h + k) Child care provi LEA d sion, non-school and support provision, not normally available to the esign if any ated s school during the school day pecia A lly re including the age range and the number of places involved. supp sourc ort ce ed fa Enter area in ntre fo cilitie r 28 h s, if a ‘net area earin ny ’ column and note with an g imp LEA aired non-school facilities (such as a community library, multi-agency desig pupils nate facilities, or youth centre) or support facilities (such ‘asE’ an SEN d adu at step 4 lt lea support centre or a Learning Support Unit). rning faci Include the number of any additional specially resourced places, lities, if any if applicable. Enter area in ‘net area ’ column and note with an (such as City Learning Centres, teacher training, or other Lifelong Learning facilities). ‘R’ at step 4 Enter area in ‘net area ’ column and note with an

‘A’ at step 4

P age 1

27 Assessing the Net Capacity of Schools

The Net Area Schedule

124 Step 1 is to list all measured spaces (as described in Parts 3 and 4 of this Guidance), using a room reference and room name for each space. Like the primary school form, the measured area (to the nearest m2) of all spaces in the net area is shown in the ‘net area’ column. The area of shared circulation is entered in the ‘non-net area’ column. Room references are linked to a scale plan of the school (see page 36).

125 Step 2 is to tick the type of each included space. In the computer spreadsheet a ‘1’ is used as a tick (see paragraph 98).

126 The definitions of the four types of space for secondary schools are listed on the ‘notes page’ of the form and explained in more detail in Annexe A of this Guidance. In this example, ‘light practical’ spaces include the science preparation area, the dark room and kiln room, and the library; ‘heavy practical’ spaces include the multi-materials preparation area and the multi-gym (because it is less than 120m2); and ‘large and performance’ spaces include the drama space (including a stage area) and a music practice room.

127 Step 3 is to calculate the number of workplaces. The area of each space is put into one of five formulae, as listed on the ‘notes page’ and in Annexe A of this Guidance, depending on its type and size. This is done automatically in the computer spreadsheet.

128 As described in paragraph 35, spaces will have basic workplaces and/or resource workplaces. For instance, in this example: Room A8 is a general space of 21m2. Using the general formula, the number of workplaces would be calculated as (21÷1.5) –3. This equates to 11 workplaces, all of which are resource workplaces. Room A41 is a dining hall of 195m2. This would be calculated using the ‘large and performance’ formula for spaces of 75m2 or more as (195÷12.5) + 20. Rounded up, this equates to 16 + 20 = 36, of which the first 30 are basic workplaces and the remaining 6 are resource workplaces.

129 Step 4 is to identify (with one of the code letters listed on the page opposite the Net Area Schedule) the status of spaces. In this example, the spaces marked with a ‘T’ have been designated as teaching spaces. These include mobile classrooms, the hall and the library. They also include a music practice room, kiln room and dark room. However, small spaces, such as music practice rooms, kiln rooms and dark rooms, will not count towards the capacity as they do not have basic workplaces. Room A21 has been marked with a ‘U’ because it has no source of light or ventilation. Other stores are too small to be given basic workplaces so do not need to be marked with a ‘U’. Room A26 is a chapel and has therefore been marked with a ‘W’ (the workplaces in this space will not be included in the capacity). The sacristy is not marked but only has resource workplaces so will not count towards the capacity.

28 Assessing the Net Capacity of Schools

N et Cap acity A sses Net A smen rea S t Meth chedu od fo le (an r Seco DfES d allo nda no. 765/4242 catio ry Sc n of w hools orkpla sch ces ool na ) me Holy G DfES STEP rail C /074 1 omm 9/200 Room unity S 1 e Na econdary S c me chool

m (based on the activities th o ‘ S Non- TEP 2 o is designed or equipped to eferen R Net R ’ accom e room ST modate) Area, if . EP 3 Totals N STEP known et 4

rform ctical 2 Area actical (m s M1 ) al m 2 pe M obile classroom (m ) s 2 store M 3 gener rce 70 5382 lace light pra m u obile classroom heavy pr rkplace M large & 4 asic o m rkp obile classroom 105 B W M5 25 eso o m 51 R obile classroom 30T 3 54 1 tatus M6 0 W 1531 S mobile classro 41 0 1 A5 526 deputy head om 30T 1 50 1 A6 bursar ’s office 5 A8 ’s office 01 30 1 T Head teacher 30T 1 50 1 A9 deputy h ’s office A10 30T 1 50 1 office ead’s office A12 9 0 18 1 rece A13 ption area 8 0 16 1 w A14 aiting/corridor (50% 11 0 21 1 office A15 circulation) 5 0 12 1 store A16 5 0 11 1 M A18/19 I room 881 5 0 11 1 03 dram A2 a hall/stage 0 lobby/ locker area (85% A21 91 0 3 under-stage storage A22 5 0 12 1 m circulation) A22A usic 91 0 3 store 205 A22B 1 0 30 51 store 01307T A22C store A23 58 0 U91 1 music practice A24 27761T 0 0 store (50% A25 61 0 1 sacristy circulation) A26 31 0 1 chapel A27 61 0 1 art room A28 551 T 1 0 121 0 01 kiln room A29 wet cupboard A30 4 0 10 1 print store A31 30 1166 W 1 art room A32 2674T 0 0 1 dark room A33 601 0 1 multi-m A34 aterials w 61 0 1 heat treatm A35 orkshop 81 0 3 graphics ent bay A36 2162T 0 0 1 multi-m A37 aterials prep. 501 0 1 T CA 106 A38 D-CA pneum M 01 26 A39 atics, electronics, control technology T 1 0 16 1 0 materials store A41 2982T 0 0 1 dining room A45 2 0 23 1 0 0T outdoor store A52 10 0 35T 0 1 caretaker A53 1957T 0 0 1 store ’s office A57 10 0 19 1 learning resource centre (library) 195 A58 careers room 01306 A60 6 0 13 1 support centre for hearing im A61 17 029 1 HI support centre office 91 0 3 paired pupils 152 30 270 T 1 e office aired T 7 0 5215 1 1 6 pupils 01 3 7 N 301R 5 557 1 030 et Ca 107T Net pacity R6 0 5713 1 02 Capa Ass 13 DfE city essm 131 0 6 R 7 S no. As en Page 2 Df 765/4242 ses t Me T ES no sme tho 0 . 765 nt M d for Page /4242 etho Seco 2 5R schoo d fo nda l name r Se ry S sch Holy G con cho ST ool na rail C dar ols EP 1 me H om y Sc S oly G munity Shoo Ro TEP 1 rail C ls om N omm econdary Ro ame unity S S DfES e om N eco /0 c ame ndary S DfE n S chool /0749 m re (base /2001 o d o ‘N S fe n th on TE o is d e a - P 2 e esig ctivitie R n N R a ed or e s the ro et’ ccom quip om S A l T mod ped rea . EP 3 ate to , if l A62 ) S kn N rm T HI su own et EP 4 A6 pp ctica 3 o rfo rt ce 2 A l ctica S (m rea a n e s E tre r N re IC ) a A r ra 64 so T e u ‘clu 2 p rce (m e ICT ba ster’ ) c s A ro se n t p 6 o & e m vy p 6 e la e h c te a e xtile p g rc A6 s (1 e ic 7 5 lig rg la % u la circu h s rk un p d 2 la a o A6 ry (5 la 8 o 8 tion s 0 ) s fo % circu 01 0 8 R B rk o W d e ro 3 o tu A69 om lation 1 sto ) 11R A7 res 11658 W ta 3 cla 01 2 S A7 ssroo 6604 01 4 sta m 028 A8 ff roo 1 0 0 sto m 0 A8 re 93 1 0TT 3 sto 01 22 29 A84 re 12 0T multi-g 105 A85 ym 52 2 hall/g 13 A86 ym 52 0TT store 1 A87 8 0 Assessing the Net Capacity of Schools

Capacity Calculation

130 This section is similar to the Capacity calculation in the primary form, except for the addition of box ‘t’ to allow for the utilisation factor. Again, calculations described here are automatic in the computer spreadsheet (see paragraph 103).

131 The totals of basic and resource workplaces in measured but excluded spaces are shown in the first part of this section. Here there are 30 basic and 19 resource workplaces in the support centre for hearing impaired pupils (marked with an ‘R’ at step 4).

132 Boxes ‘p’ and ‘q’ show the total number of workplaces in the net area of accommodation available to the school. This is calculated by subtracting the excluded workplaces, in this case marked with ‘W’ and ‘R’ at step 4, from the overall totals at the top of the Net Area Schedule.

133 Box ‘t’ shows the total basic workplaces in the spaces that are designated as teaching areas (marked with a ‘T’ at step 4). This is 1239. If this were more than 70% of the total workplaces available (in this case (1471 + 496) x 70% = 1376), then ‘t’ would show the lower figure instead (as described in paragraphs 21 and 37).

134 Box ‘r’ indicates the initial calculation of the capacity based on the basic workplaces available in teaching spaces, less 60 workplaces for untimetabled teaching spaces such as the hall and library, multiplied by a utilisation factor (in this case, 0.75) from box ‘u’ under School Details. In this example, r = 884.

135 Box ‘s’ shows the allowance for large non-teaching spaces, as discussed in paragraph 107. In secondary schools, 50 is added if the site area is less than 10,000 + (30 x r).

136 Box ‘v’ shows the total from box ‘r’ again, because this is more than 70% of the total basic workplaces (‘p’) less the allowance shown in box ‘s’ all multiplied by the utilisation factor (in this case (1471 – 75) x 70% x 0.75 = 732). If ‘r’ were less than this, then ‘v’ would show the higher figure instead.

137 Box ‘w’ sets the minimum workplaces available, to allow for admission arrangements and pupils with SEN or disabilities. In the secondary school assessment form, this is 10% below the figure in box ‘v’, giving a minimum of 795 in this example.

138 Box ‘x’ calculates the capacity based on the planned admission number by multiplying the planned admission number (‘b’ = 174, from School Details) by the number of age groups in the school (‘n’ = 5, from School Details), giving a figure of 870, in this case.

139 Box ‘y’ shows the net capacity of the school. This is the same as the capacity based on the planned admission number (‘x’ = 870 in this case). If the capacity based on the planned admission number is more than ‘v’ or less than ‘w’, then the net capacity will be ‘v’ or ‘w’, respectively.

140 Box ‘z’ is the indicated admission number. This is calculated by dividing the net capacity (‘y’ = 870) by the number of age groups (‘n’ = 5, from School Details).

30 Net Capacity Assessment MethodAssessing for Secondary the Net Capacity Schools of Schools Capacity Calculation

W orkpl DfES/0749/2001 aces Not In clude d in C Basic apac W R ity C orkpl esou alcula aces rce ea tion ( Workp rly ye if mea laces ars an sured d chi ) ldcare facili sp tes eciall 00 y reso urced facilit workplaces in spaces marked ies as described under School Details adult 30 learn ‘E ing fa 19 workplaces in spaces marked ’ at step 4, cilities 00as described under School Details workplaces in spaces marked ‘R’ at step 4, Work place as described under School Details s Incl uded ‘A’ at step 4, in Ca pacity All calculations below should be Calc ulatio rounded down n whole number. wo 1471 to the nearest rkplac p es av 496 ailabl q totals of all workplaces except those shown e in te c achin above as excluded or marked apaci g spa ty bas ces ed on 12 teac 39 ‘W hing t ’ at step 4 space basic s workp 884 lace a r basic workplaces in spaces marked ma llowa step 4, or ((p + q ) x 70%), if lower ximum nce work 75 place s m s avai ((t -60) x u) (u from School Details) ‘T’ at inimu lable m wo cap rkpla (75 x acity ces l ), plus 50 if (m) is less than base availa 884 d on p ble v (10,000 + (30 x r)) lanne d adm (r), or ((p - s) x 70% x u), if higher ission 79 no. 5 w 870 x (v x 90%)

(b x n) Ne t Cap acity 87 0 y if x is more than v, then y = v if x is between v and w, then y = x if x is less than w, then y = w

first adm indica ission ted ad missio year n num ber (se 174 cond z (y / n) rounded down admi ssion (n, c, e, f and h as calculated under ye (Y Declaration of Accuracy ar, if r12 School Details) ap adm plicab ission le) ap , if plicab We c le) onfirm (z x e) / c the that w status e ar (z x h) / 2 of sp e satis aces ( fied w step 4 ith the Sign of th accu ature e Ne racy o Head of t Are f th Teac a Sch e info her edule rmatio Date ) on th n give is form n und . er Sch ool D / Sig etails / nature and o on be f Loca half l Educ ation Au Date thority / /

P age 1

31 Assessing the Net Capacity of Schools

Example 3: an 11–18 Secondary School with a Second Admission Year

141 The following example shows how a net capacity assessment form would be completed if the school in Example 2 had smaller 11 to 16 numbers and a sixth form. The spaces listed in the Net Area Schedule are exactly the same, but some additional data needs to be entered under School Details and this will affect the net capacity calculation.

School Details

142 The age range is shown as 11–18, so a utilisation factor of 0.71 (rather than 0.75) is shown in box ‘u’ and will be used in the calculation in box ‘r’. As in Example 2, the normal year of admission is ‘Y7’ and pupils will be at the school for 5 years, up to the age of 16 (box ‘a’). However, the admission number at Year 7 is only 116 in this example, to allow for the additional pupils in the sixth form.

143 To illustrate an example of a second admission year, the sixth form includes a separate admission of pupils into year 12 from outside the school, in addition to those remaining at this school in the sixth form. This further admission number of 40 pupils in Yr 12 is shown in box ‘g’.

144 The shaded ‘sixth form data’ section under School Details calculates an average ‘stay-on rate’ from the average of ‘i’ and ‘j’. This is in the form of a decimal fraction indicating the proportion of a year group (not as a percentage). So, in this example, last year’s Year 11 group was 119 and the total sixth form this year is 153. The ‘stay-on rate’ is therefore calculated as 1.29 (153÷119). Box ‘i’ is the ‘stay-on rate’ for the total number of sixth form pupils remaining on roll at the school in the academic year of the capacity assessment (in this case 2002–03), as a proportion of the Year 11 number on roll in the previous year (2001–02). Box ‘j’ is the stay-on rate for the previous academic year (2001–02).

145 The number of sixth form pupils remaining on roll in each case is the total full time equivalent (FTE) number of post-16 pupils remaining at the school, not just those in Year 12. It should not include those admitted from elsewhere, as noted in box ‘g’. In the example, the average ‘stay- on’ rate, calculated from the sixth form details (‘k’ = 1.28), is added to the Yr 12 admission number as a proportion of the first admission number (‘h’ = 0.67) and to the number of years up to age 16 (‘b’ = 5) to give a total number of age groups in box ‘n’ of 6.95. This total is used in boxes ‘x’ and ‘z’ in the Capacity Calculation.

146 Details of areas not included in the school capacity are the same as in Example 2.

32 Net Capacity Assessment MethodAssessing for Secondary the Net SchoolsCapacity of Schools

Pleas e read This f the N orm c et Ca It is e an be pacity asies used guid Us t to u to as ance e this se th sess (DfES ( page e com any /073 follow to id pute secon 9/200 ing t entify r spr dary 1) be com he no the eadsh , midd fore f pute tes o basic eet, a le de illing DfES/0749/2001 o r spre n the infor vaila emed in thi f the adsh facin matio ble o seco s form Loca eet. T g pa n req n ww ndar for l Edu he ‘D ge). A uired w.dfe y or the fi School Detailscatio ecla ll bo . Lis s.gov uppe rst tim n Aut ration xes s t all s .uk - r sch e. horit of A hade pace searc ool. y. ccur d in g s in t h for acy’ s rey w he Ne ‘netc hould ill be t Are apac be s work a Sch ity’. igned ed o edul by t ut au e on p he He toma age LEA ad Te tically 2 DfES Wess acher in th LEA/ ex and e schoo a rep l num #N/A resen ber 7 ## tative 65/42 76 sc 42 5 hool n 765_ ame 4242 Holy Grail da If age Comm te applic rang unity Sep- b able: e Seco 01 oxes comp ut 11 ndary below lete ilisatio to Sch on if th the n fac 18 ool a sma e sch tor m ll or s ool is 0.7 ‘ ore t plit s 1 u 9 - 13 u’ han o ite or 0.83 adm ne ye has 11 - 13 ‘u’ issio ar of 0.79 11 - 18 n. 11 - 160.0 12 - 18 0.71 0 no. o 12 - 160.70.751 13 - 18 0.70 f sites firs 0.73 t 13 - 16 14 - 18 0.69 l adm 0.72 0.67 tota ission 14 - 16 16 - 18 l site 0.69 0.63 year area 2 n (if (m ) m ormal belo year w 16 of adm ) num ission (s ber of econ years Y7 d up to for instance admis age sion plann 16 ‘Y7’ ye (Y ed ad 5a c ar, if 12 missio number of years, up to age 16, that those in the ap adm n num plicab ission ber admission year will be at this school (e.g. le) ap , if 120 plicab bdgif known; if in Y12, further agreed admission le) number beyond those ‘5’) Y12 ‘ sixt staying on h form ’ data 2 FTE NoR in Year 11 FTE pupils 40 staying on this ‘stay-on e = (c x d) / b h =eh (2 x g) / b year post-16 0.67 rate’ If app last 153 licabl year scho e: com 11 1.29 ol has plete 9 i Post-16 numbers a sshouldix only include thes pupils remaining at year th for e box ave before 149 the school in Years 12 to 14.m Calculate. the es if t rage last he sixth 11 1.2 to nearest two decimal places by dividing the post-16 form ‘ 8 6 j stay-o numbers by the PREVIOUS Year 11 (e.g. 1.33). n rate ’ In new sixth forms use proposed numbers. ‘stay-on rate numb ’ er of a If ge gro applic ups 1.2 able 6.9 8 k LEA : Des 5 n (i + j) / 2 desig cripti nated on of Early Year s and (a + e + h + k) Child care provi LEA d sion, non-school and support provision, not normally available to the esign if any ated s school during the school day pecia A lly re including the age range and the number of places involved. supp sourc ort ce ed fa Enter area in ntre fo cilitie r 28 h s, if a ‘net area earin ny ’ column and note with an g imp LEA aired non-school facilities (such as a community library, multi-agency desig pupils nate facilities, or youth centre) or support facilities (such ‘asE’ an SEN d adu at step 4 lt lea support centre or a Learning Support Unit). rning faci Include the number of any additional specially resourced places, lities, if any if applicable. Enter area in ‘net area ’ column and note with an (such as City Learning Centres, teacher training, or other Lifelong Learning facilities). ‘R’ at step 4 Enter area in ‘net area ’ column and note with an

‘A’ at step 4

P age 1

33 Assessing the Net Capacity of Schools

Capacity Calculation

147 All details in the Capacity Calculation are the same as in Example 2, except that: Box ‘r’ shows ‘t’, less 60 workplaces for untimetabled teaching areas (see paragraph 134), multiplied by the utilisation factor of 0.71 (rather than 0.75). Box ‘v’ shows the total from box ‘r’ again. Box ‘w’ shows a figure based on 90% of ‘v’ (as in paragraph 137). Box ‘x’ multiplies the planned admission number (‘b’ = 120) by the number of age groups in the school (‘n’ = 6.95), giving a figure of 834, in this case. As this falls between the maximum and minimum in boxes ‘v’ and ‘w’, this is the figure used in box ‘y’, showing the net capacity of the school. Box ‘z’ is the indicated admission number, calculated by dividing the net capacity (‘y’ = 834) by the number of age groups (‘n’ = 6.95). As there is a second year of admission, the indicated admission number for that year is also shown, calculated as (z x h) ÷ 2. In this case (120 x 0.67) ÷ 2 = 40 when rounded.

34 Net Capacity Assessment MethodAssessing for Secondary the Net CapacitySchools of Schools Capacity Calculation

W orkpl DfES/0749/2001 aces Not In clude d in C Basic apac W R ity C orkpl esou alcula aces rce ea tion ( Workp rly ye if mea laces ars an sured d chi ) ldcare facilit sp es eciall 00 y reso urced facilit workplaces in spaces marked E at step 4, ies as described under School Details adul 30 t learn ing fa 19 workplaces in spaces marked R at step 4, cilities 00as described under School Details W workplaces in spaces marked A at step 4, orkp as described under School Details laces Inclu ded in Cap All calculations below should be acity Calcu rounded down lation w 147 whole number. to the nearest orkpla 1 p ces a 4 vaila 96 totals of all workplaces except those shown ble in q teach above as excluded or marked W at step 4 capa ing sp city ba aces sed o 1 n teac 239 hing t b space asic w s orkpla 837 basic workplaces in spaces marked T at ce allo r maxim wanc step 4, or ((p + q ) x 70%), if lower um w e orkpla 75 ces a s ((t -60) x u) (u from School Details) mini vailab mum le ca workp pacity laces (75 x base availa 837 l ), plus 50 if (m) is less than d on p ble v (10,000 + (30 x r)) lanne d adm (r), or ((p - s) x 70% x u), if higher ission 75 no. 3 w 834 x (v x 90%)

(b x n) Ne t Cap acity 83 4 y if x is more than v, then y = v if x is between v and w, then y = x if x is less than w, then y = w

first adm indica ission ted ad missio year n num ber (se 120 cond z (y / n) rounded down admi ssion (n, c, e, f and h as calculated under yea (Yr1 Declaration of Accuracy School Details) r, if 2 app admis licable sion, ) app if licabl We co e) nfirm (z x e) / c the s that w 40 tatus e are (z x h) / 2 of spa satisf ces ( ied w step 4 ith the Sign of th accu ature e Ne racy Hea of t Are of th d Tea a Sc e info cher hedule rmatio Date ) on th n give is form n und . er Sch ool D / Sig etails / nature and o on be f Loca half l Educ ation Au Date thority / /

P age 1

35 Assessing the Net Capacity of Schools ’ large and ‘ Sports hall is performance Changing in net area rooms with showers not Store Outside Holy Grail Secondary School Ground Floor Plan in net area Mobile in net area Classrooms Hall ’ U ‘ as one space and Stage count marked Staffroom not Staffroom ’ U ‘ allow route to Food Room (68) Textiles Room is 15% circulation to Textiles Store marked Large Under-stage (no light or ventilation) ’ R ‘ not Base marked SEN Resource ’ R ‘ marked Hearing Impaired Support Centre for net area Fuel Store not in Boiler Room and ’ light ‘ practical prep. Science labs and s and store ’ ’ Kitchen and not in net area associated spaces in net area cleaners Caretaker

36 Annexe A: Definitions of Types of Spaces

148 This annexe defines the types of space that should be designated at step 2 of the Net Area Schedule. It lists typical spaces that are covered by the type of space, except ‘general’, and describes their physical attributes. Any space not described below should be designated as ‘general’.

Primary Schools

149 In primary schools there are two types of space: ‘general’ will cover any area which is not a specialist space, as described below (including classbases, associated shared practical areas and any wet, practical or ICT area within classrooms or shared teaching areas); ‘specialist’ will include all halls (including any stage area), dedicated dining rooms, drama, dance, music spaces, swimming pools; enclosed spaces equipped with specialist fixtures to provide dedicated ICT rooms, food rooms, ceramics rooms, libraries, middle school practical areas for science, art, food and design and technology.

150 In primary schools, most spaces will be ‘general’. A detailed description of the features of all other types of space is given in the tables below. A primary school with less than around 420 places would not normally have more than one of each of the specialist spaces listed.

Spaces included Physical attributes Specialist ICT room Equipped with fixtures to provide networking and power supply. Predominantly used for ICT: i.e. at least 60% of workplaces (based on ‘specialist’ formula) used for ICT workstations.

Library Equipped with shelving for the storage and display of books: possibly also ICT and/or audio/visual equipment.

Food room Dedicated food room equipped for the preparation of hot food: including washable floor finish, some fixed benching, sink(s) and at least one piece of specialist fitted serviced equipment (e.g. ‘hard-wired’ cooker).

Ceramics (kiln) room Dedicated room equipped for producing fired clay-work: including kiln, appropriate floor finish (such as quarry-tiles), some fixed benching or shelving, and sink(s).

Hall Usually a large volume (high ceiling), hard floor finish; likely to have little or no furniture and equipment normally laid out.

Dining Dedicated dining spaces with washable floor finish; likely to be adjacent to kitchen or servery area; may contain specialist dining furniture, but little or no other furniture or equipment.

Studio (for drama, Equipped such that expressive arts can take place; possibly a dance and/or music) large volume (high ceiling), acoustic isolation, ‘dim-out’; only furniture and equipment related to drama (e.g. stage blocks), audio/visual and/or music.

37 Assessing the Net Capacity of Schools

151 The number of workplaces for each type of space must be at least 1. In primary schools, it can be calculated using the following formulae, rounded up to the nearest whole number: For ‘general’ spaces (area÷1.5) – 3 For ‘specialist’ spaces less than 75m2 (area÷2.5) – 4 For ‘specialist’ spaces of 75m2 or more (area÷12.5) + 20

Middle Schools

152 Middle deemed primary schools should be assessed using the form for primary schools. Practical areas for science, art, food or design and technology should be deemed ‘specialist’. The physical attributes will generally be the same as similar spaces in secondary schools, but with less fixed services and equipment.

153 Middle deemed secondary schools should be assessed using the form for secondary schools. Practical areas will be deemed ‘light practical’ or ‘heavy practical’ as below.

Secondary Schools

154 In secondary schools there are four types of space: ‘general’ will cover any area which is not a specialist space, as described below (including GNVQ/business rooms); ‘light practical’ will include any spaces equipped with specialist fixtures to provide ICT rooms, libraries, science laboratories, science preparation rooms, wet or dry textiles, art, graphics, pneumatics, electronics, control technology, darkrooms, kiln rooms, recording studios; ‘heavy practical’ will include any spaces designed or equipped with specialist fixtures to provide PE spaces below 120m2 such as multi-gyms, small swimming pools, food rooms, engineering and multi-materials workshops and preparation rooms; ‘large and performance’ will include PE spaces over 120m2 such as sports halls, gymnasia, projectile rooms, large swimming pools; all halls (including any stage area), dining, drama, dance, music and media spaces; atria and malls.

155 The number of workplaces for each type of space must be at least 1. It can be calculated using the following formulae, rounded up to the nearest whole number: For ‘general’ spaces (area÷1.5) – 3 For ‘light practical’ spaces (area÷2.5) – 4 For ‘heavy practical’ spaces (area÷3.5) – 5 For ‘large and performance’ spaces less than 75m2 (area÷2.5) – 4 For ‘large and performance’ spaces of 75m2 or more (area÷12.5) + 20

156 The spaces included in the last three types of space, and their likely physical attributes, are given in the tables below. Any space not described below should be designated as ‘general’.

38 Assessing the Net Capacity of Schools

Spaces included Physical attributes Light practical ICT room and ICT ‘cluster’ Equipped with fixtures to provide networking and power supply. Predominantly used for ICT: i.e. at least 60% of workplaces (based on light practical formula) used for ICT workstations.

Library Equipped with shelving for the storage and display of books: possibly also ICT and/or audio/visual equipment.

Science laboratory and Fixtures to provide water, gas and power supply, some fixed furniture preparation area (benching or ‘bollards’); possibly a fume cupboard.

Art room and kiln room Washable floor finish (tiled or vinyl), fixed benching and sinks; furniture and equipment might also include plan chests, screen printing table, drawing boards, easels, light box, ICT equipment, potter’s wheel, pug mill, and/or kiln and drying racks (likely to be in separate kiln room).

Textiles room (wet or dry) Fixtures to provide power supply, washable floor finish (tiled or vinyl), and laundry fixed benching and sinks; furniture and equipment might also include sewing and knitting machines, weaving, ICT equipment, screen printing table, washing machine (may be in separate laundry area).

Graphics room Fixtures to provide networking and power supply; furniture and equipment might include drawing boards and/or ICT equipment; spray booth, plan chest, and/or light box.

Pneumatics, electronics, Fixtures to provide power supply (including low voltage) and compressed control technology (PECT) air; some fixed benches and bench-mounted equipment; possibly also (also known as electronics) networked ICT equipment; fixed or loose serviced benches or tables for mechanical, electrical, electronic, and pneumatic components and systems; multi-benches, drawing boards, light box, sink and/or etching tanks; small computer numerically controlled (CNC) machines.

Dark room Fixed benching with sinks, washable floor finish; equipment for developing photographs (e.g. enlarging equipment, drying cabinet).

Kiln room See art room.

Recording studios/ Room with acoustic insulation, fixed benching with audio/visual equipment control room (e.g. mixers, tape decks, ICT equipment) and cable connections to adjacent music/drama space; may have observation window or musical instruments, loud speakers, amplifier and/or effects unit.

39 Assessing the Net Capacity of Schools

Spaces included Physical attributes Heavy practical PE space under 120m2 Squash court, small indoor swimming pool, or multi-gym equipped with specialist weights or fitness training equipment.

Food room (also known At least two pieces of serviced equipment (e.g. cookers), plus some fixed as food technology) benching, sinks, washable floor finish and other items of equipment that might include microwave ovens, freezers, refrigerators, dishwashers and/or ICT equipment.

Engineering or At least two floor mounted pedestal machines (e.g. drill, lathe, sander, mill, Multi-materials workshop bandsaw), plus bench-mounted machinery, some fixed perimeter benching, (also known as CDT, multi-benches; may also have serviced tables, plastics equipment woodwork, metal-work (e.g. vacuum former, hot wire cutter) and/or computer numerically or resistant materials) controlled (CNC) lathes or milling machines.

Heat treatment bay Heat treatment bay (may be in same room or separate) will include brazing hearth and/or other heat treatment equipment (e.g. chip forge, welding bench).

Preparation areas At least one piece of floor fixed machinery (e.g. circular saw, planer, hacksaw) and storage of materials (wood and/or metal).

Large & performance Large indoor Over 120m2 in total. Built for purpose: even if unused. swimming pools

Sports hall A large volume with a high ceiling; appropriate floor finish, marked out with court lines; possibly equipped for indoor sports (e.g. basketball or volleyball, cricket nets, gymnastics).

Gymnasium A large volume, with a high ceiling; appropriate floor finish, marked out (possibly sprung) floor; possibly wall bars and other fixed equipment for indoor sports and gymnastics.

Projectile room Long (usually over 18m), narrow space, possibly with high ceiling; equipped for archery, pistol or rifle shooting, golf, bowls or cricket practice.

Hall and stage Usually a large volume with appropriate hard floor finish; may be a raised stage area (which should be included in total area); may also be used for drama, PE, and/or dining.

Dining Dedicated dining spaces with washable floor finish; likely to be adjacent to kitchen or servery area; may contain specialist dining furniture, but little or no other furniture or equipment.

Drama studio Designed and equipped such that expressive arts can take place, i.e. large volume, little furniture and equipment; may have dim-out or black-out, stage area.

Dance studio Large volume, little or no furniture and equipment, sprung floor.

Music classroom, Fixtures to provide networking and power supply; likely to include ICT recital room and group/ equipment and electronic keyboards; may have acoustic treatment. practice room Group and practice rooms may have angled wall and little or no furniture or equipment.

Media Space as drama; equipment as recording studio.

Copies of this publication can be obtained from: DfES Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ. Tel: 0845 6022260 Fax: 0845 6033360 Textphone: 0845 6055560 Email: [email protected] Please quote ref: Net Capacity ISBN 1 84185 610 X PP/D16/1001/33 © Crown copyright 2002 Produced by the Department for Education and Skills Extracts from this document may be reproduced for non commercial or training purposes on the condition that the source is acknowledged.

MAINSTREAM HOME-SCHOOL/COLLEGE TRANSPORT POLICY (Version: May 2011)

POLICY & PROCEDURES

(This document applies to children living in Leicestershire and describes free and assisted transport entitlement to mainstream schools and colleges, including entitlement for children with Statements of Special Educational Needs who have no special transport requirements and who attend such establishments. Please note that some children with Special Educational Needs require specific transport beyond the scope of this policy.)

C O N T E N T S

Section Para Page Introductory Comments 1 2 Statutory School Age and Statutory Walking Distances 2 2 Transport Assistance where preference(s) are based on religion 3 3-4 When a Pupil moves Address 4 4 Extended Rights for Low Income Families 5 4-5 Farepaying Places 6 5 Transport Assistance for Post 16 Students 7 5-6 Measurement of Distances 8 6 Split Families (includes both statutory and post 16 age groups) 9 6 Exceptional Circumstances 10 6-7 Transport Assistance on Grounds of Medical Condition 11 7 Respite Transport Assistance 12 7 Disability Discrimination Act (DDA) 13 7 Poor Behaviour and Withdrawal of Transport 14 8 Errors 15 8 Safety & Walking Routes to Schools 16 8 Retrospective Claims & Other Payments to Parents 17 8 Transport Assistance for pupils on a Managed Move 18 8-9 Transport for Permanently Excluded pupils 19 9 Payment from Parents 20 9 Seatbelts / 3-for-2 Seating / Use of Double-Deck Vehicles 21 9-10 Criminal Records Bureau Checks 22 10 APPENDIX 1: Process of Review (appeal) over Transport Decisions 10 APPENDIX 2: Guidance to schools on their own hire of buses & coaches. 11 H:\DC Documents\Planning Applications Online\Coalville\Stephenson Green\Outline Application 10.01208.OUTM\Appeal\Evidence\Leicestershire County Council\Education\Appendix B - school_transport_entitlement_policy_- _march_2011-2.doc

1 APPENDIX 3: Process for assessing whether or not walking routes to schools are 13 unavailable 1.0 Introduction

1.1 The Local Authority has a duty to make arrangements to facilitate attendance at schools and colleges by providing transport in certain circumstances. This document outlines Leicestershire County Council’s home to school/college transport policy. This does NOT mean free transport will be provided for all pupils.

1.2 This policy does not apply to pupils attending independent schools and colleges.

1.3 Where entitlement is dependent on measurement of distances, these will be calculated using computerised mapping systems detailed in section 9.0 of this policy.

2.0 Statutory School Age and Statutory Walking Distances

Definitions:

. Primary aged children in Leicestershire range from 4+ to 10+

. Secondary aged children in Leicestershire range from 11+ to 16

2.1 Statutory school age means the age when a child must be in school i.e. the term immediately following their 5th birthday to 16 years old (i.e. the last Friday in June of the year the child turns 16). [Education Act 1997 Sec 52]

2.2 The measurement of the 'statutory walking distance' is measured by the shortest walking route between home and nearest school gate along which a child, accompanied as necessary by a responsible adult, can walk with reasonable safety. If there is no such route, the local authority must provide free transport no matter what distance you live from the school.

2.3 Free transport is provided under the Education Act 1996, Sec 444(5)]for:

• Primary school aged pupils who attend the catchment area school for their home address (or other nearer school) and the distance is more than 2 miles. In Leicestershire it extends to primary aged children attending secondary school.

• Secondary school aged pupils who attend the catchment area school for their home address (or other nearer school) and the distance is more than 3 miles.

H:\DC Documents\Planning Applications Online\Coalville\Stephenson Green\Outline Application 10.01208.OUTM\Appeal\Evidence\Leicestershire County Council\Education\Appendix B - school_transport_entitlement_policy_- _march_2011-2.doc

2 3.0 Available Routes and Withdrawal of Transport

3.1 The local authority’s definition of an available route:

“A route is available if it is a route along which a child, accompanied as necessary, can walk with reasonable safety to school.”

3.2 Route availability route is assessed using a rigorous and robust assessment process as detail in Appendix 2. Where a route is assessed as unavailable, officers will initially explore using mapping- software to investigate whether an alternative exists and is less than 2 miles (primary) and 3 miles (secondary) before allowing transport.

3.3 Where a route was previously unavailable and becomes available, reasonable notice of the transport provision to be withdrawn will be issued in writing to the parent. Where the current term has less than 3 weeks to run, the free transport will be withdrawn at the end of the following term.

3.4 Where a parent disputes the assessment of an available route there is an process of review see sec Appendix 1.

4.0 Transport Assistance where preference(s) are based on religion

4.1 Local authorities must have regard to any preference the individual may have for a particular institution based on their religion or belief [Section 509AD of the Education Act 1996 (as inserted by section 84 of the Education and Inspections Act 2006).Subsection (3) provides that “religion” means any religion and “belief” means any religious or philosophical belief]

4.2 The definition of “religion” includes those religions widely recognised in this country such as Christianity, Islam, Hinduism, Judaism, Buddhism, Sikhism, Rastarfariansim, Baha’is, Zorastrians and Jains. Equally, denominations or sects within a religion can be considered as a religious or religious belief, such as Catholicism or Protestantism within Christianity. The DfE considers that the main limitation on what constitutes a “religion” is that it must have a clear structure and belief system.

4.3 For a “belief” to be worthy of protection it must attain a certain level of cogency, seriousness, cohesion and importance; be worthy of respect in a democratic society and not be incompatible with the human dignity of the fundamental rights of the child. Examples of beliefs are Humanism and Atheism.

3 4.4 Therefore transport assistance (there is a charge for entitled pupils) is provided if the preferred school was applied for on denominational grounds and, • The school is the nearest school of your faith to your home address and the distance exceeds 2 miles for primary aged pupils and 3 miles for secondary or

• For Catholic children, it is the designated Catholic school for the child’s home address and the distance exceeds 2 miles for primary aged pupils and 3 miles for secondary.

(See section 9.0 for a description of how distances are measured)

4.5 Parents of pupils that attend a voluntary aided school who qualify for transport assistance will pay £240 per year per child.

Please note:

• there is a maximum charge of 2 pupils per family (this exemption only applies to statutory school age children (see definitions para 2.0)

• families providing proof of low income (assessed annually) i.e. in receipt of free school meals or the maximum level of working tax credit do not pay the contribution.

• the £240 charge is subject to change, e.g. inflation or due to the decisions taken by the County Council.

5.0 When a Pupil moves Address: assistance with transport is provided to allow continued attendance at the same school, if:

For Primary children aged 10+ or below and Secondary children aged 14+ (Year 9) or below (see definitions para 2.0)

• the pupil has moved address in their final year at the school and • the distance from the new address to the school is more than 2 miles for primary aged children; or • the distance from the new address to the school is more than 3 miles for secondary aged children; and • the address they have moved from was in the catchment area of the school attended; and • they have attended the catchment area school for more than one year

4 For Secondary children aged 15+ (Year 10) to 19 (see definitions para 2.0)

• the distance from the new address to the school is more than 3 miles; and • the pupil has embarked on an examination course; and • the pupil has attended the school from a catchment area address: and • for year 10 pupils those who have attended from a catchment area address for at least the first half of the autumn term.

(See section 9.0 for a description of how distances are measured)

5.1 Transport assistance is only provided at the normal school/college start and finish time. If a pupil is eligible for transport and attends part-time there will be no transport provided other than at the normal school/college start and finish times.

6.0 Extended Rights for Low Income Families

6.1 Variations to the above for low income families (i.e. qualifying for free school meals or receiving maximum working tax credit):

- children aged between 8 and 11 the walking distance is reduced from 3 to 2 miles (Leicestershire currently provides this for all 8 – 11 year olds);

- secondary age children (11 – 16) can receive free transport to any of their three nearest suitable schools between 2 and 6 miles from their home;

- secondary age children (11 – 16) can receive free transport to the nearest school of their faith preferred by reason of religion or belief, between 2 and 15 miles from the home.

7.0 Farepaying Places

7.1 Parents of pupils who are not entitled to transport assistance can apply for a fare paying place on a school bus where there are empty spaces available. Parents are charged at a flat rate of £300 for primary school and £400 for secondary school.

7.2 Places for fare-paying students:

• are offered on a first come, first served basis subject to availability

5 • are offered for only one year at a time • must be applied for each year • offer no guarantee that transport will be granted to continuing fare- payers or that places will be available in any one year

8.0 Transport Assistance for Post 16 Students

8.1 Transport assistance is available for those pupils above compulsory school age if they live more than three miles from the school/college attended, if the student is aged 16, 17 or 18 when the course is started and:

• the school is the catchment area school and exceeds 3 miles from home address; or • the nearest school/college to the home address where the chosen course is only available and exceeds 3 miles home address; or • if the school/college attended is a school/sixth form college in Leicester City, where the home address is 3 or more miles to the city boundary and no county school/college is closer; or • the preferred school is either the nearest school of your faith (confirmed using a computerised mapping system para 9.0) or is the designated Catholic school for the child’s home address as ; or • is attending a FE college exceeds 3 miles from home address and is the closest college offering the course

NOTE: Where a student attends a voluntary aided school for the first time at 16+, assisted transport will only be considered if the parent has previously made an application on genuine denominational grounds for a place at an aided school of the same denomination while the child was of statutory school age, unless there are circumstances such as a change of faith.

9.0 Measurement of Distances

9.1 Distances are measured by the shortest available walking route from the middle of the road immediately outside the home address to the nearest school or college entrance. A route is available if it is a route along which a child, accompanied as necessary by a responsible adult, can walk with reasonable safety to school.

Distances are measured in a consistent fashion using computerised measuring systems:

6 • for in-county measurements, and for an address in Leicester City and Rutland, the County Council’s MapInfo software is used.

• for distances that cross the county boundary (except for Leicester City and Rutland), Google Maps is used. This is because the County Council’s MapInfo system only currently covers addresses that fall in Leicestershire, Rutland and Leicester City. Please note that these methods may change as new software becomes available.

• we are able on request to provide a map of the available route and/or a list of the street/roads measured in determining the distance between home and school.

10.0 Split Families (includes both statutory and post 16 age groups)

10.1 For children whose parents live at separate addresses where the child spends an equal amount of time during the school week and both addresses qualify for transport provision. The local authority will ask the parents to decide which address is to be used for the issue of school transport pass. Where a child spends more than 50% of their time at one parent’s address, then that is the address used to determine eligibility for school transport irrespective if they would qualify from the address where they spend the lesser amount of time.

This affects pupils of all ages both of statutory school age and students over compulsory school age.

11.0 Exceptional Circumstances

11.1 In exceptional circumstances and for a short period, consideration may be given to individual exceptional requests for transport assistance. Each case is considered on its merits. Examples of past exceptions have been:

• where a pupil is subject to a child protection plan • a recent bereavement in the immediate family

11.2 The following circumstances are not on their own likely to be regarded as exceptional: • single parent families • child in temporary care • temporary fragmentation of the family • families in receipt of state benefit or re-housed families

7 11.3 Exceptional transport requests should be made in writing and supported with appropriate professional documentation to: School Admissions and Transport Officer Room 144, County Hall Glenfield Leicester LE3 8RF

 0116 305 6630 Email: [email protected]

12.0 Transport Assistance on Grounds of Medical Condition

12.1 Where transport assistance is requested because of a medical condition parents must complete a form with proof of the diagnosed medical condition by a lead medical professional. Once the documentation is assessed transport assistance will only be agreed for a period assessed as appropriate based on advice from the lead medical professional. Where the period of time has not been specified, the we will review the situation on a termly basis.

12.2 Children with long-term or permanent medical conditions that necessitate transport assistance are assessed as above with an annual review of the transport assistance.

For assessment enquiries:  0116 305 5755

13.1 Children who require transport assistance to and from respite care settings must apply through their named Social Worker. Applications must be in writing and require supporting professional documentation. Re-application is required annually.

For general enquiries:  0116 305 8119

14.0 Equality Act 2010

14.1 Under the Equality Act 2010, where necessary reasonable adjustments for children with mobility or other issues, will be given consideration in relation to the type of transport or vehicle that is used.

15.0 Poor Behaviour and Withdrawal of Transport 15.1 We have a duty to ensure all children travel in reasonable safety and comfort. Any behaviour affecting other passengers, the public or the driver that endangers (whether intentionally or unintentionally) themselves or others may lead to transport being withdrawn from a pupil, either temporarily or permanently. In these circumstances, the

8 arrangement and cost of transport will fall to the parent and it will remain the duty of the parent to ensure their children continues to attend school.

16.0 Errors

16.1 Where a pupil or student has been assessed as eligible for assisted or free transport in error, reasonable notice of the provision to be withdrawn will be issued in writing to the parent. Where the current term has less than 3 weeks to run, the free transport will be withdrawn at the end of the following term.

17.0 Safety & Walking Routes to Schools (Appendix 3)

17.1 This is the shortest route along which a child, accompanied as necessary by a responsible adult, can walk with reasonable safety.

17.2 If a walking route is assessed as not available, assisted transport will be provided for the period the route is unavailable.

18.0 Retrospective Claims & Other Payments to Parents

18.1 The County Council reserves the right to refuse retrospective claims for transport costs undertaken by parents: eligibility is described in the information for parents booklets (entitled “Your Guide to Primary/Secondary Education in Leicestershire”) and transport provided accordingly. In exceptional circumstances, the County Council can make direct payment to parents or students who make their own arrangements for journeys to and from school or college. However, this will only be done by agreement and where the cost to the County Council is less than that of providing transport itself.

19.0 Transport Assistance for Pupils on a Managed Move

19.1 Transport assistance will only be provided where the Access and Welfare Service or an Area Placement and Support Panel, under the Fair Access Protocol, agree a managed move; and

• is only at the start and end of each school day • is subject to the distance from home to the new school exceeding statutory walking distances • is for a maximum of 10 weeks only

20.0 Transport for Permanently Excluded pupils

a. transport during the first term of admission to a new school is to be provided by the Behaviour and Attendance;

b. transport following re-admission to a school is to be made available via mainstream provision from the start of the term following admission, providing the home-school distance exceeds statutory distances;

c. mainstream transport will not be funded to a more distant school than the next nearest school following parental preference, when a nearer appropriate school place is available under the Fair Access Protocol;

d. transport will only be provided to the new school until transfer to the phase or until the end of the year 11, except for exceptional circumstances, e.g., if there are reasons, connected to the exclusion, why the young person cannot attend their catchment school at point of transfer;

e. requests for transport in these circumstances made by the parent are considered by the Deputy Manager of the Access and Welfare Service.

21.0 Payment from Parents

21.1 We offer parents a variety of ways to pay for transport assistance, details of which can be found in the guidance notes for each transport scheme. You can view the guidance notes on our website at: http://www.leics.gov.uk/school_college_transport. Alternatively you may call our Customer Service Centre for a copy:

Customer Service Centre

 0116 305 0002

21.2 Transport assistance debts will be pursued by legal action and no transport will be provided for any forthcoming year if a debt remains outstanding..

21.3 Where a failure of transport arises as a result of poor weather or road conditions refunds will not be made or alternative transport arranged. Bus and Taxi operators are empowered to make the decision whether routes/parts of routes are safe to operated in severe weather conditions..

22.0 Seatbelts / 3-for-2 Seating / Use of Double-Deck Vehicles

22.1 Our aim is to exceed minimum government regulations and the law in relation to transporting children (to and from school) in respect of the vehicles that we are responsible for. We do this by :-

10 a) only allocating one child per seat on dedicated school buses, coaches or taxis (the '3 for 2' seating rule is not used in Leicestershire) b) seatbelts are provided on all dedicated single deck school buses, coaches or taxis c) only single deck vehicles are used for primary school transport d) no single journey in a double deck vehicle will exceed 12 miles 22.2 Apart from the good practice detailed above the guidance we offer schools is detailed in Appendix 2.

23.0 Criminal Records Bureau Checks

23.1 Bus drivers

It is mandatory for all of our home to school drivers to display their ‘approved school bus driver status’ badge, which indicates that they have had a enhanced CRB check.

23.2 Taxi drivers

Taxi drivers are checked by the relevant District Council as part of the licensing process. All Leicestershire District Councils check taxi drivers and repeat checks are carried out at regular intervals (depending on the individual Council’s processes).

11 APPENDIX 1

SCHOOL TRANSPORT REVIEW (APPEAL) PROCEDURE

1. Background

1.1 Leicestershire County Council has adopted a mainstream home to school transport policy ('the Transport Policy') which applies to children and young people in Leicestershire.

1.2 In accordance with the Transport Policy and the provisions of the Education Act 1996, free and assisted transport is provided for:-

• Primary school aged pupils who attend the catchment area school for their home address (or other nearer school) and the distance is more than 2 miles ('the Statutory Walking Distance').

• Secondary school aged pupils who attend the catchment area school for their home address (or other nearer school) and the distance is more than 3 miles ('the Statutory Walking Distance').

• Eligible pupils who attend a particular school on denominational grounds in the circumstances set out in the Transport Policy.

1.3 Distances are measured by the shortest available walking route between the middle of the road immediately outside of the home address and the nearest school or college gate. In accordance with the provisions of the Transport Policy, the shortest available walking route is the shortest route which a child, accompanied as necessary, can walk with reasonable safety.

1.4 Measurements are carried out in a consistent fashion using computerised measuring systems as set out in the Transport Policy.

2. Commencement Date

2.1 This Procedure has effect from 1st June 2011.

3. Review of distance measurement

3.1 If a parent/carer or young person is dissatisfied with the County Council's measurement of the distance between home and school as set out in 1.3 above and believes that the distance measurement is inaccurate then he or she may request that the calculation of the distance be reviewed by an officer (the “Reviewing Officer”) who has not been involved in the calculation of the distance measurement to date.

3.2 Receipt of a request for review will be acknowledged within 5 working days.

3.3 The review of the measurement distance will where possible be undertaken within 10 working days (or as soon as practicable thereafter) of receipt of the review request.

3.4 The Reviewing Officer will communicate the review outcome to the parent/carer in writing enclosing a copy of the map and route-finder which formed the basis of the assessment and any other relevant material taken into account. Wherever possible the review outcome will be communicated within 5 working days of the review being completed.

4. Review of available walking route

4.1 Grounds for review request:-

13 (a) If there is a material change in relation to an existing available walking route which may affect the availability of that route; or

(b) If there is a new available walking route assessment. In either case referred to above, a parent/carer or a young person (or a group of parents/carers) may request that the available walking route be reviewed if they are dissatisfied with the assessment undertaken because it has not taken into account the published national guidance relating to route assessment in force at the time.

4.2 For the purposes of 4.1(a) above, 'a material change' means works (other than temporary works) which have been undertaken since the route was last assessed where those works significantly affect:-

• the use of the highway • the road layout • the footpath • the traffic volume • the speed of traffic

4.3 Any request for a review of the availability of a walking route must be made in writing setting out the material change in question (in the case of an existing route) and why the parents/carers or young person consider that the assessed route is not available.

Any supporting evidence relied upon by parents/carers or the young person must be submitted with the review request.

4.4 Receipt of a request for review will be acknowledged within 5 working days.

4.5 The review will be undertaken by a nominated officer from the Environment and Transport Service ('the Reviewing Officer') who will H:\DC Documents\Planning Applications Online\Coalville\Stephenson Green\Outline Application 10.01208.OUTM\Appeal\Evidence\Leicestershire County Council\Education\Appendix B - school_transport_entitlement_policy_- _march_2011-2.doc

14 have had no previous involvement in relation to the available route assessment.

4.6 The Reviewing Officer will consider if there has been a material change in relation to an existing available walking route. If the Reviewing Officer is not satisfied that there has been such a material change, he or she will notify the parents/carers or young person of that fact in writing providing reasons for his/her decision.

4.7 In the case of new available walking route assessments or if the Reviewing Officer determines that there has been a material change in circumstances in relation to an existing route assessment then an assessment will be undertaken by the Reviewing Officer who will consider and take into account:-

a) written material and representations submitted by the parent/carer or young person;

b) published national guidance in force at the time.

4.8 The assessment of the Reviewing Officer will wherever possible be completed within 20 working days of receipt of the review request (unless there are exceptionable circumstances in which case the assessment will be completed as soon as practicable thereafter). The review outcome will be communicated to the parent/carer or young person in writing by a representative from Children and Young Peoples service enclosing a copy of the assessment and wherever possible this shall take place within 5 working days of the assessment being completed.

5. General

5.1 The decision of the Reviewing Officer is binding on the parents/carers and the Director of Environment and Transport.

5.2 There is no further right of appeal or review in relation to the processes set out in 3 and 4 above. A parent/carer may refer the matter to the Local Government Ombudsman if he or she considers that the Transport Policy or this review procedure has not been correctly followed or properly applied in the case. Referrals to the Local Government Ombudsman should be submitted to:-

The Local Government Ombudsman PO Box 4771 Coventry CV4 0EH Fax: 0247 602 0001 [email protected]

6. Requesting a Review

6.1 Parents/carers or young persons wishing to request a review under this procedure should do so by contacting:-

Senior Schools Admissions & Transport Officer Children & Young People’s Service County Hall Glenfield Leicestershire LE3 8RA Tel: 0116 305 Fax: 0116 305 Email: [email protected]

6.2 Parents/carers are reminded that it is their legal duty to ensure their child’s attendance at school. That duty is not affected by any pending review procedure.

If you require this information in an alternative version such as large print, Braille, tape or help in understanding it in your language, please contact 0116 305 6684, minicom 0116 305 6048 or e-mail: [email protected].

Leicestershire County Council, Children & Young People’s Service, County Hall, Glenfield, Leicestershire, LE3 8RF.

Further details available on our website: www.leics.gov.uk/education

17 Review request received

Acknowledge within 5 working days

Is review about Is review about a Is review about new statutory walking material change in walking route distance? availability of existing assessment? route?

Review within 10 working days of receipt of request Review within 20 working days

Notify parents/carers or young person of outcome within 5 working days of review

APPENDIX - 2

GUIDANCE TO SCHOOLS ON THEIR OWN HIRE OF BUSES & COACHES

SEATBELTS AND ‘3 INTO 2’ SEATING

1. Government regulations now require:

• A forward-facing seat with a seatbelt is required for each child when older minibuses and coaches are used to take children on organised school trips, including journeys to and from school. Minibuses and coaches first used after 1st October 2001 with compliant seat belts and anchorages may transport children in rearward facing seats. The minimum requirement is for a lap belt to be fitted to each seat used by a child aged 3 to under 16.

• The “3-for-2” concession (which allows three children under 14 to sit in two seats) is not allowed for vehicles fitted with seatbelts.

• A coach is defined as a vehicle of more than 7.5 tonnes of weight and capable of more than 60 mph. The regulations do not apply to buses or to any vehicle carrying school children on a registered local bus service.

2. The local authority additionally recommends that schools follow its policy in extending this requirement as follows:

• “3-for-2” seating disallowed on all vehicles.

• Seatbelts to be provided on all single deck vehicles.

• Seatbelts to be provided also for students over 16 years of age travelling on single-deck contract services.

3. It is recommended that double deck buses are not used for long journeys. A travel time of 1¼ hours is considered to be a reasonable maximum. Schools should consider the County Council’s use of double-deck buses, as in paragraph 22 of the policy, when arranging transport.

4. Separate guidance covering the ownership use and hire of minibuses, including driver requirements, is dealt within Code of Practice No.14, Policy on Driving on LEA Business (issued May 2000). Specialist technical advice and guidance may be sought from the Vehicle Unit

19 within the Environment and Transport Department (telephone 01455 283268).

5. It is recommended that parental consent forms are issued for bus and coach journeys arranged by the school, e.g. annual/termly consent forms for regular journeys or individual forms for one-off events

6. For children aged 14 and over, it is a legal requirement that seat belts, where fitted in a bus or coach, must be used but it is not the driver’s legal responsibility to ensure that seat belts are used. For pupils between the ages of 3 and 13 inclusive there is no legal requirement that seat belts, where fitted in a bus or coach, are used. The wearing of seatbelts cannot legally be enforced by drivers or teachers. Schools may wish to include a section on seatbelt wearing on parental consent forms,. Forcing a seatbelt on to a child is not appropriate. If a member of staff or other adult is assisting a child to put on a seatbelt, in accordance with the parent’s and child’s wish, physical contact with the child must be minimal and only such as is necessary to put on the belt. Staff are advised to undertake such actions in the presence of other adults.

7. School bus signs:

Buses being used to carry children under the age of 16 on school trips and contracted home to school and return journeys must display a special prescribed sign both at the front and rear of the vehicle. The sign must have a black border enclosing a silhouette of two children on a yellow reflective background. The size of the sign being displayed at the front of the vehicle must be at least 400 mm x 400 mm with a black border not more than 300 mm wide. These should be held by the operator.

APPENDIX – 3

PROCESS FOR ASSESSING WHETHER OR NOT WALKING ROUTES TO SCHOOLS ARE UNAVAILABLE

Definition A route is available if it is a route along which a child, accompanied as necessary, can walk with reasonable safety to school.

1. Process

(i) Request to assess a route for availability (normally from member of the public, but also where the LEA is providing free transport at odds with LEA policy).

(ii) Request from Children & Young People’s Service Department to Environment & Transport for an investigation of the route.

(iii) Environment & Transport (E&T) to investigate, including site visit, information on traffic volume where available and accident record.

(iv) Written record of site visit and other information (standard format).

(v) Findings considered within E&T, and an assessment made as to whether or not the route is available.

(vi) Assessment and findings sent to Children and Young People’s Services Department

(vii) Any review to be considered by Assistant Director of Environment & Transport.

(viii) - If a route is assessed as not available, free transport is to be arranged with immediate effect.

- If a route is assessed as available, but free transport has traditionally been provided, the LEA is obliged to consult affected parties before withdrawing the free provision. Consideration would be given to withdrawing the free transport on a phased basis, by applying withdrawal of entitlement to new pupils only.

2. Assumptions

(a) If there is no suitable public footpath or footway a walking route is available if it is acceptable in two respects: walking alongside the road, and crossing the road where necessary.

(b) It is assumed that pedestrians will face on-coming traffic, but it is H:\DC Documents\Planning Applications Online\Coalville\Stephenson Green\Outline Application 10.01208.OUTM\Appeal\Evidence\Leicestershire County Council\Education\Appendix B - school_transport_entitlement_policy_- _march_2011-2.doc

21 acceptable for them to cross if it is safer on the other side of the road.

(c) Site visits will cover the whole route but focus on parts of the route with potential hazards, and as far as possible will take place at the time in the morning when children would be travelling to school.

(d) Assessments relate only to traffic and highway conditions. The existence or otherwise of street lighting or public transport are not taken into account.

3. Assessment Criteria

Whilst the following criteria are specific, professional judgement will be exercised to take account of local circumstances.

(a) Crossing a road is acceptable if:

• There is at least 4 seconds’ sighting time for vehicle drivers to see pedestrians, AND • A pedestrian has to wait no more than 40 seconds to cross the road.

A series of timings will be taken to arrive at an average timing for purposes of assessment.

(b) Walking alongside a road is acceptable if:

• there is a footpath with a reasonably even surface, OR • the road is greater than 6.5 m wide and there are less than 240 vehicles per hour, two-way, of which no more than 24 are HGVs, OR • for roads up to 6.5 m in width, there are less than 240 vehicles per hour, two-way, of which no more than 24 are HGVs, AND there is at least 4 seconds’ sighting time for vehicle drivers and there is a reasonably even and firm verge to step on to. A series of timings will be taken.

(c) The availability of suitable footpaths, bridleways etc, which do not necessarily follow roads may be taken into consideration.

(d) Assessments may identify improvements to routes which if undertaken would make the route available, even if the route is deemed to be not available in the interim.

22 If you have any comments on this Policy that would assist in the policy making, please write or e-mail:

Gurjit Singh Bahra School Admissions & Pupil Services Leicestershire County Council County Hall Glenfield Leicester – LE38RF

[email protected], Tel: 0116 3056324

LEICESTERSHIRE COUNTY COUNCIL CHILDREN AND YOUNG PEOPLE’S SERVICE

ADMISSIONS TO MAINSTREAM SCHOOLS (COMMUNITY & VOLUNTARY CONTROLLED) POLICY & PROCEDURES

VERSION: FINAL AUGUST 2011 (affecting mid term transfers from August 2011 onwards and Secondary transfers for entry in September 2012)

C O N T E N T S

SECTION PARAGRAPHS PAGE

1. Principles 1.1-1.3 3

2. Legal Position & Other Requirements: Summary 2.1-2.14 3-4

3. Nurseries (mainstream Local Authority maintained) 3.1-3.5 5

4. Admission to Primary Schools 4.1-4.14 5-7

5. Secondary School Admissions (not sixth form) 5.1-5.6 7-8

6. Sixth Form Admissions 6.1-6.3 8

7. Parental Preferences & Criteria for Prioritising 8-10 7.1-7.2 Admissions

8. Out-of-catchment Requests and Admissions 8.1-8.2 10-11

9. Exceeding the Admission Number (AN) 9.1-9.5 11-12

10. Miscellaneous

Catchment Area 10.1 12

Areas of Dual Catchment Entitlement 10.2 12

Parental Proof of Residence 10.3 – 10.5 12

Waiting Lists 10.6 13

Tiebreaker 10.7 13 Early Transfer or Admission or Children Staying on Outside the Normal Age-Range 10.8 – 10.12 13 Children Who Move Out of the Catchment Area 10.13 – 10.15 13

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy Entry 1 September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc Excluded or Potentially Disruptive Pupils 10.16 – 10.19 13-14

Children with Special Educational Needs 10.20 – 10.22 14

Children from Overseas 10.23 – 10.24 14

Late Requests and Appeals 10.25 14-15

Arrivals in Catchment and Late Applications 10.26 – 10.27 15 Acceptance and refusal of offers; Withdrawal of 10.28 – 10.29 15 Places or of Offers of Places Home-School Agreements 10.30 15

Deleting a Child's Name from the Register 10.31 15

Changes of Address 10.32 – 10.36 15-16

Significant Change of Circumstance 10.37 – 10.40 16-17

“Relevant Areas” for Consultation Purposes 10.41 16

How and when to apply changes to a school‟s 10.42 17 Admission Number (AN)

Admissions to schools for pupils resident in boarding houses attached to Leicestershire 10.43 17-18 mainstream schools Process for when a school is closed, or when there is a significant change in a school‟s age- 10.44 18 range (e.g. change of a whole curriculum year- group or more) Children with split residence 10.45 18 Children of UK Services personnel and other 10.46 18 Crown servants

11. Appendix One – List of designated Feeder / Linked Schools 18 – 24

12. Appendix Two – List of School Admission Numbers from community 24 – 29 and voluntary controlled schools

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy Entry 2 September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc

1. Principles

1.1 The following principles should be applied in a manner consistent with Leicestershire's continuing commitment to comprehensive community education and the curriculum statement to the benefit of all pupils/students.

1.2 The Local Authority‟s admissions policy should:

i. Offer clarity regarding legal requirements and statutory guidance.

ii. Identify different types of provision and associated requirements.

iii. Seek to encourage partnership and avoid conflict at a local and an authority level.

iv. Maintain parental rights and ease the process of admission for parents and children.

v. Aim for one consistent first-time admissions date to mainstream education.

vi. Ensure that extension of provision is a long-term commitment and not at the expense of other local provision.

vii. Confirm that funding must not be used for groups of pupils outside the designated age- range:

~ Nursery ~ Infants: 4+ to 6+ ~ Primary: 4+ to 9+ or 10+ ~ Junior: 7+ to 10+ ~ Secondary High: 10+ to 13+, 11+ to 13+ ~ Secondary Upper: 14+ to 18+ ~ Secondary (all through) 11-16/11-19

1.3 Children's entitlements are as follows:

~ entitlement to a place in the catchment area school (dependent on the parent applying at the appropriate time, or on compliance with infant class size regulations); ~ entitlement to a place in a preferred school if there is room; ~ entitlement to be considered according to the same priority criteria as other children where the preferred school is oversubscribed.

2. Legal Position & Other Requirements: Summary

2.1 The Local Authority is the admissions authority for community and voluntary controlled schools. There is a minimum 8-week consultation period each year between 1 November and 1 March. Parents and local groups with an interest in the local area must be consulted. Consultation need only take place every three years unless arrangements are not the same as in the previous consultation. [The Governors are the admissions authority for a voluntary aided school or a foundation school, and must consult as required and publish their admissions policy.]

2.2 The Local Authority is required to coordinate admissions for all residents in its area. To this purpose it must have an approved scheme for coordination.

2.3 Governing Body responsibilities for community and controlled schools consist of being consulted annually (before publication of admission arrangements) and being able to ask C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy Entry 3 September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc the Local Authority to alter the school's admission number. There is no need for such schools to establish an admissions committee to consider individual admissions decisions, as such decisions are the responsibility of the Local Authority.

2.4 The Local Authority has a duty to provide school places for all pupils resident in its area: Leicestershire achieves this by giving high priority to catchment area children, and by allowing parental preference wherever possible.

2.5 Parents have a right to express a preference for a school place, including where the child has a Statement of Special Educational Needs. Parents must ensure suitable full-time education for their children by attendance at school or otherwise; they are not obliged to do this before the child has reached compulsory school age.

2.6 Compulsory school age begins as follows:

~ 1 September for those who become 5 between the preceding 1 April and 31 August; ~ 1 January for those who become 5 between the preceding 1 September and 31 December; ~ 1 April for those who become 5 between the preceding 1 January and 31 March.

The School Leaving Date for 16 year-olds is the last Friday in June in the school year in which the child becomes 16.

2.7 Each school has an Admission Number (AN) for any one year group. If this number is to be altered, in some cases statutory notices must be published to allow interested parties to make representations.

2.8 The Local Authority or school cannot argue that a child should not be admitted unless the admission would prejudice the efficient use of resources or efficient education: this normally means that the Admission Number (AN) must have been reached.

2.9 The Local Authority must allocate spare places in schools according to objective and published priority criteria. The Greenwich Judgement means that children from other Authorities must be treated in the same way as Leicestershire children. The Rotherham Judgement disallows priority being given to parents who do not express a preference over those who do.

2.10 Parents whose preferences are refused have a right to appeal to an Independent Appeal Committee whose decision is binding, except for children with statements whose parents can appeal to the Special Educational Needs Tribunal.

2.11 The Local Authority has a statutory power to direct the admission of a pupil to a maintained school (ie community, voluntary or foundation). It is not necessary for the Local Authority to use this power for community and voluntary controlled schools, as such schools do not have the power to refuse admissions.

2.12 There are differing premises requirements for children of different ages: these are laid out in the relevant regulations.

2.13 There are no required staffing ratios for junior and secondary age children in education law. Headteacher and teacher associations may issue guidelines on staffing levels. For young four-year-olds, eg in 4+ units and nursery, the Local Authority requires a ratio of 1:15. Legislation and regulation on infant class sizes requires an upper limit of 30 children per teacher for infant classes, with specified exceptions.

2.14 DCSF guidance on admissions and appeals is contained in two Codes of Practice. C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 4 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc

3. Nursery (mainstream, Local Authority maintained)

3.1 There is only one maintained mainstream nursery in Leicestershire. Admissions to the designated nursery (this does not include 4+ units) are managed by the school and are the responsibility of the Governing Body.

3.2 Children must not be admitted until after their third birthday.

3.3 Admission to the nursery must be based on objective criteria drawn up by the Governing Body, published in the prospectus and made known to the Admissions Section, giving details of age for admission, places available, times, provision and activity. For example the criteria could include the following, in some form of priority order:

~ age; ~ children whose parents reside in the catchment area of the school; ~ children who have siblings in the school or the group; ~ children whose parents can demonstrate that the child has particular needs which make their request for admission exceptional; ~ some form of tiebreaker (such as distance between home and school) or waiting list if there are too many requests.

3.4 Policy statements and correspondence to parents must make it clear that attendance at the nursery does not give a subsequent entitlement to a school place. Before children are admitted to main school, parents must write to the Admissions Section requesting a place: there is a standard form for this.

3.5 If a parent complains about refusal of a place for their child in the nursery, the Governing Body must have a mechanism for responding to the complaint.

4. Admission to mainstream Primary Schools

4.1 This section refers to first-time admissions in primary/infant schools, including the following;

~ 4+ entry; ~ mainstream classes across the primary age range; ~ junior schools;

4.2 The Local Authority that you live in will confirm places to pupils in the above settings, whether the child lives in the catchment area or otherwise and regardless of whether the child has attended a nursery or pre-school group at the school. For any admission or transfer, parents must complete and return the Local Authority‟s Common application form that they live in. No child should be admitted without Local Authority‟s authorisation.

4.3 The school must compile, in advance of admission to the main school, information regarding children (in and out of catchment) whose parents have asked the school for a place in the forthcoming autumn term. This information, including lists of names, dates of birth and addresses, must be forwarded to the Admissions Section on request, which generally will be either termly or annually. Any adjustments or additional requests must be notified to the Admissions Section.

The above process will involve dialogue and co-operation between schools and Admissions Section throughout the school year.

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 5 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc 4.4 At the same time as the above, schools must give parents application forms and ask parents to send these to the Admissions Section promptly. These requests will be considered according to:

~ the designated age-range of the school ~ spaces available ~ approved priority criteria.

The Admissions Section will issue letters offering places (in and out of catchment) accordingly for those pupils who live in Leicestershire. For those pupils who do not live Leicestershire, the Admissions Section will inform the relevant Local Authority who will in turn inform the parents of Leicestershire‟s decision. Places will normally be allocated up to the Admission Number (AN). The relationship between admission limits and infant class sizes requires careful attention: despite the requirement to limit class sizes, the Local Authority will not be able to refuse a child‟s admission if the standard number or any higher admission number has not been reached.

4.5 It is recognised that some parents are unaware of the need to approach schools once their child has turned three years old for first-time admission. Schools should continue to do all they can through local contacts and publicity to alert parents to the need to express their wish for a place in advance of expected admission.

4.6 In this way, all children will have had admission to a community or voluntary controlled school approved by the Local Authority, allowing an opportunity to make clear to parents their further rights (e.g. transport).

4.7 Date of admission for all infant and primary schools is at 4+:

Children whose fifth birthday falls between 1 September and the following 31 August (inclusive) are to be admitted at the beginning of the Autumn Term ie one intake for the whole year.

Children should not be attending before these times but for exceptional pre-admission visits. If pre-admission visits take place before the Admissions Section has confirmed places, parents of out-catchment children must be informed that this does not guarantee admission to the school. Pre-admission visits should only take place in the term before the child is admitted to school and should not exceed more than two half days per week. Such sessions are not funded.

4.8 Some schools have had admission arrangements at variance with the above paragraphs approved by the Local Authority. Such arrangements are subject to the correspondence between the Local Authority and the individual schools concerned. The arrangements in some cases include part-time admission initially.

4.10 Parents are obliged to ensure full-time education for their children at compulsory school age, from 5+. If a school is unable to admit children from 4+, the Admissions Section must be informed.

4.11 Pupils admitted following appeal will have their admission confirmed by the Admissions Section (the Local Authority having been directed, in effect, to admit the pupil in these circumstances).

4.12 Infant Class Size Limits

In compliance with the relevant regulations, an infant child (ie, up to and including Year 2) who moves into a school‟s area once initial allocation decisions have been made will not necessarily be offered a place in the school if the relevant class will already contain 30 C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 6 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc children. Enquiries will be made of other schools within a “reasonable distance” (see below) as to whether they could offer a child a place. If not, the child will be an excepted pupil in the catchment school for the school year in question, allowing the class to exceed 30 for that school year.

For the purposes of admissions to infant classes after initial offer decisions have been made, the Local Authority‟s definition of a “reasonable distance” is one mile or less from the home to the school in question (all distances to be measured by the shortest available route). A route is available if it is a route along which a child, accompanied as necessary, can walk with reasonable safety to school. If there are no places at an alternative school within one mile, with a walking route which is available for children of infant age, then the catchment school will provide a place.

This section does not apply to late in-catchment applicants, who may not be offered catchment places if the infant class is at 30, regardless of distance to the next nearest available school. (The school‟s AN would also need to be taken into account in these circumstances.)

4.13 Twins/Triplets, etc:

In the unusual event of there being one space available within the infant class size limit and children of multiple births having next priority, the regulations do not allow exceptions to the class size limit in these circumstances. If all the multiple birth children in a family cannot be accommodated, the remaining place(s) will be offered to the parent for the parent to identify which child(ren) should have the place(s), and the local authority will identify an alternative school where all the parent‟s children could be offered places.

4.14 Deferring first-time admission:

When a child‟s parents are notified of the allocation of a primary school place, they can request deferment of the child‟s admission. The Local Authority will agree to deferment to later in the school year or until the child reaches compulsory school age in that year. Parents can also request that their child attends part-time until the child reaches compulsory school age. The parent would not however be able to defer entry beyond the beginning of the term after the child‟s fifth birthday, nor beyond the academic year for which the original application was accepted. The place at the school will be held open for the child and not made available to another child. The Local Authority may withdraw the offer of the place if it is not taken up after deferment and offer the place to another child according to Local Authority priority criteria. Such withdrawals of offers will only be made when the Admission Number (AN) for the school has been reached and there are additional children seeking places. Where an offer of a place is withdrawn in this way, the child will not be entitled to free transport to a more distant school. Where schools admit part-time initially, deferment could mean the child starting school full-time subsequently, having missed a part-time term.

5. Secondary School Admissions (not sixth form)

5.1 Only the Local Authority can confirm secondary school places to pupils, whether the child lives in the catchment area or otherwise. For any admission or transfer the parent must complete the Local Authority‟s Common application form and send this to the School Admissions Section. The Admissions Section will need to check for factors such as exclusions or Statements of Special Educational Needs, and will endeavour to process applications promptly. No child should be admitted without the Admissions Section authorisation.

5.2 Schools receive lists of pupils expected to transfer in advance of admission. These lists are updated regularly in the Spring/Summer before admission. C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 7 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc

5.3 All requests, in-catchment and out-catchment, must be referred to the Admiaaions Section.

5.4 All mid-term transfers requests (in-catchment included) must be co-ordinated through the Admissions Section for approval before admission takes place.

5.5 Places will normally be allocated up to the Admission Number (AN), but for exceptions see the section on exceeding the AN.

5.6 Pupils admitted following appeal will have their admission confirmed by the Admissions Section (the Local Authority having been directed, in effect, to admit the pupil in these circumstances).

6. Sixth Form Admissions

6.1 Children above compulsory school age have a right to apply and appeal for any school place independently of their parents.

6.2 Schools have delegated control of their own sixth form admissions. However, this is within the broader context of the local authority‟s policy and role as the admissions authority.

Schools must make clear their arrangements for sixth form admissions. An admission number for 6th form must be set if external candidates are to be considered. The admission number must relate only to those being admitted to the school for the first time. It should be based on an estimate of the minimum number of external candidates likely to be admitted, although it would be acceptable to exceed this if demand for available courses can be met.

6.3 The school must make clear and publish any minimum entry qualifications, which can include a level of attainment in GCSE and must be the same for internal and external applicants and any over-subscription criteria. Entry requirements may vary from course to course. Entry requirements and over-subscription criteria must be notified to the local authority.

6.4 Children already in the school need not apply formally for places in the 6th form. Any applicant refused a place has the right to appeal to an independent appeal panel. The local authority will not be able to present cases in appeal if the conditions of the School Admissions Code, the local authority‟s policy and the school‟s entry requirements or oversubscription criteria have not been applied properly. Where the local authority cannot present a case in appeal it will normally instruct the school to admit the child.

7. Parental Preferences & Criteria used for Prioritising Admissions to Schools

7.1 Application forms for school places allow parents to express one or more preferences for school places. Parents should rank their preferences, so that if more than one preference can be agreed the one which the parent wants most is offered. However, the Local Authority considers all preferences to have equal value, eg one parent‟s first preference and another parent‟s second or third preference are to be considered equally against the admissions criteria. Requests for community and voluntary controlled schools are prioritised according to the admissions criteria below. (Requests for voluntary aided and foundation schools are considered against the individual school‟s admissions criteria and this is done by the schools themselves.) Late applications receive the lowest priority, ie they are only considered after all other applications which were received on time, unless there is a significant reason for lateness (see separate section on late requests).

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7.2 Priority criteria for entry Autumn 2011 admissions and mid-term applications during 2010 / 2011 academic year

If there are too many requests, priority will be given to children in the appropriate age- range, whose parents applied on time, in the following order (see note i below):-

1st Children who are in public care (see note ii)

2nd Pupils who live in the catchment area. (See note iii)

Pupils who will have an older brother or sister attending the same 3rd school at the same time (see notes iv and v) Pupils who have a serious medical condition or exceptional social or domestic needs that make it essential they attend the school 4th requested. (Professional documentation confirming the situation must be submitted with the application.) (see note v) Pupils who will have attended a feeder school for at least two years 5th before the time of transfer. (See note vii) Pupils starting at an Infant school with a sibling attending at the same time in the linked Junior school (see note iv). or 6th Pupils transferring to High school who will have an older brother or sister attending the linked Upper school at the same time (see note iv).

7th Pupils basing their application on religious belief (see note viii)

Pupils living nearest to the school measured in a straight line 8th distance (home to school front gate) (See note ix)

Notes: i. Combinations of the above criteria are used where appropriate, in priority order.

ii. Includes all children in the care of all Local Authority

iii. The child‟s place of residence is taken to be the parental home. Living in the catchment area does guarantee you a place at your catchment school.

iv. The term “brother or sister” includes half brother or sister or legally adopted child being regarded as the brother or sister.

v. Regarding brothers or sisters who will be of sixth form age, these are counted as brother/sister connections for criteria 3 or 6 above.

vi. If criterion 4 is used, professional supporting documentation from the Lead Professional must be supplied and must be submitted with the application. The following list are the areas that are considered exceptional:-

. Crown Servants . Children in the care of a LA C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 9 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc . Children subject to Child Protection Plans . Hard to Place children – who fall under the Fair Access Protocol . Parents suffering domestic violence (This is dependent on documentary evidence by a lead professional) . A child for whom transfer to the catchment area school would involve attending a different school until he/she is the right age for transfer. (This is dependent on the child having attended the present school for at least a year.) Each case will be assessed on its individual merits.

vii. For criterion 5 above, the child must have been enrolled at the feeder school on or before the start date of the Autumn Term two years before transfer.

viii. For criterion 7 above, a letter of support from your Minister or Religious Leader will be required explaining how the school caters for your faith.

For schools listed below a Minister‟s letter is required to support the parent‟s application that verifies children from church going families, for example, who have attended a Christian place of worship at least once a month for a year prior to application;

This criterion only applies to the following CE VC schools:

Bottesford Swithland St Leonard‟s Great Bowden Coalville All Saints Tugby Husbands Bosworth Cossington Long Whatton Ibstock St Denys Fleckney Frisby Measham Hinckley St Mary‟s Croxton Kerrial Melton St Marys Market Harborough Blaby Stokes Mowsley Quorn St Bartholomew‟s Broughton Astley Orchard Swannington Redmile Castle Donington St Edward‟s

ix For Criterion 8 above, measurement of distance is in a straight line from the point that the home property‟s front entrance meets a public highway to the school‟s main designated front gate, using a computerised mapping system.

8. Out-of-Catchment Requests and Admissions

8.1 Parents should be encouraged to visit both the catchment and the preferred school, in order to make informed judgements.

8.2 When a parent approaches a school for an out-of-catchment place, the Headteacher (and other staff):

~ suggests that the parents visit the catchment school; ~ informs them that if they still wish to apply to the preferred school, they must request this in writing to the Admissions Section; forms are available for this purpose.

[NB: First-time admissions: An out-of-catchment pupil will not be admitted earlier than he/she would be admitted to the catchment area school (this does not apply to those with siblings already in the school at the time of admission, or to children from outside the Local Authority).]

Admissions Section on receiving a request outside the normal transfer cycle:

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 10 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc ~ contacts both allocated and preferred schools; ~ suggests to parents that they visit both schools; ~ allocates a place at a later stage if there is space available within AN for the relevant year group in the preferred school (by standard letter).

During the main period when parents are considering transfer requests, the Admissions Section will endeavour to keep schools aware of possible numbers. It is helpful if schools can maintain contact with the Admissions Section at this time.

9. Exceeding the Admission Number (AN)

9.1 At the time of main admission/transfer decisions, if there are more requests for in- catchment children than the admission number (AN), the AN may be exceeded to accommodate the catchment area children.

9.2 In normal circumstances, the AN will not be exceeded in any one year group by the admission of out-of-catchment pupils. If there are more out-of-catchment requests than places available within AN, places will be allocated up to AN according to the priority criteria, with any outstanding requests normally refused.

9.3 Parents whose requests are refused have a right to appeal to an Independent Appeal Committee whose decisions can override local policy. (NB: In the case of parents whose children have Statements of Special Educational Needs, the appeal is to the Special Educational Needs Tribunal.)

9.4 It may be that in exceptional circumstances a school requests admitting out-of-catchment pupils above AN or the Local Authority asks a school to exceed its AN. These situations should be viewed as exceptional and not as precedents for subsequent years or for other schools.

Exceptional circumstances might be:

(a) the admission of children who would have siblings in the school; (b) if admission assists the Local Authority in fulfilling its responsibilities for the overall provision of places, within the context of efficient use of resources; (c) Children in public care; (d) “Hard to Place” children whose cases fall within the Fair Access protocol.

9.5 If an exceptional request to exceed AN is made, either to the Local Authority or to a school, any decision to approve this must be made in conjunction with interested parties.

(a) Parents' requests must still be referred to the Admissions Section. (b) A request from a school to exceed AN must be made to the Admissions Section; a request from the Admissions Section to a school to exceed AN must be made to the Headteacher. (c) The Admissions Section makes the final decision, taking account of the views of interested parties and the Local Authority's position.

9.6 At transfer phases schools may apply to exceed the Admission Number on a „one off occasion‟, by 26 pupils through application to LA, i.e. at First Time Admissions and at all other transfer stages only. Applications must be received by schools by specified dates as outlined in the guidance notes (available from Admissions Section). Part of the assessment process will be for the LA to be satisfied that neighbouring schools will not negatively be impacted. The LA decision outcomes may be:

. To accept the application . To refuse the application (i.e. the impact to a neighbouring school is too great) C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 11 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc . To partially accept the increase (i.e. to agree a smaller number)

There will be no appeal process to challenge the LA‟s decision by a school or the governing body. Schools will be informed of the LA decision well in advance of the national offer date(s) to allow for planning and organising. If a school exceeds its AN by 26 children in any three year period the LA must then determine a higher AN at the next available opportunity.

10. Co-ordinated Schemes

10.1 In accordance with the School Admissions Codes, Leicestershire must operate three coordinated processes for the purpose of;

~ Starting school for the first time ~ Transferring to secondary school ~ Mid-term (In-Year) Transfers

10.2 For Leicestershire residents the School Admissions service will act as the parent‟s agent when applying for a school place regardless of whether the school is in Leicestershire, in another Local Authority or is its own admitting authority i.e. VA, Foundation or Trust schools.

For a detailed breakdown of each process, please refer to relevant Co-Ordinate Scheme.

11. Miscellaneous

Catchment area definition and how to find out the catchment area school for your home address

11.1 Leicestershire divides the county into school catchment areas. The child‟s full HOME ADDRESS determines the school where you would be given PRIORITY admission, for all community and voluntary controlled schools.

If you are unclear about in which catchment area your home address falls please contact the LA‟s ‘Performance Team on – 1116 315 6636’, who will be able to inform you in which school catchment your address falls. In addition you will also find in the primary and secondary ‘Your Guides to Education’ booklets district maps that outline in general the schools located within the district you live.

Areas of Dual / Multiple Catchment Entitlement

11.2 In areas where there is dual or multiple catchment entitlement, children who move into area after admissions have been decided will be refused a place in one of the schools if the relevant year group is full. (If all schools are full in the relevant year group, a place will be offered in the school which has numbers closer to the admission limit.)

Parental Proof of Residence

11.3 When, after reasonable enquiry, a school is unclear about a family address, the matter must be referred to the Admissions Section.

11.4 The Admissions Section will need to seek evidence of residence from parents where the matter is unclear.

11.5 All schools are requested to be vigilant regarding addresses given by parents before transfer to the next phase of education, particularly if there is a late or unexpected change of address close to transfer. Any queries should be referred to the Admissions Section.

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 12 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc Waiting Lists

11.6 The local authority will maintain a waiting list for every oversubscribed school for at least one term in the academic year of admission, from September 2119. (This waiting list is ranked in the same order as the published oversubscription criteria and not by date of application.)

Tiebreak

11.7 In instance where more than one child has an equal weighting in accordance to our priority criteria. The tiebreaker used is straight-line distance between where the home address meets a public highway to the school‟s designated main front gate, with who ever is closer being offered the school place.

Early Transfer or Admissions or Children Staying on Outside the Normal Age-Range

11.8 Early transfers or admissions or children staying on outside the normal age-range are exceptional and must be approved by the Admissions Section.

11.9 The parent must request the exceptional arrangement in writing to the Admissions Section.

11.11 Schools affected should submit a view regarding the suitability of the arrangement. Expected numbers in the year group and the AN will be taken into account.

11.11 Professional advice (e.g. from an Educational Psychologist) on the suitability of the arrangement may be sought in some cases, but this would not override any admissions decision. If the child has a Statement of Special Educational Need, the view of the Special Educational Needs Assessment Service (SENA) must be sought.

11.12 Children transferring younger than the normal age for transfer are subject to the same priority criteria as children in the normal transfer age-group, as long as:

~ the relevant schools agree that early transfer is appropriate; ~ the Local Authority considers early transfer appropriate; ~ the child has been taught in classes with the academic year group which is one year older for at least three years. (NB: this would normally exclude vertical grouping arrangements in primary schools.)

Children Who Move Out of the Catchment Area

11.13 A child who has started attending and whose place of residence changes to an out-of- catchment address is entitled to retain his/her place in the school and should not be asked to leave or have their name deleted from the register.

11.14 Such an entitlement does not hold if the child changes phase of education in which case entitlement to a place is according to the new address.

11.15 If there are queries about transport in these situations, refer to the Admissions Section.

Excluded or Potentially Disruptive Pupils

11.16 The Local Authority does not allow the refusal of admission because the pupil may disrupt the education of other pupils, but will consider exceptions according to the School

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 13 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc Admissions Code. The School Admissions Code allows the refusal of places for children with “challenging behaviour”.

A school may refuse to admit a child even if there are spaces as follows: a secondary school with less than 21% of pupils achieving 5 or more A*-C GCSE including English and Maths; or a primary school with less than 55% of pupils achieving Level 4 at KS2 in English and Maths for four or more consecutive years.

11.17 The Local Authority is not able to refuse admission where such a pupil lives in the catchment area and the parent has applied properly, or where there is a place available within the AN. The Local Authority expects pupils excluded from a previous school to be admitted automatically to the catchment area school at normal age of transfer to the next phase of education (dependent on the parent making proper application), unless the parent prefers another school in which case a place will be allocated if there is room.

11.18 There is no obligation to comply with a parental preference for a child who has been permanently excluded from two or more schools, for a period of two years following the latest exclusion. Parents of such children lose their right of appeal regarding admission. Schools for which the Local Authority is the admissions authority will have the right of appeal against a direction to admit such a child; other schools may refer to the Secretary of State regarding directions to admit children.

It is possible that a child may receive a second permanent exclusion just before he or she is due to transfer school (eg from high or upper school). In these circumstances the Local Authority will expect the receiving school to admit the child, if the child‟s second permanent exclusion is issued after a transfer allocation has been notified to the parent, but before the actual transfer to the new school.

11.19 A permanently excluded pupil must not be removed from the school register until any exclusion appeal is complete or until the time limit for notification of appeal has passed.

Children with Special Educational Needs

11.21 The Local Authority does not allow the refusal of admission because it is believed that the school cannot cater for the child's special educational needs.

11.21 Pupils with special educational needs but no Statement are dealt with through normal admissions policy, and schools cannot refuse to admit a pupil because he/she does not have a Statement or is being assessed for a Statement.

11.22 All governing bodies are required by section 324 of the Education Act 1996 to admit to a school a child with a statement of special educational needs that names the school. This is not an oversubscription criterion and schools must admit Statemented children whether they have places or not.

Children from Overseas

11.23 The wording of the School Admissions Code applies.

11.24 Administrative Memorandum No. 64 covers health assessments for children newly arrived from overseas.

Late Requests and Appeals

11.25 Late requests for school places, eg those received after a deadline, will be considered on their merits, but generally will have the lowest priority of all requests, even when the parents are requesting the catchment area school. This means that it is probable that a

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 14 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc late request will not be allowed if the school is oversubscribed and there is no clear and significant reason (supported with documentary evidence) that it was beyond the parent‟s control for not applying at the appropriate time eg parent ill for some time or family returning from abroad.

Arrivals in Catchment and Late Applications

11.26 Catchment requests for pupils who move into a school‟s area will be regarded as late if they are not received within 90 days of the family‟s house move.

11.27 Late appeals will be disallowed unless the appellant can provide clear and convincing reasons why the preference was not expressed at the normal time or why the notice of appeal was not submitted by the normal deadlines.

Acceptance or refusal of offers; Withdrawal of Places or of Offers of Places

11.28 In the normal admissions round (i.e. when offers are made for first-time admissions normally in May, or when offers for other transfers are made on national offer date of 1 March), it will be assumed by the Admissions Section that the offer is accepted unless it is refused. In relation to withdrawing an offer, the Admissions Section will afford the parent a reasonable time (the regulations state 2 weeks) plus additional 7 days for a reminder, to accept the offered place. If no acceptance is received the offered place may be withdrawn. In addition the Local Authority reserves the right to withdraw a school place, or an offer of a place where the place has been obtained by false or misleading information, for example an incorrect address or date of birth. Schools should be vigilant about such matters. It may be appropriate for primary schools especially to ask for a sight of the child‟s birth certificate before admission.

11.29 Offers of places are also withdrawn if they were based on an address and the parent‟s address changes before the child is admitted. For example, if a child was offered a catchment area place and the family moves out-of-catchment before admission takes place, the offer of the place is withdrawn and the new catchment school is offered. This is regardless of numbers in the schools and whether or not other requests have been refused.

Home-School Agreements

11.30 The School Standards & Framework Act does not allow signing a home-school agreement to be a condition for admission.

Deleting a Child's Name from the Register

11.31 The Education Pupil Registration Regulations describe the circumstances in which a child's name can be deleted from a school's register. In normal circumstances it is not reasonable to delete a child's name from the school's register until it is confirmed that he/she is receiving education elsewhere. In unclear cases please seek advice from the Behaviour and Attendance Service (formerly known as the Education Welfare Service).

Changes of Address

11.32 Principles:

(a) Residence in the catchment area is necessary to give entitlement to a place on request.

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 15 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc (b) Where a school is over-subscribed, the Admissions Section should seek to clarify parents‟ claims of change of address.

(d) Places, or offers of places, may be withdrawn if they were based on incorrect information from the parents or their representatives.

(e) Each case is considered on its facts.

11.33 When a family moves, the Local Authority will offer a place in their new catchment area school on request (dependent on proof of residence – see verification of address below) regardless of numbers in the school and whether or not other requests have been refused.

11.34 What is generally not accepted when allocating places in over-subscribed schools:

(a) Purchase of a second property by a family, while the first property is retained.

(b) Rented accommodation, while a previous property is retained.

(d) Informal accommodation arrangements with friends or relatives.

11.35 Exceptional circumstances:

The Admissions Section will always give serious consideration to any exceptional situations, such as where a family has been forced by circumstance to move into temporary accommodation, having lost their previous residence, or where there is a long-term separation between the parents and the child spends time in the week at two separate parents‟ addresses.

11.36 Verification of address:

(a) Parents‟ written confirmation and declarations will be sought regarding important information. Parents will be asked to verify in writing that they are residing at the address claimed and intend to remain in the catchment area. Places will be withdrawn if such declarations are subsequently found to be incorrect or not honoured and the school is oversubscribed.

(b) Documentary evidence such as Council Tax payment and electoral roll information will be sought.

(c) Claims of new residence in a school‟s catchment area will be judged on circumstances and the documents provided; completion of both sale and purchase, where relevant, are normally necessary before a place is allocated.

(d) Officers may be authorised to visit addresses to clarify whether families are living at the addresses claimed. Such visits will be undertaken in a reasonable fashion, by officers carrying appropriate identification.

Significant Change of Circumstance

11.37 The Admissions Section considers fresh information in support of a parental preference for a school place, even if it is received at a late stage in the admissions process. In normal

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 16 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc circumstance there will be no difficulty in meeting the parent‟s preference if all the school places have not been allocated.

11.38 Where the school‟s places have all been allocated, the Admissions Section will be unable to offer a place, but may give higher priority to the parent‟s request if a place subsequently becomes available, according to the family‟s circumstances, in accordance with the priority criteria.

11.39 Where a parent‟s appeal has been unsuccessful, the school is still full and fresh information is provided by the parent, the Admissions Section will reach a conclusion on whether or not there has been a significant change in the family‟s circumstances. If the Admissions Section is satisfied that there has been a significant change, they will make a further decision which will give rise to a further right of appeal. This will normally preclude the situation where children have had to seek medical attention for distress or anxiety as a result of unsuccessful appeals.

11.41 Verification, e.g. from professional persons or bodies, may be sought from the parent to confirm a change of circumstances.

“Relevant Areas” for Consultation Purposes

11.41 Admission authorities consult within “relevant areas” on admissions arrangements. In Leicestershire, “relevant areas” are as follows:

(a) For community and voluntary controlled schools in Leicestershire the geographical boundary of Leicestershire is the “relevant area”.

(b) For each voluntary aided and foundation school in Leicestershire the “relevant area” is 8 kilometres (secondary) or 3.2 kilometres (primary).

How and When to apply changes to a school‟s Admission Number (AN)

11.42 If a school‟s AN is increased, this should be applied immediately to every year group in the school, unless this would have a detrimental effect on teaching and learning, e.g. limits to the number and size of rooms available or large numbers in classes.

If a school‟s AN is decreased, this should be applied only to the entry year group, unless numbers in other year groups need to be restricted, for instance to comply with the infant class size limit or if there is overcrowding in other year groups.

Admissions to schools for pupils resident in boarding houses attached to Leicestershire mainstream schools

11.43 Children to be admitted to boarding houses attached to Leicestershire mainstream schools are regarded as catchment area children for the schools whose catchment areas contain the boarding house, but admission to local schools is not guaranteed, as described below. This affects not just the school to which the boarding house is attached, as the age-range of the children will cover more than one school phase. For all requests for maintained school places the parent must submit an application to the Admissions Section in the normal fashion. For particular local circumstances a more detailed description of the process will be made available if appropriate, for the school to give to prospective parents.

a) At point of transfer

Children already in a boarding house (and attending a [Leicestershire] maintained school) are regarded as catchment area children for the school in the next phase of education, and therefore have relatively high priority for admission.

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For children with intended admission to the boarding house before the start of the Autumn Term, parents need to apply before the usual deadline in the preceding October. Applications received after this deadline are regarded as late applications in accordance with the scheme for coordinated admissions.

b) Mid-term (casual) admissions

Children should not be admitted to boarding houses before the position regarding school admission is clear. If the school is full in the year group in question and unable to admit the child, then either admission to the boarding house must be refused or, if the child is to be admitted to the boarding house, it must be made clear to the parents by boarding house staff that an alternative school must be sought.

11.44 Process for when a school is closed, or when there is a significant change in a school‟s age-range (e.g. change of a whole curriculum year-group or more)

– There will be a managed process for pupil transfers and where possible this will be part of a normal transfer cycle. – Parents with children at a school, which is due to close, will be given application forms to submit within a stated timescale. – The local authority will apply its normal criteria to prioritise requests for oversubscribed schools. – The local authority will coordinate applications for all types of schools, forwarding requests for foundation, voluntary aided and schools in other authorities to those bodies for admission decisions.

11.45 Children with split residence

Where a child lives for part of the week with one parent and for part of the week with the other parent, the address recognised by the local authority is the one where the child lives for the majority of the school week. Where it is claimed that the weekly residence arrangement varies, both addresses will be valid, and in some cases the child will have two catchment area schools. These definitions depend on the written declaration of both parents, and if the claimed residence arrangement is a found to be false, the child‟s place at the allocated school maybe withdrawn even if the child has started attending.

11.46 Children of UK Services personnel and other Crown servants

. Such children must be allocated a place in advance, dependent on an official government letter declaring a relocation date and intended address, if the applicant would meet the criteria on relocation.

. A Unit postal address must be accepted, or if appropriate a “quartering area” address in the absence of a new home postal address.

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APPENDIX ONE

List of designated Feeder / Linked Schools

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 19 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc FEEDER SCHOOLS

Details of the Leicestershire feeder school plan

Ashby - ASHBY SCHOOL (intake 14+ to 19)

Ashby Ibstock Ivanhoe High Ibstock High (intake 11+ to 14) (intake 11+ to 14)

Albert Village Primary Appleby Magna C of E Primary (A) Ashby Hill Top Primary Heather Primary Ashby C of E Primary (C) Ibstock Junior Ashby Willesley Primary Ibstock C of E Infant (C) Ashby Woodcote Primary Measham C of E Primary (C) i) Blackfordby C of E Primary (A) Newton Burgoland Primary

Coleorton C E Primary (A) Ravenstone Woodstone Primary Donisthorpe Primary Snarestone C of E Primary (A) * (See also under Coalville KE VII Col) Griffydam Primary ** Breedon C of E Primary (option for Ashby School or Shepshed Hind Leys Com Col) ii) Moira Infant

Dovebank Primary Newbold C of E Primary (C) * (See also under Coalville KE VII Col) Oakthorpe Primary

Packington C of E Primary (C) (Ibstock residents also feed into Coalville KE VII) Worthington School (Breedon residents also feed into Hind Leys CC)

Note1 i) Children transfer at 8+ to Albert Village Primary ii) Children transfer at 7+ to Donisthorpe Primary

Note 2 A - Aided, C - Voluntary Controlled

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Birstall - LONGSLADE COMMUNITY COLLEGE (intake 14+ to 19)

Birstall Anstey STONEHILL HIGH THE MARTIN HIGH (intake 11+ to 14) (intake 11+ to 14)

Birstall Riverside Primary Anstey Latimer Primary Birstall Highcliffe Primary Anstey Woolden Hill Primary Rothley C E Primary (C) Glenfield County Primary Glenfield The Hall Primary Thurcaston C E Primary (A)

Coalville - KING EDWARD VII COLLEGE (intake 14+ to 19)

Coalville Coalville Ibstock NEWBRIDGE HIGH CASTLE ROCK HIGH IBSTOCK HIGH (intake 11+ to 14) (intake 11+ to 14) (intake 11+ to 14)

Coalville All Saints C of E Primary (A) Coalville Broom Leys Primary Ellistown Primary

Coalville Belvoirdale Primary Coalville Warren Hills Primary Ibstock Junior

Hugglescote Primary New Swannington Primary Ibstock C of E Infant (C) Snarestone C of E Primary (A) Swannington C of E Primary (C) Whitwick C of E Primary (C)

Thringstone Primary Dovebank Primary

(Ibstock residents also feed into

Ashby School)

Note A - Aided, C - Voluntary Controlled

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Countesthorpe - COUNTESTHORPE COLLEGE (intake 14+ to 19)

Wigston Countesthorpe Broughton Astley SOUTH WIGSTON HIGH LEYSLAND HIGH THOMAS ESTLEY HIGH (intake 11+ to 14) (intake 11+ to 14) (intake 11+ to 14)

Glen Hills Primary Arnesby C of E Primary (C) Broughton Astley Hallbrook Primary * (South Wigston also feeds into Guthlaxton Broughton Astley Orchard C of E College) Blaby Stokes C of E Primary (C) Primary (C)

Blaby Thistly Meadow Primary Broughton Astley Old Mill Primary

Countesthorpe Greenfield Primary Cosby Primary

Kilby C of E Primary (A) Whetstone Badgerbrook Primary Whetstone St Peter‟s C of E

Primary (A)

Desford - BOSWORTH COLLEGE DESFORD (intake 14+ to 19)

Market Bosworth Markfield Braunstone Market Bosworth High South Charnwood High Winstanley High (intake 11+ to 14) (intake 10+ to 14) (intake 11+ to 14)

LFE Stafford Leys Primary Barlestone C of E Primary (C) Braunstone Kingsway Primary (10+ transfer) Congerstone Primary Braunstone Ravenhurst Primary

Desford Primary Braunstone Millfield Primary

Market Bosworth C of E Primary (A)

Newbold Verdon Primary

Sheepy C of E Primary (C) * (South Charnwood also feeds into Groby CC) Witherley C of E Primary (C)

Note A - Aided, C - Voluntary Controlled

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Earl Shilton - EARL SHILTON COMMUNITY COLLEGE (intake 14+ to 19)

Earl Shilton Stoke Golding Heathfield High St Martin’s R C High (intake 11+ to 14) (intake 11 to 14)

Barwell C E Junior (C) Earl Shilton St Peter‟s R C Primary (A) Barwell Infant Hinckley St Peter‟s R C Primary Barwell Newlands Primary Earl Shilton Weavers Close C E Primary (C) Earl Shilton Townlands C E Primary (C) Stoney Stanton Manorfield C E Primary (C)

Groby – GROBY COMMUNITY COLLEGE (intake 14+ to 19)

Groby Markfield Brookvale High South Charnwood High (intake 11+ to 14) (intake 10+ t 14)

Groby Elizabeth Woodville Primary Markfield Mercenfeld Primary Groby Lady Jane Grey Primary Stanton-under-Bardon Primary Groby Martinshaw Primary Thornton Primary Kirby Muxloe Primary LFE Stafford Leys Newtown Linford Primary Ratby Primary * (South Charnwood also feeds into Bosworth College Desford)

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Hinkley - JOHN CLEVELAND COLLEGE (intake 14+ to 19)

Burbage Hinckley Hinckley Stoke Golding Hastings High Mount Grace High Redmoor High St Martin’s RC (intake 11+ to 14) (intake 11+ to 14) (intake 11+ to 14) (intake 11+ to 14)

Burbage Junior Hinckley Holliers Walk Pri Higham on the Hill C of E (C) Earl Shilton St Peter‟s R C Burbage C of E Inf (C) Hinckley C of E (C) Hinckley Battling Brook Hinckley St Peter‟s R C Stoke Golding St Margaret‟s Burbage Sketchley Hill Sapcote All Saints C of E (A) C of E (A) Sharnford C of E (C) Hinckley Richmond Primary

Hinckley Westfield Junior

Hinckley Westfield Inf

Loughborough - BURLEIGH COLLEGE (intake 14+ to 19)

Loughborough Loughborough Loughborough The Garendon High School Limehurst High School Woodbrook Vale High School (Intake 11+ to 14) (intake 11+ to 14) (intake 11+ to 14)

Boothwood Primary Hathern C of E Primary (C) Cobden Primary Holywell Primary Rendell Primary Mountfields Lodge Primary Thorpe Acre Infant Robert Bakewell Primary Shelthorpe Primary Thorpe Acre Junior Loughboro C of E Primary (A) Outwoods Edge Primary Stonebow Primary *(Woodbrook Vale High also feeds into Quorn Rawlins )

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Loughborough - DE LISLE R C SCHOOL (intake 11-19 COMPREHENSIVE)

Serves the following R C primary schools:-

Loughborough Sacred Heart R C Primary (A)

Melton Mowbray St Francis R C Primary (A)

Shepshed St Winefride‟s R C Primary (A)

Coalville St Clare‟s R C Primary (A)

Loughborough St Mary‟s R C Primary (A)

Whitwick Holy Cross R C Primary (A) Thurmaston Bishop Ellis R C Primary (A) (also feeds into English Martyrs)

Lutterworth – LUTTERWORTH COLLEGE (intake 14+ to 19)

Lutterworth Enderby Lutterworth High Brockington High (intake 11+ to 14) (intake 11+ to 14)

Bitteswell C of E Primary (A) Croft C of E Primary (C) Claybrooke Parva Primary (C) Enderby Danemill Primary Dunton Bassett Primary Huncote Primary Gilmorton Chandler C of E Primary (A) Narborough Greystoke Primary Husbands Bosworth C of E Primary (C) Narborough Red Hill Field Primary Lutterworth Sherrier C of E Primary (C) Narborough The Pastures Primary Lutterworth Wycliffe Primary Thurlaston C of E Primary (A) North Kilworth St Andrew‟s C of E Primary (A) South Kilworth C of E Primary (C) Swinford C of E Primary (A) Ullesthorpe C of E Primary (C)

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 25 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc Market Harborough - THE ROBERT SMYTH SCHOOL (intake 14+ to 19)

Market Harborough Kibworth Beauchamp Welland Park High Kibworth High (intake 11+ to 14) (intake 11+ to 14)

Great Bowden C of E Primary (C) Billesdon Parochial Primary (C) Little Bowden Primary Church Langton C of E Primary (A) Lubenham C of E Primary (C) Fleckney C E Primary (C) Market Harborough C of E Primary (C) Foxton Primary Market Harborough Farndon Fields Primary Great Glen St Cuthbert‟s C of E Primary (A) Market Harborough Ridgeway Primary Kibworth C of E Primary (C) Mowsley C of E Primary (C)

Melton - KING EDWARD VII – Sixth Form Centre (intake 16+ to 19)

Melton Melton John Fernley School Longfield School (intake 11+ to 16) (intake 11+ to 16)

Ab Kettleby Primary Buckminster Primary Melton The Brownlow Primary Melton The Grove Primary (part) Melton St Mary‟s C of E Primary Old Dalby C of E Primary (C) Scalford C of E Primary (C) Wymondham St Peter‟s C of E Primary (A) Frisby C of E Primary (C) Great Dalby Primary Melton Swallowdale Primary Melton The Grove Primary (part) Asfordby Captains Close Primary Asfordby Hill Primary Melton Sherard Primary Somerby Primary Tilton C of E Primary (C) C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 26 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc Bottesford Belvoir High School (intake 11+ to 19)

Bottesford C of E Primary (C) Croxton Kerrial C of E Primary (C) Harby C of E Primary (C) Hose C of E Primary (C) Long Clawson C of E Primary (C) Redmile C of E Primary (C) Stathern Primary Waltham on the Wolds C of E Primary (C

Oadby - BEAUCHAMP COLLEGE (intake 14+ to 19)

Oadby Gartree High (10+ transfer) Oadby Manor High (10+ transfer)

Houghton on the Hill C E Primary Oadby Brookside Primary Oadby Brocks Hill Primary Oadby Launde Primary Oadby Langmoor Primary Oadby Woodland Grange Primary Thurnby Fernvale Primary Thurnby St Luke‟s C E Primary

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Quorn - RAWLINS COLLEGE (intake 14+ to 19)

Barrow Loughborough Humphrey Perkins High Woodbrook Vale High (intake 11+ to 14) (intake 11+ to 14)

Barrow Hall Orchard C of E Primary (C) Loughborough Cobden Primary Burton on the Wolds Primary Loughborough Mountfields Lodge Primary Mountsorrel C of E Primary (C) Loughborough Shelthorpe Primary Quorn St Bartholomew‟s C of E Primary (C) Loughborough Outwoods Edge Primary Seagrave Primary *(Woodbrook Vale High also Sileby Highgate Primary feeds into Burleigh Col) Sileby Redlands Primary Wymeswold C of E Primary (C) Cossington C of E Primary Swithland St Leonard‟s C of E Primary (C) Woodhouse Eaves St Paul‟s C of E Primary (C)

SHEPSHED HIND LEYS COMMUNITY COLLEGE (intake 14+ to 19)

Castle Donington Shepshed Castle Donington High Shepshed High (intake 10+ to 14) (intake 10+ to 14)

Breedon C of E Primary (C) Belton C of E Primary (C) Castle Donington C of E Primary (C) Shepshed Newcroft Primary Castle Donington The Orchard Primary Shepshed Oxley Primary Diseworth C of E Primary (C) Shepshed St Botolph‟s C E Primary (C) Hemington Primary Kegworth Primary Long Whatton C of E Primary (C)

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Syston - WREAKE VALLEY COLLEGE (intake 11+ to 19)

Thurmaston Admitted at 11+ from the Roundhill High following primary schools: (intake 11+ to 14)

East Goscote Broomfield Primary Barkby The Pochin Primary Gaddesby Primary Syston St Peter and St Paul C of E Primary (A) Queniborough C E Primary (C) Syston the Merton Primary Rearsby C of E Primary (A) Thurmaston Church Hill C of E Junior (C) Thrussington C of E Primary (C) Thurmaston Church Hill Infant Thurmaston Eastfield Primary

Wigston - GUTHLAXTON COLLEGE (intake 14+ to 19)

Wigston Wigston Wigston Abington High South Wigston High Bushloe High (intake 10+ to 14) (intake 10+ to 14) (intake 10+ to 14)

All Saints C of E Primary (A) South Fairfield Primary Little Hill Primary The Meadow Primary South Parkland Primary Glenmere Primary Thythorn Field Primary (See also Countesthorpe College) Water Leys Primary

Uppingham - COMMUNITY COLLEGE (intake 11+ -16)

Bringhurst Primary Tugby C E Primary (C) Hallaton C E Primary (C)

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APPENDIX TWO

List of School Admission Numbers for community and voluntary controlled schools

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 30 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc PRIMARY SCHOOL ADMISSION NUMBER (AN) FOR SEPTEMBER 2010 and 2011

DCSF AN AN DCSF AN AN SCHOOL SCHOOL No 2010 2011 No 2010 2011 2000 AB KETTLEBY COMMUNITY PRIMARY SCHOOL 8 8 3305 COLEORTON VISCOUNT BEAUMONTS PRIM.SCHOOL 15 15 2006 ALBERT VILLAGE COMMUNITY PRIMARY SCHOOL 15/18 25 2090 CONGERSTONE PRIMARY SCHOOL 20 20 2001 ANSTEY THE LATIMER SCHOOL 40 45 2029 COSBY PRIMARY SCHOOL 40 30 2318 ANSTEY WOOLDEN HILL COMMUNITY PR. SCHOOL 30 30 3024 COSSINGTON C OF E PRIMARY SCHOOL 15 15 3300 APPLEBY MAGNA C OF E PRIMARY SCHOOL 20 20 2003 COUNTESTHORPE GREENFIELD PRIMARY SCHOOL 80 80 3000 ARNESBY CHURCH OF ENGLAND PRIMARY SCHOOL 8 8 3027 CROFT CHURCH OF ENGLAND PRIMARY SCHOOL 20 20 2187 ASFORDBY CAPTAINS CLOSE PRIMARY SCHOOL 27 27 3028 CROXTON KERRIAL C OF E PRIMARY SCHOOL 10 10 2004 ASFORDBY HILL PRIMARY SCHOOL 15 15 2032 DESFORD COMMUNITY PRIMARY SCHOOL 38 38 2321 ASHBY HILL TOP PRIMARY SCHOOL 40 40 3029 DISEWORTH C OF E PRIMARY SCHOOL 12 12 3212 ASHBY-DE-LA-ZOUCH C OF E PRIMARY SCHOOL 45 45 2082 DONISTHORPE PRIMARY SCHOOL 20, 29 20, 29 2167 ASHBY-DE-LA-ZOUCH WILLESLEY PRIM. SCHOOL 50 50 2034 DUNTON BASSETT PRIMARY SCHOOL 15 15 2373 ASHBY-DE-LA-ZOUCH WOODCOTE PRIM. SCHOOL 25 25 3335 EARL SHILTON ST PETER'S RC PRIM SCHOOL 30 30 3006 BARKBY THE POCHIN SCHOOL 20 20 3213 EARL SHILTON TOWNLANDS PRIMARY SCHOOL 30 30 3007 BARLESTONE C OF E PRIMARY SCHOOL 29 29 3030 EARL SHILTON WEAVER'S CLOSE PRIM. SCHOOL 34 30 3008 BARROW HALL ORCHARD C OF E PRIM. SCHOOL 60 60 2168 EAST GOSCOTE BROOMFIELD PRIMARY SCHOOL 38 38 3009 BARWELL CHURCH OF ENGLAND JUNIOR SCHOOL 72 60 2023 ELLISTOWN COMMUNITY PRIMARY SCHOOL 30 30 2049 BARWELL INFANT SCHOOL 60 60 2141 ENDERBY DANEMILL PRIMARY SCHOOL 75 75 2180 BARWELL NEWLANDS COMMUNITY PRIM. SCHOOL 42 42 3034 FLECKNEY C OF E PRIMARY SCHOOL 60 60 3010 BELTON CHURCH OF ENGLAND PRIMARY SCHOOL 15 15 2036 FOXTON PRIMARY SCHOOL 15 15 3011 BILLESDON PAROCHIAL PRIMARY SCHOOL 15 15 3035 FRISBY CHURCH OF ENGLAND PRIMARY SCHOOL 17 17 2367 BIRSTALL HIGHCLIFFE PRIMARY SCHOOL 60 60 2037 GADDESBY PRIMARY SCHOOL 15 15 2368 BIRSTALL RIVERSIDE COMMUNITY PRIM.SCHOOL 82 60 3325 GILMORTON CHANDLER C OF E PRIMARY SCHOOL 30 30 3302 BITTESWELL ST MARYS C OF E PRIM. SCHOOL 15 15 2322 GLEN PARVA GLEN HILLS PRIMARY SCHOOL 70 70 3012 BLABY STOKES C OF E PRIMARY SCHOOL 60 60 2349 GLENFIELD PRIMARY SCHOOL 45 45 2115 BLABY THISTLY MEADOW PRIMARY SCHOOL 30 30 2345 GLENFIELD THE HALL SCHOOL 60 60 3013 BLACKFORDBY ST MARGARETS C OF E PR. SCH. 20 15 3059 GREAT BOWDEN C OF E PRIMARY SCHOOL 15 15 3014 BOTTESFORD C OF E PRIMARY SCHOOL 30 30 2018 GREAT DALBY SCHOOL 20 20 2181 BRAUNSTONE KINGSWAY PRIMARY SCHOOL 42 42 3037 GREAT GLEN ST CUTHBERTS PRIMARY SCHOOL 40 30 2133 BRAUNSTONE MILLFIELD COMMUNITY SCHOOL 50 50 2028 GRIFFYDAM PRIMARY SCHOOL 15 15 2375 BRAUNSTONE RAVENHURST PRIMARY SCHOOL 81 80 2123 GROBY ELIZABETH WOODVILLE PRIMARY SCHOOL 30 30 3016 BREEDON ST HARDULPHS C OF E PRIM. SCHOOL 15 15 2376 GROBY LADY JANE GREY PRIMARY SCHOOL 30 30 2016 BRINGHURST PRIMARY SCHOOL 23 19 2042 GROBY MARTINSHAW PRIMARY SCHOOL 30 30 2383 BROUGHTON ASTLEY HALLBROOK PRIM. SCHOOL 38 38 3107 HALLATON CHURCH OF ENGLAND PRIMARY SCH. 14 14 2330 BROUGHTON ASTLEY OLD MILL PRIMARY SCHOOL 60 60 3039 HARBY CHURCH OF ENGLAND PRIMARY SCHOOL 14 15 3017 BROUGHTON ASTLEY ORCHARD C OF E PRIMARY 30 30 3106 HATHERN CHURCH OF ENGLAND PRIMARY SCHOOL 20 15 2017 BUCKMINSTER PRIMARY SCHOOL 15 15 2043 HEATHER PRIMARY SCHOOL 15 15 3018 BURBAGE CHURCH OF ENGLAND INFANT SCHOOL 90 90 2056 HEMINGTON PRIMARY SCHOOL 11 11 2142 BURBAGE JUNIOR SCHOOL 94 90 3041 HIGHAM ON THE HILL PRIMARY SCHOOL 11 11 2183 BURBAGE SKETCHLEY HILL PRIMARY SCHOOL 60 60 2162 HINCKLEY BATTLING BROOK PRIMARY SCHOOL 79 80 2019 BURTON-ON-THE-WOLDS PRIMARY SCHOOL 17 17 2044 HINCKLEY HOLLIERS WALK PRIMARY SCHOOL 60 60 2178 CASTLE DONINGTON ORCHARD PRIMARY SCHOOL 39 39 2351 HINCKLEY RICHMOND PRIMARY SCHOOL 60 60 3021 CASTLE DONINGTON ST EDWARDS PRIM. SCHOOL 30 30 3042 HINCKLEY ST. MARY'S PRIMARY SCHOOL 44 45 3332 CHURCH LANGTON C OF E PRIMARY SCHOOL 30 30 3336 HINCKLEY ST.PETER'S RC PRIMARY SCHOOL 30 30 3052 CLAYBROOKE PRIMARY SCHOOL 15 15 2046 HINCKLEY WESTFIELD INFANT SCHOOL 90 90 3022 COALVILLE ALL SAINTS C OF E PRIM. SCHOOL 27 27 2045 HINCKLEY WESTFIELD JUNIOR SCHOOL 80 80 2020 COALVILLE BELVOIRDALE PRIMARY SCHOOL 45 45 3043 HOSE CHURCH OF ENGLAND PRIMARY SCHOOL 11 11 2360 COALVILLE BROOM LEYS SCHOOL 81 81 3044 HOUGHTON ON THE HILL PRIMARY SCHOOL 30 30 3348 COALVILLE ST CLARES CATHOLIC PRIM SCHOOL 30 30 2024 HUGGLESCOTE COMMUNITY PRIMARY SCHOOL 60 60 2177 COALVILLE WARREN HILLS PRIMARY SCHOOL 28 30 2173 HUNCOTE COMMUNITY PRIMARY SCHOOL 20 15

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DCSF AN AN DCSF AN AN SCHOOL SCHOOL No 2010 2011 No 2010 2011 3046 HUSBANDS BOSWORTH C OF E PRIMARY SCHOOL 12 10 2380 NARBOROUGH THE PASTURES PRIMARY SCHOOL 45 45 2051 IBSTOCK JUNIOR SCHOOL & SPECIAL UNIT 59 60 2026 NEW SWANNINGTON PRIMARY SCHOOL 29 29 3047 IBSTOCK ST DENYS C OF E INFANT SCHOOL 60 60 3066 NEWBOLD CHURCH OF ENGLAND PRIMARY SCHOOL 10 10 2053 KEGWORTH PRIMARY SCHOOL 30 30 2078 NEWBOLD VERDON PRIMARY SCHOOL 30 30 3048 KIBWORTH C OF E PRIMARY SCHOOL 60 60 2097 NEWTON BURGOLAND PRIMARY SCHOOL 12 12 3307 KILBY ST MARYS C OF E PRIMARY SCHOOL 12 12 2079 NEWTOWN LINFORD PRIMARY SCHOOL 12 12 2055 KIRBY MUXLOE PRIMARY SCHOOL 51 51 3310 NORTH KILWORTH ST ANDREWS PRIMARY SCHOOL 15 15 2146 LEIC FOREST EAST STAFFORD LEYS PRIMARY 84 84 2333 OADBY BROCKS HILL PRIMARY SCHOOL 60 45 2068 LITTLE BOWDEN SCHOOL 52 52 2189 OADBY BROOKSIDE SCHOOL 50 50 3053 LONG CLAWSON C OF E PRIMARY SCHOOL 15 15 2338 OADBY LANGMOOR PRIMARY SCHOOL 27 27 3054 LONG WHATTON C OF E PRIMARY SCHOOL 13 13 2357 OADBY LAUNDE PRIMARY SCHOOL 90 90 2165 BOOTH WOOD PRIMARY SCHOOL 30 30 2384 OADBY WOODLAND GRANGE PRIMARY SCHOOL 60 60 3434 C OF E PRIMARY SCHOOL 30 30 2083 OAKTHORPE PRIMARY SCHOOL 15 15 2374 COBDEN PRIMARY SCHOOL 50 50 3067 OLD DALBY C OF E PRIMARY SCHOOL 21 21 2331 HOLYWELL PRIMARY SCHOOL 60 60 3068 PACKINGTON C OF E PRIMARY SCHOOL 15 15 2194 MOUNTFIELDS LODGE SCHOOL 73 75 3069 QUENIBOROUGH C OF E PRIMARY SCHOOL 27 27 2169 OUTWOODS EDGE PRIM.SCHOOL 52 60 3070 QUORN ST BARTHOLOMEWS C OF E PRIM.SCHOOL 55 60 2062 RENDELL PRIMARY SCHOOL 45 45 2085 RATBY PRIMARY SCHOOL 41 41 2192 ROBERT BAKEWELL PRIM.SCHOOL 34 30 3312 REARSBY ST MICHAEL & ALL ANGELS 15 15 3341 SACRED HEART RC PRIM SCHOOL 30 30 3072 REDMILE CHURCH OF ENGLAND PRIMARY SCHOOL 11 11 2350 SHELTHORPE PRIMARY SCHOOL 50 45 3074 ROTHLEY CHURCH OF ENGLAND PRIMARY SCHOOL 45 45 3433 ST.MARYS RC PRIMARY SCHOOL 30 30 3314 SAPCOTE ALL SAINTS C OF E PRIMARY SCHOOL 25 25 2382 STONEBOW PRIMARY SCHOOL 45 45 3077 SCALFORD C OF E PRIMARY SCHOOL 11 11 2120 THORPE ACRE INFANT SCHOOL 50 45 2088 SEAGRAVE VILLAGE PRIMARY SCHOOL 13 13 2116 THORPE ACRE JUNIOR SCHOOL 45 45 3078 SHARNFORD C OF E PRIMARY SCHOOL 9 9 3056 LUBENHAM ALL SAINTS PRIMARY SCHOOL 15 15 3080 SHEEPY MAGNA C OF E PRIMARY SCHOOL 14 15 2166 LUTTERWORTH JOHN WYCLIFFE PRIMARY SCHOOL 40 40 2092 SHEPSHED NEWCROFT PRIMARY SCHOOL 60 60 3209 LUTTERWORTH SHERRIER PRIMARY SCHOOL 59 59 2137 SHEPSHED OXLEY PRIMARY SCHOOL 35 35 3334 MARKET BOSWORTH ST PETERS C OF E PRI SCH 40 40 3339 SHEPSHED ST WINEFRIDES RC PRIMARY SCHOOL 30 30 3058 MARKET HARBOROUGH C OF E PRIMARY SCHOOL 60 60 3082 SHEPSHED ST. BOTOLPHS PRIMARY SCHOOL 36 36 2176 MARKET HARBOROUGH FARNDON FIELDS PRIMARY 30 30 2319 SILEBY HIGHGATE COMMUNITY PRIM. SCHOOL 30 30 2002 MARKET HARBOROUGH MEADOWDALE PRIM SCH 45 45 2326 SILEBY REDLANDS COMMUNITY PRIM.SCHOOL 30 30 2179 MARKET HARBOROUGH RIDGEWAY PRIMARY 45 45 3316 SNARESTONE C OF E PRIMARY SCHOOL 12 12 3347 MARKET HARBOROUGH ST JOSEPHS RC PRIM SCH 30 30 2094 SOMERBY PRIMARY SCHOOL 7 7 2069 MARKFIELD MERCENFELD PRIMARY SCHOOL 54 54 3085 SOUTH KILWORTH C OF E PRIMARY SCHOOL 10 10 3060 MEASHAM CHURCH OF ENGLAND PRIMARY SCHOOL 30 30 2158 SOUTH WIGSTON FAIRFIELD PRIMARY SCHOOL 30 30 3338 MEASHAM ST CHARLES CATHOLIC PRIMARY SCH 17 17 2355 SOUTH WIGSTON PARKLAND PRIMARY SCHOOL 75 70 2072 MELTON MOWBRAY BROWNLOW SCHOOL 89 85 2070 STANTON UNDER BARDON COM. PRIMARY SCHOOL 13 13 2191 MELTON MOWBRAY SHERARD PRIMARY SCHOOL 57 45 2096 STATHERN PRIMARY SCHOOL 17 17 3342 MELTON MOWBRAY ST FRANCIS RC PRIM SCHOOL 39 40 3319 STOKE GOLDING ST MARGARETS PRIM. SCHOOL 30 30 3062 MELTON MOWBRAY ST MARYS PRIMARY SCHOOL 30 30 3087 STONEY STANTON MANORFIELD PRIMARY SCHOOL 50 50 2185 MELTON MOWBRAY SWALLOWDALE PRI SCH & CC 50 50 3089 SWANNINGTON C OF E PRIMARY SCHOOL 15 15 2073 MELTON MOWBRAY THE GROVE PRIMARY SCHOOL 42 42 3329 SWINFORD C OF E PRIMARY SCHOOL 15 15 2007 MOIRA INFANT SCHOOL 30 30 3090 SWITHLAND ST LEONARDS C OF E PRIM.SCHOOL 14 14 3211 MOUNTSORREL CHRIST CHURCH & ST PETERS 58 60 3432 SYSTON ST PETER AND ST PAUL PRIM. SCHOOL 60 60 3065 MOWSLEY ST NICHOLAS C OF E PRIMARY SCH. 8 7 2161 SYSTON THE MERTON PRIMARY SCHOOL 51 51 2334 NAILSTONE DOVE BANK PRIMARY SCHOOL 15 15 2009 THORNTON COMMUNITY PRIMARY SCHOOL 18 20 2076 NARBOROUGH GREYSTOKE PRIMARY SCHOOL 50 50 2164 THRINGSTONE PRIMARY SCHOOL 30 30 2358 NARBOROUGH RED HILL FIELD PRIMARY SCHOOL 40 40 3093 THRUSSINGTON C OF E PRIMARY SCHOOL 9 9

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 32 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc PRIMARY SCHOOL ADMISSION NUMBER (AN) FOR SEPTEMBER 2010 and 2011

DCSF AN AN SCHOOL No 2010 2011 3330 THURCASTON RICHARD HILL C OF E PR.SCHOOL 30 30 3320 THURLASTON C OF E PRIMARY SCHOOL 17 17 3345 THURMASTON BISHOP ELLIS CATHOLIC PRIMARY 50 50 3094 THURMASTON CHURCH HILL C OF E JR. SCHOOL 90 90 2110 THURMASTON CHURCH HILL INFANT SCHOOL 90 90 2157 THURMASTON EASTFIELD PRIMARY SCHOOL 35 35

2149 THURNBY FERNVALE PRIMARY SCHOOL 30 30

3095 THURNBY ST LUKES C OF E PRIMARY SCHOOL 35 35

3097 TUGBY CHURCH OF ENGLAND PRIMARY SCHOOL 15 15

3098 ULLESTHORPE C OF E PRIMARY SCHOOL 15 15 3100 WALTHAM-ON-THE-WOLDS C OF E PRIM. SCHOOL 14 14 2170 WHETSTONE BADGERBROOK PRIMARY SCHOOL 60 60 3321 WHETSTONE ST PETERS C OF E PRIM. SCHOOL 40 40 3340 WHITWICK HOLY CROSS RC PRIMARY SCHOOL 29 30 3101 WHITWICK ST JOHN THE BAPTIST PRIM.SCHOOL 50 50 3331 WIGSTON ALL SAINTS PRIMARY SCHOOL & C.C. 50 45 2138 WIGSTON GLENMERE COMM. PRIMARY SCHOOL 30 30 2369 WIGSTON LITTLE HILL PRIMARY SCHOOL 60 60 3343 WIGSTON ST JOHN FISHER CATHOLIC PRIM SCH 30 30 2190 WIGSTON THE MEADOW COMM. PRIMARY SCHOOL 60 60 2193 WIGSTON THYTHORN FIELD COM. PRIM. SCHOOL 30 30 2354 WIGSTON WATER LEYS PRIMARY SCHOOL 60 60

3102 WITHERLEY C OF E PRIMARY SCHOOL 12 15

3103 WOODHOUSE EAVES ST PAULS PRIMARY SCHOOL 30 30

2025 WOODSTONE COMMUNITY PRIMARY SCHOOL 30 30

2104 WORTHINGTON SCHOOL 10 10 3104 WYMESWOLD C OF E PRIMARY SCHOOL 15 20 3333 WYMONDHAM ST PETERS PRIMARY SCHOOL 8 8

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 33 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc

SECONDARY SCHOOL ADMISSIONS FOR SEPTEMBER 2010 and 2011

DCSF AN AN DCSF AN AN School School No 2010 2011 No 2010 2011 4032 Anstey Martin High 216 216 4601 De Lisle Catholic 220 220 4508 Ashby Grammar 540 540 4030 The Garendon High 270 270 4028 Ashby Ivanhoe High 290 295 4014 Limehurst High 172 172 4000 Barrow Humphrey Perkins High 310 331 4268 Woodbrook Vale High 180 180 4039 Birstall Longslade College 415 415 4503 Lutterworth College 628 628 4029 Birstall Stonehill High 257 257 4015 Lutterworth High 250 250 4036 Bottesford Belvoir High 135 135 4016 Market Bosworth High 224 224 4038 Braunstone Winstanley High 200 200 4003 Market Harborough Robert Smyth 440 440 4057 Broughton Astley Thomas Estley 251 267 4017 Market Harborough Welland Park 243 250 4026 Burbage Hastings High 200 200 4018 Markfield South Charnwood High 162/7 162/7 4031 Castle Donington Community Coll 158 158 4044 Melton John Ferneley High 160 160 4035 Coalville Castle Rock High 200 200 5400 Melton Long Field School 160 160 4001 Coalville King Edward VII 472 472 4041 Oadby Gartree High 180/16 180/16 4007 Coalville Newbridge High 176 176 4043 Oadby Manor High 232 232 4050 Countesthorpe Community College 382 382 4045 Oadby The Beauchamp College 502 502 4054 Countesthorpe Leysland High 224 224 4505 Quorn Rawlins Community College 468 468 4048 Desford Bosworth Community College 473 473 4034 Shepshed High School 137 137 4011 Earl Shilton Heathfield High 220 220 4056 Shepshed Hind Leys College 234 234 4059 Earl Shilton William Bradford 280 280 5402 South Wigston High 210 210 4506 Enderby Brockington College 300 300 4602 Stoke Golding St. Martin's High 113 116 4051 Groby Brookvale High 220 221 4049 Syston Wreake Valley College 146/231 147/232 4052 Groby Community College 310 310 4022 Thurmaston Roundhill College 240 243 4501 Hinckley John Cleveland College 600 620 5403 Wigston Abington High 166 169 4010 Hinckley Mount Grace High 215 215 5401 Wigston Bushloe High 175 175 4053 Hinckley Redmoor High 161 161 4033 Wigston Guthlaxton College 540 540 4012 Ibstock Community College 238 238 4055 Kibworth High 250 250 4002 Burleigh College 489 489

C:\Documents and Settings\pdesai\Local Settings\Temporary Internet Files\Content.Outlook\BQT7QHE9\School Admissions Policy 34 Entry September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc

Castle Rock High School

Inspection report

Unique Reference Number 120258 Local Authority Leicestershire Inspection number 358728 Inspection dates 3–4 November 2010 Reporting inspector Kevin Sheldrick HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Secondary School category Community Age range of pupils 11–14 Gender of pupils Mixed Number of pupils on the school roll 509 Appropriate authority The governing body Chair Malcolm Allsop Headteacher Julia Patrick Date of previous school inspection 11 June 2008 School address Meadow Lane Coalville

LE67 4BR

Telephone number 01530 834368 Fax number 01530 830485 Email address [email protected]

Age group 11–14 Inspection dates 3–4 November 2010 Inspection number 358728

The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email [email protected].

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

Introduction

This inspection was carried out by one of Her Majesty's Inspectors and three additional inspectors. Inspectors observed 30 lessons, taught by 23 teachers, and held meetings with members of the governing body, staff and groups of students. They observed the school's work and looked at documentation relating to planning, monitoring, safeguarding, communications with parents and carers, and analysed questionnaires from 114 parents and carers and 96 students.

The inspection team reviewed many aspects of the school's work. It looked in detail at the following.

The extent to which the outcomes are improving, particularly for the more able and students who are eligible for free school meals.

o How effectively the school promotes students' cultural development. o Teachers' use of assessment. o The effectiveness of the school's monitoring and evaluation and how this contributes to the promotion of equal opportunities.

Information about the school

This school is close to the average-sized middle school. The proportion of students who have special educational needs and/or disabilities is above average, as is the proportion with a statement of special educational needs. Very few students are from ethnic minority backgrounds. The proportion of students eligible for free school meals is around the national average. Shortly after the last inspection, a new headteacher was appointed from within the school. Other members of the school's senior leadership team have been in place from September 2010. The school has had a specialism in sport since September 2008.

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 3

The school's capacity for sustained improvement 3

Main findings

The school has been particularly successful in promoting students personal development so that virtually all these outcomes are good. Essential to this has been the very high quality care, guidance and support the school provides. This provision ensures that students feel safe and means that there are many striking examples of the effective support the school has provided for potentially vulnerable students. The school is particularly effective in countering discrimination. For instance, the work the school has undertaken dealing with a few incidents of homophobic bullying is particularly noteworthy. Senior leaders command strong support from staff, parents and carers and students. The governing body is also a major strength and has ensured that improvement has continued during a difficult period associated with the recent loss of senior staff. The school's good curriculum is an important factor in the high proportion of students who indicate that they enjoy school.

The school's academic outcomes over the last three years, together with evidence from lessons, shows that achievement is satisfactory and attainment is average. Although lesson observations indicate that students overall make satisfactory progress in lessons, there is a wide variation. Inspectors saw highly effective lessons where students displayed great enthusiasm for their learning. In such lessons, teachers ensured that all ability groups were challenged and actively involved