Community use of School Premises
Report of the Regeneration Scrutiny Panel
June 2008
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CONTENTS
1 Why Members wanted to look at this Issue...... 3 1.1 Corporate Plan...... 3 1.2 Community Strategy 2005-2010 ...... 3 1.3 Local Strategic Partnership...... 3 1.4 Terms of Reference ...... 4 1.5 Methodology ...... 4 2 Overview of Policy Framework...... 5 2.1 National Level ...... 5 2.2 Local Level...... 11 3 Summary of Findings...... 15
4 Background...... 18 4.1 Private Finance Initiative – Transform Schools...... 18 4.2 Building Learning Communities Limited (BLCL) ...... 19 4.3 Local Schools ...... 23 4.4 The Role of External Sport Providers ...... 36 5 Recommendations ...... 39 5.1 Good Practice...... 39 5.2 Caretaking and Security...... 39 5.3 BLCL...... 40 5.4 BSF Programme ...... 40 6 Thanks...... 41 6.1 RMBC Officers...... 41 7 Appendices ...... 42 7.1 APPENDIX 1...... 42 7.2 APPENDIX 2...... 42 7.3 APPENDIX 3...... 42 7.4 APPENDIX 4...... 45 7.5 APPENDIX 5...... 47 7.6 APPENDIX 6...... 47
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1 WHY MEMBERS WANTED TO LOOK AT THIS ISSUE
Over the past five years, an extensive programme of capital investment into Rotherham’s schools infrastructure has been undertaken through a Private Finance Initiative. These projects are underpinned by the principle of communities utilising school premises as a resource for learning and physical activity. Likewise, many other non PFI schools in Rotherham, also encourage the use of their facilities for community activity, learning and wider sports provision
In view of the devolved management of our schools, particularly those built via the PFI route, along with the introduction of the Governments Extended Services Initiative which proposes the use of school premises as a focal point for community activity, Members of the Regeneration Scrutiny Panel wanted to examine to what extent communities are able to access school premises and what if any, are the barriers to doing so.
1.1 Corporate Plan
This review embraces the ‘Rotherham Learning Theme’ through the Councils vision to provide accessible learning and development opportunities for all; in addition to Rotherham Alive Theme’, where people will have opportunities to be involved in a wide range of high quality cultural, social and sporting activities.
1.2 Community Strategy 2005-2010
This scrutiny review supports the Community Strategy’s themes of Learning and Fairness. The Strategy aims to encourage more local people to become involved in learning and support parents, schools and communities to raise aspirations; the Strategy also aims to make services accessible to all communities and neighbourhoods.
1.3 Local Strategic Partnership
1.3.1 Rotherham’s Lifelong Learning Partnership identifies that Adult Learning and Skills underpins every aspect of community and neighbourhood renewal and is one of the central themes of the Community Strategy above. The Strategy sets the priorities for activities for the next 5 years that will contribute to achieving the vision of economic and social prosperity for Rotherham.
1.3.2 The Partnership’s Learning Thematic Action Plan identifies the progression of the extended schools agenda and the development of schools as community facilities, as key Partnership priorities in ‘supporting parents, schools, colleges and communities to raise aspirations and educational and learning achievement levels’.
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1.4 Terms of Reference
The Review Group identified the aims and objectives of the review at the outset and set the terms of reference as follows:
To identify the approach of schools within the Borough with regard to the current use of learning and sports facilities by local communities and assess how schools accommodate these activities; can schools make further use of their school premises and what are the barriers to doing so? The review group also examined the financial and management implications for schools with regard to increasing community use, which is being promoted through the Governments Extended Services prospectus and the Building Schools for the Future programme.
1.5 Methodology
The review was commissioned by the Regeneration Scrutiny Panel at their meeting held in June 07. A later scoping meeting was held, where it was agreed that interviews and school visits would take place during Autumn/Winter 07.
As part of the methodology, the review group visited a number of schools agreeing to take part in the review, to discuss the issues around community use with Head Teachers and support staff. We also viewed a range of facilities in these schools that are available to communities and were also to see areas of school buildings that were considered not suitable for public use.
Photographs were taken to assist the reader with some of the discussion reflected in the report.
1.5.1 The scope of the review included:
Looking at existing school facilities; Current opening hours and availability of facilities; The Governments Extended Services Initiative Examination of funding sources related to the use of school premises; PFI Schools; Barriers to the use of school premises; Exploring issues relating to health and safety, caretaking, security, insurance and damage to premises; External sports providers; Perceived community demand for ICT, sports and arts facilities and adult learning; Neighbourhood Management and Extended Schools Services.
1.5.2 The following panel members comprised the review group:
Councillor Jahangir Akhtar (in the Chair) Councillor Alan Atkin Councillor Jenny Whysall Councillor John Doyle Mick Hall – parent/governor co-optee - Children & Young Peoples Scrutiny Panel
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1.5.3 During the course of the review we visited the following schools and spoke to Head Teachers:
Wales Primary Schools: Head Teacher Jackie Ryan Meadow View Primary School PFI: Head Teacher Tony French Aston Church of England Junior & Infant: Sue Mellor St Bernards Catholic High School: Headteacher – David Butler Rawmarsh Community School: Deputy Headteacher – Lesley Hutt & Rachel Mullins Swinton Community School: David Shevill & Rachel Denton
1.5.4 We interviewed a range of officers from within the Council from Children & Young Peoples Services & EDS, in addition to the Cabinet Members for Children & Young People Services & Lifelong Learning.
1.5.5 External sports providers were also interviewed and they provided an interesting perspective on the way in which school premises can be utilised for the benefit of pupils and the wider community.
2 OVERVIEW OF POLICY FRAMEWORK
2.1 National Level
Nationally, a number of converging agendas promoting the use of school premises as a community resource for family and adult learning and physical activities. Broadly, the common factors that link Government legislation and policy in this arena relate to the education, health and well being of children, their families and the wider community with the objective of promoting social inclusion and neighbourhood renewal.
2.1.1 Education Act 2002
The Act requires schools to consult widely before providing extended school services. As a minimum, schools must consult parents of children registered at the school, the children and young people themselves, the staff and their local authority.
“Consultation should extend to people who live and work within the school’s local community, even if they do not have children at the school. Their involvement can ensure that the benefits of the extended school have an
impact beyond the families of children and young people currently on the 1roll, and contribute to increased social cohesion across the whole community”.
1 Planning & Funding Extended Schools: a guide for schools, local authorities and their partner organisation. Department for Education and Skills 2006
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The Act also made it easier for Governing bodies to:
• Provide facilities and services for community use directly;
• Enter into agreements with other partners;
2 • Charge for some services.
2.1.2 Children Act 2004
The Act provides a legislative spine for the wider strategy for improving children's lives. This covers the universal services which every child accesses, and more targeted services for those with additional needs.
The overall aim is to encourage integrated planning, commissioning and delivery of services as well as improve multi-disciplinary working, remove duplication, increase accountability and improve the coordination of individual and joint inspections in local authorities. The legislation is enabling rather than
prescriptive and provides local authorities with 3 a considerable amount of flexibility in the way they implement its provisions.
The implementation of the Act and the wider reform measures are set out in the Every Child Matters Agenda.
2.1.3 Every Child Matters
ECM is all about improving the life chances of children, reducing inequalities and helping them to achieve the things they want to do. Five outcomes form the basis of the ECM programme:
• Be Healthy – enjoying good physical and mental health and living a healthy lifestyle;
• Stay Safe – being protected from harm and abuse;
• Enjoy and achieve – getting the most out of life and developing the skills for adulthood;
• Make a positive contribution; being involved with the community and society and not engaging in anti-social behaviour or offending behaviour;
• Achieve economic well-being – not being prevented by economic disadvantage from achieving their full potential in life.
2 3 The Law relating to Charging - Appendix 1 Department for Children, School and Families
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4 In their booklet ‘Making it happen’, the DfES set out a range of tools and processes for the integration of services for children and families. Extended services are sited as one model for different services such as heallth and education to co–locate in a highly visible hub within the the community.
Schools located at the heart of the community are well placed to take up the challenge of making Every Child Matters a reality for children, young people and communities.
Schools will need to work closely with parents, children and others to shape these activities around the needs of their community and will choose to provide services in response to local need and demand.
2.1.4 Extended Services
In June 2005 The Government’s Extended Services Prospectus set out the ‘core offer’ of activities and support to families to be implemented by 2010. This comprises five key elements:
• Study Support Activities;
• Childcare & Activities for Young People between the hours of 8am – 6pm;
• Parenting Support and Family Learning;
• Access to specialist services such as speech and language therapy plus other health support;
• Community Access - Community Access is about opening up school ICT, sports and arts facilities to the local community beyond the school day.
Community Access is not a compulsory element of the ‘core offer’; services will vary from school to school as they need to be designed around local needs, taking into account existing provision in the area.
The key objective is about making better use of the school building as a community resource after school hours and making services more accessible to communities.
One of the benefits of extending services is that it involves the family and other community members in helping the school to achieve the five outcomes under the Every Child Matters Agenda. The adult learning curriculum is comprehensive, embracing health and well being programmes, community participation, vocational skills, financial education, plus a wide range of subjects. By raising levels of adult achievement and health awareness will in turn help children and young people in their own development by enabling parents to support their own children’s learning in these areas.
4 Department for Education and Skills - 2006
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The broader objective of these programmes is to equip adults and communities to tackle the challenges thrown up by social, technological and economic change.
2.1.5 National Policy Context for Sport & Active Recreation: Game Plan (2002)
Game Plan (2002) is the Government's strategy for the delivery of sport and physical activity objectives to counteract the negative economic and social consequences of physical inactivity.
The strategy sets two overarching objectives:
• A major increase in participation in sport and physical activity, primarily because of the significant health benefits and to reduce the growing costs of inactivity; and
• A sustainable improvement in success in international competition, particularly in the sports which matter most to the public, primarily because of the "feel good factor" associated with winning.
It is the first ‘participation’ objective that is most relevant to developing a sport and active recreation plan for Rotherham. Game Plan set the ambitious aim of ‘increasing significantly levels of sport and physical activity with the target of achieving 70% of the population being reasonably active (for example 30 minutes of moderate exercise five times a week) by 2020’.
Currently only about 32% of the English population meet this target.
2.1.6 Physical Activity and Exercise – The Department of Health
The D of H state that sport and physical activity is equally important as learning to the health and well being of children, their families and the wider community. Evidence suggests that exercise can prevent many major illnesses such as:
• promoting healthy blood sugar levels to prevent or control diabetes • promoting bone density to protect against osteoporosis • reduce the overall risk of cancer • increase levels of HDL or "good" cholesterol -reducing the risk of developing heart disease • lower high blood pressure-reducing the risk of developing heart disease • boost the immune system
In addition, exercise boosts self-confidence, helps prevent depression and contributes to the maintenance of a healthy weight.
Barriers to being more active
Schools are ideally located to provide a resource for sport and physical activity to their local community, as well as educating children, families and others on the benefits of exercise, thereby breaking down the perceived barriers to being more active. The threat of a future illness is not enough motivation to change exercise habits.
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There can also be many other reasons for not taking up exercise, including:
• lack of time due to work or family commitments • cost of equipment or gym membership • lack of facilities nearby • personal safety when exercising outdoors alone • poor weather or night-time lighting
Having fun
There are many activities which increase stamina and contribute to health and general well being. Not everyone sees exercise as fun, and doing something that is fun and enjoyable is more likely to be sustained: in this respect, the school environment can offer an opportunity to:
• Try out different sports or activities, such as a dance or aerobics class; • Join a team or club where members of the community can meet new friends; this could be a local football team, or a new sport not tried before; • Provide activities that can be done as a family or with friends and this may help maintain motivation.
2.1.7 Sport England Strategy 2008 – 2011
The driving force behind the strategy is to address the needs of sport participants across the country and provide a clear link with the physical activity agenda being driven by a number of government departments, including the Department of Health and the Department of Transport.
A key focus of the strategy is developing the provision of high quality sports in schools which will then be replicated in the community environment, giving individuals the opportunity to achieve not only success in sport but also to maintain good health.
Sport England will work with National Governing Bodies to ensure that sport is accessible to all and sport is provided in modern sports club environments. One challenge for NGB’s, is in developing girls and women’s games, disability sport and reaching out to diverse communities and funding through the Sports Council will be targeted at NGB’s who can achieve successful participation in these sectors of the community.
Schools are a key focus for the above development in sport and activity to take place, with community use of school premises a key Government aim through their investment in Building Schools for the Future.
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2.1.8 Building Schools for the Future
Building Schools for the Future represents a new approach to capital
investment.5 It is bringing together significant investment in buildings and in ICT over the coming years to support the Government's educational reform agenda.
The Government is committed to devolve significant funds to local authorities and schools to spend on maintaining and improving their school buildings. But it also wants to promote a step-change in the quality of provision. The Government have 3 key aims:
• Community use of school sites, including sports
• Provide flexible inclusive spaces, high quality and safe learning environments;
• Personalised learning (student access to information & resources through ICT) & workforce reform (different teaching inputs & use of technology).
BSF, which was worth £2.2 billion in its first year (2005-6), aims to ensure that secondary pupils learn in 21st-century facilities. Investment will be rolled out to every part of England over 15 waves, subject to future public spending decisions.
Between 2011 & 2016, every LA in England will have received funding to renew at least the school in greatest need — many will have major rebuilding
and remodelling projects (at least three schools) underway through BSF and6 the remainder will have received 7 resources through the Academies programme or Targeted Capital Fund.
8 In relation to P.E. & Sport there are a number of challenges within BSF:
• There is a need to ensure that all partners within the delivery system for sport are fully aware of the potential opportunities that BSF can offer to both the national curriculum and the wider community;
• High quality P.E. & School Sport is high on the national agenda and it is important to ensure the value of P.E. & School Sport retains a high profile within the BSF education / school visioning process. This means challenging stakeholders to consider what teaching and learning, as well as community participation, could or might look like in the future and then inspiring facility development to achieve it.
5 6 Information and Communications Technology Further Information on Academies can be found at: http://www.standards.dfes.gov.uk/academies/what_are_academies/
8 Sport England – 2007
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• In addressing the above, there will be further challenges to address with respect to the strategic planning for community sports facilities and the subsequent design specification, to influence the design of school buildings and the outside areas to a high standard that meets clients needs both within and beyond the school day. Alongside this, consideration of ongoing facilities management and operational or service development will be critical to its success.
The investment in P.E. & School Sport has never been so good; yet many of the various capital and revenue programmes supporting the development of P.E. and sport do so in isolation. The BSF programme provides an opportunity to coordinate resources, ensuring that the strategic needs of local authorities are met and providing the whole community with access to physical activity and sports participation.
2.2 Local Level
2.2.1 School sites in Rotherham
There are currently 101 primary schools, 16 secondary schools and 6 special
schools in Rotherham. The geographic 9spread of schools across the Borough is shown on the map layout attached. This shows primary and secondary school locations plus PFI schools, within Area Assembly boundaries. Of the 123 schools, 15 have been rebuilt through the Private Finance Initiative.
2.2.2 At a local level we have a number of strategic documents (discussed below), that link into the different strands of the extended services agenda, including the requirement for communities to use of school premises. However, there is no single strategy that sets out the Council’s proposals to develop extended services for across the whole community, including Children and Young People, Family Members, Older Persons and business or professionals who may wish to hire facilities for sport or meeting spaces.
10 2.2.3 A Proposal for the Integration of Services for Children & Young People
The Children Act 2004 required local authorities to have put in place by April 2008 ‘children’s trust arrangements’. One aspect of this is the integration of front line services that are easily and locally accessible to children, young people and their families.
RMBC, Rotherham PCT and South Yorkshire Police will provide services through seven frontline teams providing universal services.
9 10 Appendix 2 RMBC - Children and Young Peoples Services – June 2007
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11 At the heart of this new way of working is the full integration of front-line staff into multi disciplinary locality teams, with each locality providing a range of services within children’s centres and extended schools’ Working alongside these teams will be Borough wide specialist services focussing on for example, Community Learning, Well-being, the Schools Extended Services and Targeted Support Services focussing on looked after children, young offenders and targeted youth support and intervention.
These teams will work closely together, to deliver an active and integrated presence within area assemblies and neighbourhoods and aim to forge strong links with other providers such as schools, local voluntary and community programmes, as well as GP’s and other health professionals operating in the locality.
It anticipated that the future development of community use of schools will benefit from the interaction of these teams in and around the school environment. 12 2.2.4 Older Persons Strategy
This Strategy has been developed to promote a better quality of life for Rotherham’s increasing population of people who are over 50. Currently 30% of the population are over 50, and this is expected to rise to 40% in 2021 with a much higher proportion of people over 75.
Life expectancy is now almost double that of our great grandparents. Many of us will spend a third of our life in active healthy retirement. By 2021 more than half of the population will be in the 45-64 age groups.
This Strategy is based on extensive research and consultation and identified a number of key issues that were especially important to improve the quality of life of older people.
The key issues highlighted by the strategy and relevant to community use of school premises are:
• Mobility and transport
• Greater and more accessible learning opportunities
• Improving and maintaining health, including accessible services
• Access and participation in a range of social, cultural and leisure opportunities
• Safe, clean and secure neighbourhoods
11 Locality Team comprising: Health Visitors, Social Workers and School Nurses, Youth Workers and Personal Advisers, Family Support Officers and Children & Young Peoples
12Police Officers, plus the Extended Services Officers. Chief Executive Department – Policy and Research - March 2006
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• Promoting independence
• Ensuring that the views of older people are heard and shape the aspirations of the council and other agencies
• Increase the participation of older people in the way services are developed
• Addressing age discrimination.
2.2.5 Sport and Active Recreation Plan 2006 – 2009 13 This strategy pulls together a number of interlinking strategies all aimed at improving leisure and sport opportunities, recreation and competitive sport within the Borough. The strategy highlights and aims to support key issues around health, young people and education, community cohesion and regeneration, community safety and offers volunteering opportunities for those wishing to be involved.
2.2.6 Extended Services Cluster Planning Group
Fourteen Cluster groups have been created across the Borough comprising14 between 7 & 10 schools (including Children Centre’s) per cluster. These groups will be a driving force in developing the Core Offer and will hold responsibility for ensuring that an action plan is produced and delivered on across the cluster area. The Extended Services Partnership Officers will be responsible for administrating and supporting this group.
The aims of the Cluster Planning Group are to contribute to the development of multi-agency locality working, to share knowledge around extended services, to promote best practice and ensure that extended services are accessible to all including hard to reach groups. An audit of all extended services offered by schools in the Borough has been completed earlier this year and this information will be used to co-ordinate and develop new and existing services.
The review highlights examples of partnership working between schools working in clusters to provide extended services to their communities. A key conclusion of this review is that the sharing of resources, local knowledge and good practice between schools and other partners is a very effective way of creating and meeting the demand for services relating to community and adult learning and physical sports and activities.
13 Green Spaces Strategy, Play Strategy, Obesity and PCT Physical Activity Strategies;
14Rotherham PE & Sports Strategy plus Rotherham Crime & Disorder Partnership. Primary Cluster Members can be seen at Appendix 3.
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2.2.7 Neighbourhood Management and Extended Services 15 The Governments Neighbourhood Renewal Unit identify that two developing agendas, sponsored by different government departments, provide a scope for joint working which will benefit young people and the whole community:
“an extended school can serve the interests of all neighbourhoods, but in those places where social and economic needs are most acute, where there is stubborn and multiple deprivation, schools are a vital element of renewal. They are often the only truly universal service for young people in an area…….central to making this vision real will be the extent and quality of partnerships in localities and neighbourhoods. These will cross a wide range of professionals in many different sectors”.
In Rotherham, we do not have a specific strategy that brings together these two agendas in a direct way; however, joint working between schools and different directorates within the Council to find solutions to neighbourhood management issues is evident.
In Chester Hill Avenue, a pilot project has been developed to tackle deprivation, crime and anti social behaviour in and around the area. Backed by the LSP and funded by Neighbourhoods, a Neighbourhood Initiative Manager has been recruited to manage the pilot.
The project encompasses partners working in the area including the Police, PCT, Area Assembly Partnership Manager and Extended Services Partnership Manager. Crucially, the Headmaster at the local school has offered the school as a base and meeting place for the project steering group of which he is a key member.
Analysis and profiling of the area and community has been undertaken so that support and educational services can be directed where they are most needed.
The Chester Hill model is being monitored with a view to rolling it out to other deprived neighbourhoods in the Borough.
The key point for this review is that model provides operational evidence that schools are ideally placed to work with and support other agencies tackle a range of community issues that goes wider than the school curriculum, the children on the school roll and their families.
15 Department for Communities and Local Government – Neighbourhood Management and Extended Services in and around Schools. July 2006
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3 SUMMARY OF FINDINGS
In the past five years there had been a major reinvestment in new and refurbished schools in the Borough. As part of this process a conscious effort had been made to improve the availability of sport and educational facilities available to the community.
Some of this had been achieved through Private Finance Initiative (PFI) and other sources of funding. Lottery funding has been a key resource to support the needs of the community whilst mainstream Department for Education and Skills funding (DfES) is more focused on the curricular needs of the school.
It is important to note that whilst extended services are available and developing in schools across the borough, the investment in sports facilities is primarily through the Councils PFI Leisure Contract with a greater emphasis on indoor spaces rather than on outdoor spaces. Running parallel is the Building Schools for the Future Programme, which aims to provide high quality sport to members of the school and the local community.
3.1.1 In researching the development of extended services in Rotherham Council, we found a disparity in views on what an extended service is.
For those staff directly involved in child and family related services, an extended service was largely seen to be one targeted at those groups either within or beyond the standard school day but with emphasis on involvement from school staff in the provision or organisation of that service.
Some officers and head teachers however, considered that any services or facilities provided by the school, whether it be to family members, sports groups or business users, was part of the wider extended services agenda.
For officers focussed on the building or grounds as a potential community facility, it was considered that hire of those facilities was not an extended service, but seen as external hire to the community.
We contacted the House of Commons Library to request clarification of this issue:
Extended Schools: Building on Experience, which was published in June 2007, provides the following guidance on community access (page 4):
Where a school has facilities suitable for use by the wider community (eg playing fields, sports facilities, IT facilities, halls), it should look to open these up to meet wider community needs in response to an assessment of local demand. There is no need to open up facilities if they are not suitable, or if opening them would duplicate existing high-quality community facilities.
Local authorities should be aware of the facilities that are currently available in their area and should plan with schools to complement these and avoid duplication.
Schools should also offer access to adult learning programmes through the school itself or through a cluster of schools or local providers. Local
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authorities, local Learning and Skills Councils and local colleges will all be able to help in shaping this provision.
For general background on extended schools, see the DCSF website; http://www.teachernet.gov.uk/wholeschool/extendedschools/’
The Teachernet web site states that the community access element of the core offer ‘will often be provided beyond the school day but not necessarily by teachers or on the school site’
The review group concluded that extended services can be very broadly defined and that any service or facility hire provided by a school should be seen as an Extended Service.
3.1.2 In Rotherham, specific examples of current community focussed activity were advised by the Partnership Developments Managers – School Sport Partnership:
Dance Extra – at Wales High School on Tuesday evenings for students of any age with about 40 currently attending;
Wickersley Indoor Bowls Club – at Wickersley School on Wednesdays during the winter months for anyone in the Local Community, about 12-15 men normally attend;
Ladies Netball Club – at Wickersley School on Monday evenings all year, about 12 ladies attend regularly;
Multi Sports Community Club – at Dinnington School on Saturday mornings, up to 50 students attend each week;
Rotherham Asian Boys Cricket – at Cranworth Road Site, run by a trainer from Thrybergh Fullerton School during May and June - about 20 attend.
3.1.3 A summery of the main problems to be overcome if community use of schools is to become more wide spread and universally successful, were those relating to delegated powers, Private Finance Initiative schools, school budgets and the costs of community use, in addition to the development or improvement of pitches and changing areas for use by general public.
In relation to delegated powers, the Local Authority no longer has direct control over the use of school pitches and indoor facilities now that schools have increasing delegated powers. Such issues are now the responsibility of the governing body of the individual school and this means that any position on community use of the school taken by the Education Authority was only advisory. Two areas of existing responsibility for governing bodies, which may be of importance in the development of extended services, are the responsibility to set a charging policy for the school and the legal responsibility for the use of school premises.
3.1.4 Our discussions with Head Teachers established that school governing bodies varied considerably in their attitude to community use and whilst many were in theory in favour of such use, they might be cautious when faced with the practical consequences of implementing extended community use.
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Concerns were expressed around over use of pitches, damage to equipment, security and caretaking arrangements, plus the hidden costs which might all adversely affect the views of a school governing body.
Specifically, primary schools do not have changing facilities for sport. There are virtually no primary schools in Rotherham with showers or adult facilities and this limits the use of the hall or school field for sports activities.
Primary school halls are multipurpose and very few are designed as sports hall. They are used for assemblies, school dinners, may have school displays on the walls and on tables, piano in the corner etc and are again are not really designed for sports use - they are designed to meet the school's curriculum needs.
Typically, a primary school will only have one sports pitch for the whole school. The pitches are too small for adult use plus adult use at the weekend has in the past put so much wear on a pitch that it is put out of action for the school. This happened at Dinnington St Joseph's where weekly use of the pitch ruined it for school use and the letting had to be stopped.
3.1.5 Further concerns were expressed by witnesses to the review on the process for CRB checking persons coming into the school to instruct, coach or teach. This service may be directed at adults and not young people, but because it is being provided in a school environment, a blanket approach needs to be adopted on the basis that children and young people use the school environment throughout the day.
3.1.6 Where a school had been rebuilt under a Private Finance Initiative contract, usage by the community was an integral part of the contract; however, the
commercial element of letting school facilities was sometimes found to be 16 restricted by other school related lettings taking priority over community use , particularly during exam time.
In all schools, there are hidden costs of community use, such as site supervisory staff being available to open up changing rooms, plus the cost of facilities, lighting, heating and cleaning and wear and tear. Given that many facilities were not purpose built for commercial lettings, such costs might be perceived as disproportionately expensive if let to the community. If greater use of school facilities is to be achieved, economic solutions need to be found and sources of funding, additional to the school budget, will need to be identified to pay for community use.
3.1.7 Many existing grass playing facilities and hard court areas for netball or basket ball for instance, were in need of upgrading to a standard suitable for community use. Football pitches in particular needed to be upgraded for adult use – as pitches viewed by the review group were only suitable for lightweight play by infant and junior aged children. Hard court surfaces needed marking out for ball court games and nets or fencing provided to make a suitable
16 See section 4.2.1
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games area. In the PFI secondary schools however, pitches are suitable for adult use and hard court areas marked out appropriately.
If there is to be wide spread use of football pitches then there would need to be higher specification to grounds maintenance to allow for more intensive usage and a higher level of performance for high grade competitions. It was apparent however, that work of this type would have major financial implications and would not be cost effective in existing school builds given the Council’s commitment to rebuilding schools under the Building Schools for the Future Programme.
3.1.8 The future pricing structure for the use of facilities and the strength of the relationship with the local community and the school were both considered important factors in determining the extent of community use.
In terms of current school facilities, the recommendations of this review focus on areas that may assist schools to make further use of opportunities that are available now to promote community use. However, the importance of the BSF programme cannot be overstated in terms of the opportunity it presents to design facilities that are suitable for the education of children and young people and members of the community to participate in adult learning and sports activities.
4 BACKGROUND
4.1 Private Finance Initiative – Transform Schools
Dedicated 17 companies have been set up by two of the country's leading companies involved in PFI in Education, under the generic banner of Transform Schools, to meet the needs of improving the existing fabric, maintaining buildings through time and delivering core services to allow the academic staff the freedom to concentrate on the delivery of education
The contract for the Rotherham Schools PFI Project was signed in June 2003. The objective of this project was to raise standards, expand community use of these schools and either rebuild or refurbish some of the worst condition schools in Rotherham. The Borough now has 9 Primary and 6 Secondary
Schools completed under through the PFI. Each school is 18subject to comprehensive services, which include maintenance and ‘soft’ facilities
17 Balfour Beatty Capital Projects Ltd, the division of Balfour Beatty plc that procures and manages PFI opportunities throughout all sectors of the PFI arena, together with Innisfree Ltd, the leading infrastructure investment group in the UK investing in PFI and PPP projects, have jointly set up Transform Schools, in order to deliver large, complex education PFI
18projects within the UK. Soft services could include caretaking, cleaning and refuse collection, facility management, reception and mailroom service for example. Soft services are value-added services that are not necessarily core to the clients' business, but vital to the effective day-to-day operations.
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management services for a life span of 3019 years. Thornhill Primary was the first school to be completed in April 2004.
As part of the PFI contract, Transform Schools (Balfour Beatty) Rotherham Ltd, proposed that a ‘not for profit’ limited company (BLCL) be set up to promote and manage third party lets of the community spaces available within
these 15 schools. The principal20 partners in the company are Transform, RMBC and NHS Rotherham.
4.2 Building Learning Communities Limited (BLCL)
Established in December 2004, the company exists to develop, promote and manage community use at the PFI Schools across Rotherham.
The company is based within the Children and Young Peoples Service Directorate and until recently sat in Resources and Access which deals with school finance, buildings and school services such as catering.
The staff now operate under Community Learning and Well Being – a move which the review group welcomed as they felt that this environment will help BLCL in promoting and extending their services to PFI schools. This section brings together family & community learning and support services, the Extended School Services Team & the Early Years Service which includes child care issues and all non educational but school related matters.
One of the main aims of the company is to make a wide range of high quality facilities available for community use at affordable prices. To achieve this, income from groups who can pay the full hire charge allows BLCL to offer
concessions to groups with limited income. A facilities management21 company provide caretaking, cleaning catering etc to the partnership , to allow community groups access to school premises in the daytime, evenings at weekends or during school holidays.
BLCL is a not for profit company, income from lettings has to be used to
achieve the company’s aims and objectives. This means that income22 has to be reinvested to the benefit of local communities, schools or centres. One of the significant benefits of being a not for profit company is that BCLC can seek to access funding which schools, the local authority or the private
19 20 Appendix 4 lists all PFI Schools in Rotherham 21 Formerly the PCT - Primary Care Trust. 22 Haden Management An example of funding which has been made available because of BLCL is Football Foundation money which has been secured by Wickersley School and Sports College towards the creation of a synthetic football pitch. Original advice from the Football Foundation was that they would not fund the application because Wickersley is a PFI school - they had a policy of not funding anything connected to the private sector. The bid was written to include BLCL as the management company responsible for looking after the pitch bookings and the income generated. Once this had been done, the Football Foundation changed their policy enable Wickersley to be successful but also fund other PFI schools where a not for profit organisation existed to manage lettings and budget.
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sector cannot. This adds value to the development of community activity in
Rotherham23 meeting the objectives of broader plans such as the Community Strategy
Currently, BLCL is examining ways to offer their services to non PFI schools, although two key hurdles will need to be overcome to achieve this:
The PFI arrangement for letting facilities in schools differs from the LA or school model in two ways:
• The caretakers are employed and managed by a facilities management company, allowing BLCL to contract a caretaker as and when this service is needed to open up a school facility.
• BLCL is not restricted by financial regulations that apply to the expenditure of school budgets. These state that schools should not use their budget to subsidise the use of their facilities – the implication being that community groups requiring subsidy, would not necessarily have the choice of using the facilities of a non PFI school due to cost. Anecdotal evidence of this was voiced in relation to tennis courts at Rawmarsh Community School which are not used by the community due to the cost of hire, which would include wear and tear and caretaker supervision.
4.2.1 In respect of PFI contractual arrangements, the Governors of the schools transfer all control of school buildings and facilities and all third party income to BLCL. This allows BLCL to let out the buildings and facilities for third party
24use, outside of the times designated by the schools as their operating times. However, community lettings for school buildings and facilities is subject to a veto by the schools if any individual third party booking was felt by the school to be inappropriate to the school’s ethos – although this must be implemented on reasonable grounds.
Relative to this point and impacting on the lettings process within PFI schools was the hierarchy of use for each site. These are:
• School Use – core hours from 8.00am to 6.00pm for 195 days of the year, paid for through the Unitary Charge;
• Additional use by the school – includes Governors meetings, school productions and PTA meetings, allocated from a bank of hours calculated from a prediction of need and part of the Unitary Charge; • Authority designated community25 use – this usage is by recognised organisations such as CYPS , SureStart, City Learning and the LA for
24 There are examples where schools are used by the community within the school core
25hours; e.g. WEA run yoga and ICT sessions at Maltby Crags. Children and Young Peoples Services - Directorate
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example. A number of hours are designated for a number of hours shown in the PFI Contract;
• BLCL designated use – third party lettings via BLCL to community or
business groups for instance –26 the school have the final say on who can and can’t use the premises.
4.2.2 Issues around communication with schools in respect of the lettings process were highlighted by the review. These seemed to focus on the value of the hiring agreement for third party lettings as perceived by the school. It was evident that successful lettings to community and other groups could only take place if the school were fully supportive of the BLCL function. Two important points arose here – firstly that all parties were clear when and who facilities were booked out to; and secondly, once a facility was committed to a third party, a school should not use their ultimate authority to override the booking.
4.2.3 Building Schools for the Future
The national picture is set out above: Rotherham has been invited to enter into ‘waves’ 7 to 9 with a submission made to the DCSF & Schools in Partnership on 11 April 08. This has resulted in a successful early bid for 5 schools. Over time, all 16 of the Borough’s secondary schools will be involved, with the majority of the renewal being concentrated on the 10 schools outside the existing PFI project with Transform Schools. The capital value of the proposal is around £100m, with the Council committed to supporting revenue funding of at least 3% of the estimated project value.
The invitation has clear requirements to demonstrate Rotherham’s readiness to deliver educational reform and the transformation of school premises. One of the submission criteria includes the establishment of a Local Education Partnership (LEP), a public private partnership consisting of 3 organisations.
The LEP has the exclusive rights for 10 years to deliver design and build BSF secondary schools within the Borough, with a possible extension for 5 years. The LEP may also provide ICT, maintenance and other premises related services to schools on a long term basis, including facilities management.
Indeed, the arrangement has many similarities as the Transform Schools PFI Project, although is not a Private Finance Initiative. Despite the very positive benefits of this programme, the review group have a number of concerns which will need to be addressed through the design and consultation of the project:
Firstly, that some of the problems encountered by BLCL to promote community use will be replicated by BSF schools;
26 The full Lettings Policy can be seen at Appendix 5
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Secondly, two parallel arrangements (PFI and BSF) will be in place to market, let and manage school facilities targeted at community use. This may give rise to public confusion over who is offering which service;
Thirdly, there is a concern that future letting charges across the Borough may be inequitable in different parts of the Borough. The review group were mindful that consideration needs to be given to how charging structures will be set and marketed;
Further, the review group would question one of the key objectives for BLCL – that is to roll out their services to existing non PFI schools, given that many of them will be subject to BSF in the future.
4.2.4 Leisure and Sports Facilities in Rotherham – Rotherham Leisure PFI 27 The Council is underway with a £32m contract with DC Leisure to replace the Borough’s existing infrastructure of swimming pools and leisure centres which are outdated and in poor physical condition, with a reduced network of four sustainable sport and leisure centres, strategically sited to meet the needs of the Borough’s residents. Project completion is in 2010.
The project will guarantee the maintenance and renewal of the physical fabric of all buildings in the project over a 32-year period. The four sites are:
• Aston – adjacent to Aston Comprehensive School.
• Maltby – adjacent to Maltby Comprehensive School
• Wath upon Dearne – adjacent to Wath Comprehensive School
28 • Rotherham Town Centre – St Anns Leisure Centre.
Value has been added to all four elements of the project through the New Opportunities Fund PE & Sport Programme. This includes a dry sports hall at Aston and a dry sports hall at Maltby. DC Leisure have made a commercial decision to fund its own health and fitness suites on all four sites.
In addition, a separate community dry leisure centre is already being provided on the school site at Wath through the Council’s existing schools’ PFI contract with Transform Schools (Rotherham) Limited, where community use is managed through Building Learning Communities Limited.
The review group very much support the Councils commitment through the PFI project to develop sports and leisure facilities for the benefit of the Borough’s residents.
27 28 Funded from PFI Credits from the Department for Culture, Media & Sport Funded through a separate PPP but within the same procurement package, will open in November 2008.
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It is possible, however, that at a point in the future, there will be an over supply of facilities in the Borough, given that these will be offered through DC Leisure, BSF (LEP) and Transform Schools and that, depending on local demand, will have a direct impact on the ability of some schools to successfully offer extended services to the community.
4.3 Local Schools
4.3.1 Wales Primary School
Extended Services – Core offer
A range of popular activities are offered by this school to pupils of the school and which fall within the core offer. Sessions include parental training to support their children with curriculum subjects such as English and Maths, child care via a breakfast club and an evening karate club which encompasses the needs of disabled children as well as those without disability.
After school clubs include dancing, fencing, football, multi sports and choir. Whilst these are currently used by pupils of the school, other children and young people within the local community are welcome to use these facilities.
Extended Services - Community
The Head Teacher, Jackie Ryan, told us that the ethos of the school is very much about supporting the community. However, there is a concern that the focus of the village has been lost as a result mine closures during the nineties with devastating effect on the local economy and community.
It is well documented that former coalfield communities have experienced huge social and environmental problems including chronic health issues, skills
shortages,29 poor educational attainment and poor access to jobs to name a few.
29 Department of Communities and Local Government
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Ms Ryan and staff at the school are keen to rebuild this by opening up the school and encouraging its use as a focal point for the community. It has been recognised by the school that it is the quality of the head teacher’s relationship with the community that is paramount to getting parents and other community member to use the school facilities.
A successful venture for the school has been to30 utilise the on site swimming pool by employing a private sports provider. The company now offer swimming coaching on 5 evenings per week plus Saturday mornings. A high demand currently exists in the community for this facility, although it is important to note that the maintenance and running costs have to be met by demand. For instance, the pool must continue to be heated and chemically treated even when not in use.
School space is also rented to provide child care for parents attending activities and sessions run during core school hours. No formal nursery exists as yet, although funding is being sought for a provision in the future.
Barriers
There are several barriers to establishing the school as a primary focal point for the community. Levels of literacy in the area are low as is aspiration and motivation to learn new skills or develop an interest hobby. Staff found that it is hard to create momentum within a community that suffers from low self esteem, confidence and the desire to participate and learn.
An example of this is an adult ICT course organised by the school and based at Rother Valley. This had to close halfway through the course due to reducing attendance.
Demographic changes have also impacted on the community - new housing developments on the periphery of the village have attracted people who opt to live in the area because it is a convenient location from which to commute. Professionals and working residents are not necessarily interested in pursuing activities and hobbies through the local school.
Other barriers to the use of the school outside of core time include the availability of staff time, the requirement of the caretaker or other responsible person to open up the school as it is locked when school activities have finished.
4.3.2 Aston C of E Junior & Infant School
30 Waterstars – see Section 4.4.2
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Extended Services – Core offer
Activities within the core offer are generally provided during the31 day – these include sports provision in conjunction with Northern Sports who provide lunchtime clubs and after school activities. A holiday club is also provided by Northern Sports across local schools. Rotherham United Football in the Community also provide after school football coaching on a weekly basis for which a charge is made.
The Aston Recreation Charity will match fund subsidies made by the school for some sports activities. This contribution is reviewed annually by the charity and is available to all primary schools in Aston/Aughton and Swallownest. This subsidy helps to reduce the cost of activities passed on to parents.
Other after school clubs include music and French tuition which is subsidised by the school by an amount of £1500.00 per academic year.
There is no breakfast club at the school but children can visit other nearby schools for this facility if required. Swimming lessons are provided by Aston Comprehensive, even though a pool is located at Aston Lodge Primary School a few yards down the road.
Extended Services - Community
This school has a large hall which is used for activities by the school; a small adjacent kitchen belonging to the Church may be used in conjunction with organised activities. In theory this makes it an ideal venue for daytime clubs to meet, however, it is not realistic since school children are using the area or passing through at different times of the day. The hall is used by the church for various events during the year.
In recent years, RCAT have hosted ICT courses for adults in the school’s ICT suite. These have sometimes taken place in the school day and sometimes in the early evening. This is aimed at local parents and community members. Barriers
31 Active Regeneration formerly Northern Sports – see Section 4.4.3
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The Head Teacher explained to the review group that demand for family and adult learning was low in the area. It is perceived that because the school provided a supportive and communicative environment, parents will call into the school at any time if they need help or advice. It is thought therefore, that take up of activities and learning for the wider community would be low.
Security is another key barrier to after school access – staff are concerned that opening the school up outside of core hours would attract people who did not respect the school premises. Theft of ICT equipment has already occurred during a Xmas Fair held over a weekend.
It is worth noting that the caretaker lives on site at this school and does not attract additional pay to organise the premises for activities undertaken before 6pm. After this time, additional caretaking costs will contribute to the school increasing the cost of any activity.
Finally, whilst the school would like to offer additional sporting activities, the lack of suitable changing rooms within the school premises restricts this development.
4.3.3 Meadow View Primary School – PFI
This school was opened in September 2006 and was purpose built under the Transform Schools Private Finance Initiative.
The review group wanted to examine what barriers to community use (if any) existed in a school where use by the wider community is a key element in the design and management of the school.
Facilities at the school include a Family Learning Unit which is used to provide support and learning to parents with an emphasis on single parents. The focus of this support is to support the learning needs of the children.
32 A recent Ofsted Report identified that setting up after school activities had not been without difficulty and that discussions to develop a breakfast club were underway.
Extended Services – Community
Members of the review group were informed that whilst a community room had been an integral part of the design for this school, the school were not able to open this up to the community due to a lack of funding to put on activities.
The PFI contract states that before 6pm the school and related groups may take priority for the use of the room for a range of purposes including Governor’s meetings. This hierarchy of lettings is set out on pages 17 &18 of the report; if the community room is not in use by any one of these other groups BCLC may let the room for community use prior to 6pm.
32 June 2007
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After 6pm, BLCL may let the space in accordance with its terms and conditions, but this must be done in negotiation with the school.
Space is also available within the school to let for business use.
It is acknowledged that the school has a vast knowledge of the local community but needs to tap into this to create a demand for using the school. For instance, warden controlled bungalows are located at the rear of the school and it would be feasible to invite the residents there to use the community room for coffee mornings or other meetings.
It is acknowledged that more publicity is needed to advertise what is available in the school and a ‘menu’ of access and facilities available is required so that both the school and interested parties are clear about what can is on offer. Community open days have been held with a view to changing the public perception about what a school could and should be used for.
Barriers
Ofsted identified that sporting activities during the day are being provided to a high standard for the pupils benefit, however, at the time of our visit to the school, the sports hall had not been marked out for basket ball or netball and the football field lacked floodlighting for evening use. These factors clearly influence whether or not the facilities can be used out of core hours for community events.
However, it is important to note that the current emphasis of staff is to get the ‘learning’ side up and running before more investment is made to facilities.
The head teacher highlighted the issue of the appropriateness of using a primary school site for community and adult activities. The point was made with regard to the design of the school, as it is not intended to be a leisure centre.
A lack of suitable changing rooms and toilets with direct access to the external sports area was a major barrier to letting this facility in the evenings. Junior football teams who use the field outside of core hours arrive ready changed for the event. Related to this, it was felt that the quality of the pitches were not suitable for regular adult use.
Security of the school was an issue and alarm zones had been discussed so that areas could be ‘open’ or ‘closed’ as required.
Staff time was also sited as a barrier to the development of extended school services to the community and it was suggested that a dedicated officer offering expertise in this field was required to fulfil this role.
The school has a 30 year life cycle for wear and tear and it was felt that BLCL could use income from lettings to reinvest into improvements for the school to facilitate a broader use of it. A particular point made was in relation to investment in fire safety and emergency lighting in the event of a fire during a public event after daylight hours.
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The point was also made that BCLC did not have a plan for specific schools, rather a global plan for managing lettings for space.
Unlike the non PFI schools, caretaking was not considered to be a barrier to community use as this was organised by an external management company.
4.3.4 St Bernards Catholic School
Extended Services – Community
This school is one of only two Catholic secondary schools in Rotherham and is therefore focussed on a diverse catchment area rather than the immediate community.
The school is used extensively for community activities which are separate from core school curricula. The school boasts a hall with a full size stage and this is used all day on a Saturday by a performing arts company involved in theatre art, dancing and singing.
The football pitch is used by the Rotherham Town Masons Arms football team and by Wingfield Old Boys teams. The gym is used by a local badminton club and the local pub Tabbard Inn.
Barriers
The head teacher told us that further use of the school was extremely limited as it did not have a sports hall and the layout and buildings did not lend
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themselves to access by the public. In particular, the33 buildings would not meet the requirements of the Disability Discrimination Act.
On a tour of the building, it was self evident that narrow corridors, no lifts and stairs would prohibit the use of the school by specific groups. Nor was it deemed feasible to correct this due to the cost of building work. It is hoped that the school will be rebuilt from investment via Building Schools for the Future.
Changing facilities in the school were not suitable for public use, with the existing changing rooms not only located the wrong side of building to be convenient for community use, but they require refurbishment to a standard more akin to a leisure centre to be considered feasible for this purpose.
Like other schools visited, fire safety was an issue in certain blocks of the building, leaving only specific parts of the school suitable for out of hours use.
Caretaking and cleaning costs needed to be taken into account when letting space to the community and therefore it was preferable that as many lettings as possible took place on the same night.
4.3.5 Swinton Community School
The school employs an officer to lead on extended services which are integral to core curriculum timetables as well as being part of the schools broader community agenda.
Extended Services – Core Offer
The school operate an extensive range of extended services to include after school and lunchtime clubs, holiday activities and study support and homework clubs.
33 DDA 1995- Amended 2005 – states that access should be available to disabled persons to everyday services: these include services provided by local councils, doctors' surgeries, shops, hotels, banks, pubs, post offices, theatres, hairdressers, places of worship, courts and voluntary groups such as play groups. Non-educational services provided by schools are also included. Access to services is not just about installing ramps and widening doorways for wheelchair users - it is about making services easier to use for all disabled people, including people who are blind, deaf or have a learning disability.
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A few examples would include:
• Lunchtime Clubs: Film Club, Darts, Dance and Weights
• After School Clubs: Football, Athletics, Tennis & Cross Country
• Study Support & Homework: Computer, ICT Coursework, D of E 34
• Holiday Activities: D of E, Foreign Exchange, Masterclasses
• Youth Centre – Accredited Courses e.g. Baby-Stop-Think
The school is part of an extended services cluster planning group that co- ordinate together activities, space and facilities, in addition to sharing good practice and expertise. This cluster incorporates Wath Comprehensive, Saint Pius Catholic High School, Clifton Comprehensive and Rawmarsh Community School, in addition to Swinton Community School.
The school employ 3 caretakers all of whom live on site – part of their agreed responsibilities are to open the school up for community use at the required times and undertake this as part of a rota.
Extended Services - Community
In 2003, the school achieved specialist status to become a ‘Learn Direct Centre’, as part of the Community Learning Partnership. This status attracted an additional 40k of funding into the school, although funding ended in Autumn 07.
However, the Community Learning Partnership continues to flourish with a number of courses on offer.
The courses run by the centre have been targeted at the wider community as far away as Doncaster and managed through the SCSA – Swinton Community School Association, which has charitable status.
The school is also linked to12 school partnerships across the Dearne35 Valley to provide courses and education for 11 – 18 year olds. The LSC fund courses for this age range. However, once over 19, no funding is available through this source.
Staff at the school commented on the forthcoming BSF programme and expressed uncertainty as to how the school will benefit. The capital investment required to bring the existing school up to standard is about a million pounds. Consultation prior to the programme will be vital to ensure that the right facilities and services are designed in to the new or refurbished building.
34 35 Duke of Edinburgh – Bronze, Silver & Gold for which pupils pay separately. Learning Skills Council
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There was no evidence presented with regard to specific barriers other than the above reference to the physical standard of some of the school buildings; rather it was the case that staff were innovative in their approach to breaking down potential issues that would restrict the development of any particular service.
4.3.6 Rawmarsh Community School
In 1998, this became a specialist school with a key priority to target services at the local community. The Government tracked the progress of this work and in 2006, the school obtained the status of a full service school, with the ethos of being open to the community from 8.00am to 8pm on 4 nights per week and sporting facilities open till 9.00pm; the primary objective being to meet many of the needs identified in a community with low aspirations.
The school focus on hard to reach groups and families to increase literacy skills; in addition to offering one stop shop services including a Family Care Worker and health advice and information.
The school also offer services to families with behavioural or other problems through their Behaviour Improvement Programme. One Programme per Local Authority has been pump primed from funding via the Every Child Matters Agenda.
The school employs six professional workers to provide support across the School Cluster to pupils who are in danger of becoming ‘lost’ on their route through the educational system.
A strong emphasis is placed on mapping services so that they tailor made to suit community needs and local demand; a key objective is to improve future outcomes for the children by changing their profile
The school is attributed with being a City Learning Centre for ICT and has obtained Sports Accreditation status, enabling them to offer Fitness Suite facilities to students and the community.
During the summer holidays, a full sport programme is offered from age 3 to adult level.
The school received funding for three years to fund a specialist Extended Services Officer post – this is now supported directly by the school.
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In terms of funding for extended services to the community, tensions and difficulties exist in being able to access the schools delegated budget to support these. Funds are generated from income from running after schools clubs, but part of this cost is associated with having to have 2 caretakers on site at any given time in accordance with the schools Lone Workers Policy.
The school employs a dedicated team of 5 caretakers to open up and maintain a presence on site for the purposes of security and supervision of the buildings. Emphasis was placed on the school having the ability to open the required areas of school without impacting on the whole building. In all the schools we visited, this was entirely dependant on the design and layout of the school premises and an important issue in respect of the forthcoming BSF Programme.
Other funding has been sourced from Objective 1, Coalfield Communities and Big Lottery Funding, in addition to the Childrens Fund, Sure Start and the Rawmarsh and Parkgate Partnership.
However, all these sources of funding are short term and many are now reducing!
A key point made in the discussion was that the location of the school was not always in the right place to reach its target groups. Therefore, services and activities cannot always take place on the school premises, but need to be organised in other local accessible locations. To this end, services are regularly taken out of the school and into community locations. For instance, Rosehill Park Community Centre is often used to provide co-ordinated activities across the Cluster.
Examples of community use of the premises would include the schools hall and gym, which are booked out every evening for art and dance classes.
Barriers
Cost of opening up the school was sited as being one of the biggest barriers, with particular emphasis on cleaning as use of the premises outside of core hours has an impact on the classrooms and areas used by pupils during the day.
In addition, ensuring that activities are attractive to families and other users was essential to ensure uptake and a continued income.
An interesting point was made by staff at this school that whilst the Government were promoting extended services, Ofsted were not looking at this aspect in their inspections!
A further barrier was sited as the lack of co-ordinated marketing of activities across the cluster and across the authority. Information needs to be provided at a central point, on a website for instance, of all the community related activities available in schools across the Borough. The schools IT system would not be able to carry this quantity of information and it was suggested that BLCL could develop this across the Borough.
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4.3.7 Letting Charges
Generally, Governing Bodies adopted a standard rate of lettings based on the
local authority’s36 charging schedule; PFI charges were also based on this schedule.
In non PFI schools, under the terms of the current school financial arrangements, community use of facilities cannot be subsidised and the Councils lettings policy applies, although Governing Bodies have the right to vary the charges. However, the review group were offered anecdotal
examples of creative37 accountancy in this respect to allow community use at inexpensive rates.
As discussed in section 4.2, PFI schools (through BLCL) can offer discounted rates to community groups with a low income; this being offset from the charges made to other groups paying the full rate. An assessment is used to ensure the legitimacy of these applications.
Anecdotal evidence also suggested that in some cases, charges were considered expensive and cost prohibitive for some community groups, moreover, that this might not be understood by community groups, who perceive that unused local facilities should be available free of charge or heavily subsidised given that it is the property of the Council.
The cost of hire was also seen by some we interviewed to be the biggest barrier to the use of school facilities, including the cost of caretaking and cleaning, insurance and wear and tear/maintenance as necessary.
We noted that lettings charges were divided into three bands – these being weekdays, Saturdays and Sundays, with charges being around a third more expensive on a Sunday to a weekday. An example would be a games pitch being charged out at £34.55 per hour in the week (£15.85 without changing facilities) and £53.25 per hour on a Sunday. For a classroom facility, two hours in the week would cost £18.40 and on a Sunday £30.10. The increase in charge reflects the additional costs of caretakers – time and a half Saturdays, double time Sundays.
38 By comparison, second phase PFI school King Ecgbert in Sheffield, charge £36.75 for a full size/all weather football pitch and £26.50 for a five a side size pitch – these charges being on any day of the week. Research was carried out before setting the original charges and these reflect the economic make up of the area.
36 PFI and Non PFI Lettings Rates can be seen Appendix 6
37 Activities to raise funds for community use included selling sports equipment, PTA events and charitable trusts such as Swinton Community School Association to raise money and
38allow other sources of funding to be sourced notst directlynd available to the school e.g. Sheffield PFI 2 – Rental tariffs for PFI 1 and 2 phase schools in Sheffield take into consideration the economic make up of the area prior to the charges being set.
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The review group considered this aspect to be of particular importance to be included in all future PFI contracts and would serve to preserve and widen community access to schools.
4.3.8 Child Protection Issues
Anecdotal evidence to the review highlighted grey areas in terms of the process for checking the suitability of professionals or volunteers coming into schools to undertake activities under the extended services banner.
Issues arose around the ability of some providers to be able to produce the documentation, grey areas on whether volunteers or parents overseeing sports activities should be subject to Criminal Record Bureau (CRB) checks
and what39 the role of the Council is regarding this responsibility. The Council website entitled ‘The Directory’ listing extended services and activities for young people carries a disclaimer around the endorsement of activities or providers, although the site does provide full advice to parents and carers on what checks they can and should make.
On 12 May 2006, new regulations came into force that makes it mandatory to obtain enhanced CRB disclosures for all new appointments to the schools workforce and those who have been out of the workforce for more than three months. This change is part of an ongoing process by the Government to tighten current vetting and barring procedures to ensure that the system is as robust as possible.
The regulations apply to all maintained schools and include local authority appointed staff. The school workforce includes anyone employed by the school, including those employed to deliver extended services. However CRB checks are only part of the process. Heads, governing bodies and local authorities are expected to follow recruitment good-practice guidance, including undertaking mandatory List 99 checks and verifying references. This will ensure that employers make decisions on new appointments based on their background.
4.3.9 Extended Services for Older People
The review group interviewed representatives from Rotherham Older Peoples Experience of Services. Their perception of community services offered by schools for adult learning and physical activity are primarily focussed on children and their families.
In summary, there is a need to include older people in the planning and delivery of policies and services. Those responsible for consultation for Extended Services in any given neighbourhood, must ensure the views and needs of the older generation are accounted for.
39
http://rotherham.childrensservicedirectory.org.uk/service.aspx?zoneid=1&serviceid=9ce1536d -4fc3-442c-8268-66c669d93733
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With better health, independence and more time for leisure, cultural and other interests, older people have different aspirations to that of previous generations. ROPES representatives agreed that schools should be marketed to attract older people to use them and suggested a number of activities that may be popular. Examples were Bingo, knitting classes or woodwork, healthy eating/cooking and Yoga.
Information Technology can also make an important contribution to promoting independence and helping people to live in their homes through, for example, e-mail, internet shopping and some forms of assistive technology.
Learning and training has a key role to play in increasing the number of older people in Rotherham who want to remain in or return to employment. Many older people in Rotherham are keen to retrain, or develop new skills. It is important that provision of such learning and training does not exclude older people (particularly those aged over 60) and actively encourages participation.
Consultation also demonstrates many older people wish for a greater provision and range of quality health and care services, and to have access to these services when they need them. They also want increased choice and control in maintaining their own health and for these services to help them maintain independence.
Taking part in cultural, social and sporting activities and generally having fun is important to people whatever their age. They offer opportunities for leisure, making friends, reducing isolation and improving physical and mental health.
The evidence is that older people are involved in a wide and growing range of sporting, social, artistic and cultural activities. As age restricts mobility there are barriers to participation such as access and lack of awareness of opportunities.
Location
Community Centres, Church Halls and Libraries were given as examples of places that are perceived as accessible and welcoming to this social group, and location was one of several barriers sited as reasons why older people do not currently perceive schools as being a potential location for undertaking activities and interests.
There can be barriers to learning and training such as language, cost and lack of awareness. There is a particular need to increase participation from people from ethnic minorities and those with limited mobility.
Transport
Another major barrier was transport to any given location, both in terms of availability and cost of provision. The Older Persons Strategy states that
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transport also plays an important part in many older people’s lives. This is important for getting about, accessing services such as health and visiting friends and the countryside. Consultation shows that many older people see good transport links and opportunities as key to living good and independent lives.
Many older people travel by car and consultation shows that for many this is their preferred means of transport. However, many older people also travel by public or community transport. This emerged as a key issue in the strategy consultation, especially for older people in rural areas, with mobility issues and housing estates where car ownership and public transport provision was low. The strategy highlights the need for improved and more public transport options, including door to door community schemes.
In addition, the fear of crime was given as a reason why older people may not venture out in the evening unless door to door transport was available to them.
Social isolation
Consultation for the Strategy revealed that many older people have strong relationships with family and friends and are vital to a good quality of life. For
a minority lack40 of socialising and isolation is a serious issue. In a recent national study 17% of people aged 65 and over were isolated on a weekly basis (meaning they did not have at least weekly contact with friends, family or neighbours), and 11% were isolated on a monthly basis. Older people, who live alone, have failing health or low incomes are most likely to be lonely.
National and local consultation shows that age discrimination is a major issue of older people. It comes in many forms including an upper age limit of undertaking work-related training, and negative images of older people such as that they are “drain on a society”. If left unchallenged, this can limit older people’s ability to access services and contribute to their community.
4.4 The Role of External Sport Providers
4.4.1 Rotherham United Community Sports Trust
Previously Football in the Community under Premier League Football, this sports provider is now a charitable trust and continues to be based within Rotherham United Football Club at Millmoor. Their aim is to provide learning in a fun environment whilst helping children to gain confidence in a variety of activities – both sports and academic related.
40 “How Ageist is Britain?” Report by Age Concern 2005
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The business is run on a sustainable, self funding basis and examples of the packages offered to local 41 schools can be found requested directly from Football in the Community.
The Trusts’ main business is to provide Community Programmes and Youth Development primarily from school based sites and packages to support core curriculum have been introduced into 24 primary schools across the Borough.
These provide football and multi sports coaching, plus ICT and Better Reading and Writing Skills. Initially, this was provided only to KS2 prior to SATS, but such is the positive benefit of a male role model to pupils, the service is now developing into classes above KS1.
Activities are provided either in an After School Club environment or used as a resource for teachers whilst42 they take time out for PPA – Planning, Preparation and Assessment.
• Barriers
The Manager of the Trust would like to extend services to include Breakfast Club activities, additional services to extend the current role of coaches to support the Government’s requirement that each child should have 5 hours of high quality PE & Sport every week in addition to extending After School Clubs from 4.30pm to 6.00pm.
However, to achieve this, the Trust require funding, access to school premises and suitable facilities, strong links with the Councils extended schools team to identify the service need within schools and co-ordinate these across the Borough.
The charity is run on a self sustainable, self funding basis and the demand for services in each area of the Borough will differ according to the ability of parents to pay for out of school activities and the extent to which each school can afford to subsidise them. This inevitably leads to an inequitable situation where some parts of the Borough benefit more than others from the services offered by sports providers.
The review discussed issues such as Health and Safety, Risk Assessments, Insurance and CRB checks and how schools can ensure that these were in place as required. The review group were told that the Trust meets all these statutory requirements, however, there are administrative problems involved in providing documentation on each CRB check or liaibility insurance to the participating schools. Service users are directed to the Rotherham United Website, where we were told all the information is available to view, however, it is the view of the review group that CRB checks and insurance must be provided to the school.
41 42 Dale Spiby – Manager [email protected] PPA – An agreement to entitle teachers to spend 10% of their working week on planning, preparation and assessment.
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4.4.2 Waterstars – swimming coaching for schools & the community
Waterstars Swim School consists of three businesses operating together to provide Childrens and Adults Swimming lessons in addition to Swim Parties. Based in Doncaster, they provide swimming coaching from three school venues within Rotherham at Todwick Primary, Wales Primary and Aston Lodge Primary Schools.
An on site swimming pool is available at each of these sites, but the schools are not able to provide coaching themselves. A hiring agreement sets out the term and conditions for the service provider and the school.
An important aspect of this service is that Waterstars have improved the standard of the premises at both schools in order to make a suitable venue for children to use.
At Todwick, this included painting the area and installing new windows to create an acceptable environment. At Wales, discussions have taken place regarding building an extension as the area around the pool is quite small. Waterstars have made these structural investments believing that improvements will increase the use of the facility by local children and the wider community.
The school provide the premises and the equipment needed for the service to run. For example, disabled children are encouraged to take up the opportunity to swim and lifting equipment is provided by the school for this purpose.
Swimming lessons are put on each evening for children from age 3, with adult swimming lessons currently being organised at these schools. The company already provide this service to adults in schools and colleges in Sheffield and Doncaster.
• Barriers
Waterstars are very keen to deliver their services across more schools in Rotherham and have approached the Council proposing that they do this from existing and new leisure centres, given that most schools do not have on site swimming pool facilities. However, they are precluded from doing this due to the PFI contract now in place with DC Leisure to provide leisure facilities and supply coaching services as part of a 35 million pound contract within the Borough.
4.4.3 Active Regeneration – formerly Northern Sports Academy Ltd
This sports provider was introduced into schools in 2005 initially as a result of a community need identified through the Swinton Community Action Plan. The company now operate in several schools across the Borough. Their objective is to improve the quality of life through sport and physical activity in partnership with each school.
Already identified as part of the extended schools agenda, there is a proven link between sports participation and academic success; the promotion of
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physical activity in schools also improves health and well being, employment opportunities and reduces crime by developing self respect and confidence.
Activities include; football, tennis, cricket, netball, basketball, hockey, fitness & movement. These are provided through a range of sessions including school holiday programmes; evening community club sessions, lunch time and after schools sessions.
5 RECOMMENDATIONS
5.1 Good Practice
5.1.1 A summary of this report be sent to all school governing bodies for their attention.
5.1.2 The review group recommend that Children and Young Peoples Service ensure that the DfES/National College for School Leadership - Safer Recruitment online training package, is undertaken by one nominated Governor in each school.
5.1.3 The Council should develop it own Good Practice Guidelines for Governors, teachers and providers on developing extended services, using the experiences of current school services. This will promote future developments in schools, critically those within the Building Schools for the Future Programme.
5.1.4 The Good Practice Guidelines should emphasis that the Council expects Governors to work with the Council to develop extended services and agree on charging policy.
5.1.5 That a Council wide approach is taken to developing community use of school premises. A new strategic group or existing structures should be used to develop and market community use. This should include the Asset Management Service (EDS), Neighbourhood Partnerships (NAS), the Extended Services Team (C&YPS) and School Partnerships.
5.1.6 It is recommended that School Cluster Groups and Area Assembly boundaries should be aligned to aid the co-ordination of extended services.
5.1.7 That the Children and Young Peoples Scrutiny Panel and the Regeneration Scrutiny Panel receive regular progress reports on the development of community use of school premises and extended services to the community.
5.2 Caretaking and Security
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5.2.1 That school clusters consider employing mobile caretaking services to support opening up schools in the evening and look after security issues in schools where the regular caretaker is not available;
5.2.2 Attention should be given to issues of security, safety and child protection through any hiring agreements drawn up for community use; with particular emphasis on community access to school premises during school hours.
5.2.3 All hiring agreements should state which body is responsible for undertaking CRB checks in relation to the sports provider. The hiring agreement should also state who is responsible for checking that CRB has been obtained for sports providers, staff hired to provide extended services and all other cases as deemed to be a requirement of the service.
5.3 BLCL
5.3.1 Consideration should be given to negotiating arrangements with Haden Management or other facilities management company to offer a flexible purchasable caretaking and other soft services to all non PFI schools.
5.3.2 Thought needs to be given to the relationship BLCL will have to the BSF programme. Specifically, examination of which services BLCL should be currently offering to non PFI schools to be re-developed as part of BSF.
5.4 BSF Programme
5.4.1 That all parties associated in the development of community use of schools and extended services are included in the consultation for the physical design of facilities and management of these services in BSF schools;
5.4.2 That consideration is given at an early stage as to how charges for facilities in BSF schools will be made, learning from the experience of existing PFI contracts;
5.4.3 That the design of BSF schools takes full account of accessibility and cultural and gender specific needs on behalf of community members wishing to use school facilities;
5.4.4 The Council develop a strategy to align existing PFI schools, BSF and the facilities to be provided by DC Leisure, to ensure that services reflect the needs of communities across the Borough.
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6 THANKS
Cabinet Member for Children & Young Peoples Services – Cllr Shaun Wright Cabinet Member for Lifelong Learning – Cllr Amy Rushforth Cllr Simon Currie
Jackie Ryan - Wales Primary School Tony French - Meadow View Primary School Sue Mellor - Aston Church of England Junior & Infant David Butler - St Bernards Catholic High School Lesley Hutt & Rachel Mullins - Rawmarsh Community School David Shevill & Rachel Denton - Swinton Community School
Ann Clough – ROPES Rose Addison – ROPES Betty Hutton – ROPES
Fran Lacey & Susan Fynney - Waterstars, Swimstars & Dolphins Swim Schools Mark Todd & Dale Spiby – Rotherham United Football in the Community
6.1 RMBC Officers
Catharine Kinsella – Director of Learning Services – C&YPS Graham Sinclair – Director of Resources and Access – C&YPS David Hill – Manager: School Organisation, Planning and Development – C&YPS Chris Pope – Former Extended Services Strategy Manager Tony Richardson – General Manager – Building Learning Communities Ltd Michelle Musgrave – Director of Housing & Neighbourhood Services
Economic and Development Services – Asset Management Service Matthew Millington – Building Manager Phil Duffy – Building Manager Lynn Newby – Building Manager Paul Stewart – Building Manager
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7 APPENDICES
7.1 APPENDIX 1
THE LAW ON CHARGING
Where schools offer extended activities through third-party providers from the voluntary and private sectors, whether on the school site or elsewhere, those providers are not subject to any of the following legal constraints. However, schools providing activities direct must comply with the law, as follows: a. Every school governing body must devise and publish a charging and fee remission policy, in consultation with parents. A school cannot make any charges to parents unless this policy is in place. (The relevant regulations are summarised in the Guide to the Law for School Governors and in Guidance on Charging for School Activities .) b. School governing bodies have powers to provide any facilities or services that further any charitable purpose for pupils, their families and for people who live and work in the local community. This includes childcare. c. Any profits made by a school from providing facilities or services must be reinvested in the school or in the service. d. Schools may use their delegated budgets to subsidise a child’s access to chargeable extended activities, where they consider that the activities are provided for the purposes of the school, because they are of educational benefit to the child. e. Schools may not charge for: any study support activities provided during the school day, except for music tuition, or for provision before or after the school day which delivers the National Curriculum or prepares a child for a public examination. f. Schools may lawfully charge for other study support (for example, additional sport, drama and music clubs, holiday activities, visits, and additional courses, such as first aid), following consultation.
7.2 APPENDIX 2
Schools Location Map in Area Assembly Boundaries
School Sites Workspace.jpg
7.3 APPENDIX 3
Primary Cluster Groups 2007-2008
CLUSTER CLUSTER MEMBERS
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Aston Comp Aston All Saints CofE Primary Aston Fence J&I Aston Hall J&I Aston Lodge Primary Aston Springwood Primary Aughton Early Years Centre Aughton Primary Swallownest Primary Treeton Cof E Primary
Brinsworth Brinsworth Howarth Primary Comp Brinsworth Manor Infant Brinsworth Manor Junior Brinsworth Whitehill Primary Catcliffe Primary Whiston J&I Whiston Worry Goose J&I
Clifton Comp Arnold Centre Badsley Moor Infant Badsley Moor Junior Coleridge Primary East Dene J&I Herringthorpe Junior Herringthorpe Infants’ St Ann's J&I
Dinnington Anston Brook Primary Comp Anston Greenlands J&I Anston Park Infant Anston Park Junior Dinnington Community Primary Laughton All Saints Cof E Primary Laughton J&I St Joseph's Catholic Primary Woodsetts Primary
Maltby Comp Maltby Redwood J&I Julie Maltby Crags Infant Wilkinson Maltby Crags Junior Wentworth Maltby Manor Infant Valley Maltby Manor Junior Maltby Hall Infant Maltby Lilly Hall Junior Ravenfield Primary St Mary's Primary (Maltby) Hilltop Special School
CLUSTER CLUSTER MEMBERS Oakwood Broom Valley Infant Comp Broom Valley Junior Canklow Woods Primary Herringthorpe Juniors
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Sitwell Infant Sitwell Junior St Mary's RC Primary (Herringthorpe) Whiston Grange Newman School St. Bernard’s Catholic High School
Rawmarsh Rawmarsh Ashwood Primary Community Rawmarsh Monkwood Infant School Rawmarsh Monkwood Junior Rawmarsh Nursery Rawmarsh Rosehill Junior Rawmarsh Ryecroft Infant Rawmarsh Sandhill Primary Rawmarsh St Mary’s Primary Rawmarsh Thorogate J&I St Joseph's Primary (Rawmarsh)
Swinton Kilnhurst Primary Comp St Thomas CofE Primary (Kilnhurst) Swinton Brookfield Primary Swinton Fitzwilliam Infant Swinton Fitzwilliam Junior Swinton Queen Primary Swinton Milton Special School Thrybergh Dalton Foljambe Primary Comp High Greave Infant High Greave Junior St Gerard's RC Primary Thrybergh Primary Thrybergh Fullerton CofE Primary Trinity Croft CofE J&I
Wales Comp Anston Hillcrest Primary Harthill Primary Kiveton Park Infant Kiveton Park Meadows Junior Thurcroft Infant Thurcroft Junior Todwick J&I Wales Primary The Willows Special School (Thurcroft)
CLUSTER CLUSTER MEMBERS Wath Comp Brampton Cortonwood Infant Brampton The Ellis CofE Infant Infant Brampton The Ellis CofE Junior Our Lady & St Joseph's Primary Wath Central Junior Wath CofE Primary
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Wath Park Infant Wath Victoria J&I Wentworth CofE Primary West Melton Primary
Wickersley Bramley Grange Primary Comp Bramley Sunnyside Infant Bramley Sunnyside Junior Flanderwell Primary Listerdale J&I St Alban's CofE Primary Wickersley Northfield Primary
Wingfield Greasbrough Junior and Infant School Cluster Redscope Primary School Rockingham Junior and Infant School Roughwood Primary School
Winterhill Blackburn Primary Cluster Ferham Primary Kimberworth Community Primary Meadowview Primary School St Bede's RC Primary Thornhill Primary Thorpe Hesley Infant Thorpe Hesley Junior Kelford Special School Abbey Special School
7.4 APPENDIX 4
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PFI sites information
Table 1: Rotherham PFI schools Primary Secondary
Coleridge Primary † Clifton: A Performing Arts School * East Dene Junior and Infant Thrybergh Comprehensive * Ferham Centre ‡ Wath Comprehensive: A Language School * Kimberworth Community Primary † Wickersley School and Sports College Maltby Crags Infants Wingfield Comprehensive * Maltby Crags Juniors Winterhill School * Meadow View Primary Thornhill Primary * Wath Central Primary
† school has a Children’s Centre attached ‡ school has a SureStart facility attached * school has a Young People’s Centre attached
PFI sites and Area Assemblies
Area Assembly PFI site Wentworth North Wath Central Primary Wath Comprehensive a Language College
Wentworth South Thrybergh Comprehensive
Wentworth Valley Maltby Crags Infant Maltby Crags Junior Wickersley School and Sports College
Rotherham North Ferham Centre Kimberworth Community Primary Meadow View Primary Thornhill Primary Wingfield Comprehensive Winterhill School
Rotherham South Coleridge Primary East Dene Primary Clifton: A Performing Arts School
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7.5 APPENDIX 5
Lettings Policy
G:\Scrutiny\Bronwen\ Reviews\School Premises review.doc\Appendices\Lettings policy 0.31.doc
7.6 APPENDIX 6
Lettings Charges
G:\Scrutiny\Bronwen\ Reviews\School Premises review.doc\Appendices\Lettings charges for distribution 07 - 08.xls
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