Wolverhampton City Council OPEN EXECUTIVE DECISION ITEM (AMBER)

Agenda Item No: 7A

Cabinet / Cabinet Panel CABINET Date 1 JULY 2009

Portfolio(s) COUNCILLOR MRS G FELLOWS (SCHOOLS)

Originating Service Group(s) CHILDREN & YOUNG PEOPLE

Contact Officer(s) TIM WESTWOOD/KAREN NEWEY Telephone Number(s) 4225/1469

Title FINAL DECISION ON PROPOSALS TO DISCONTINUE THREE SECONDARY SCHOOLS LEADING TO THE ESTABLISHMENT OF TWO NEW ACADEMIES IN THE NORTH AND SOUTH OF THE CITY AND THE ESTABLISHMENT OF BUSINESS TRANSFER/LEASE AGREEMENTS AND FUNDING AGREEMENT

KEY DECISION YES / NO IN FORWARD PLAN YES / NO

Recommendation(s)

1. Cabinet considers the proposals outlined in recommendation 2. below, in accordance with statutory guidance (see section 10 of the report).

2. In accordance with Section 15 (1) and Schedule 2 (paragraphs 8 and 19) of the Education and Inspections Act 2006, Cabinet approves the following discontinuance of three Secondary Schools, conditional upon the signing of a Funding Agreement by the Secretary of State, for the establishment of the new Academies:

a. In accordance with Schedule 2 (paragraph 19), the discontinuance of Parkfield High School (Wolverhampton Road East and Bilston sites) on 31 August 2009, leading to the establishment of an Academy in Bilston. b. In accordance with Schedule 2 (paragraph 8), the discontinuance of The Northicote School and Pendeford Business and Enterprise College (BEC) on 31 August 2010, leading to the establishment of an Academy on the Pendeford site.

3. Subject to approval of the discontinuance proposals, authority is delegated to the Cabinet Member for Schools in conjunction with the Director for Children & Young People to approve any amendment required to the discontinuance dates of Parkfield High School, Pendeford BEC and The Northicote School, should the signing of the Funding Agreements with the Secretary of State be delayed and/or the start date of the new Academies be delayed.

4. Two “short term leases” are granted to the Academies Trust, of school buildings and land at the following sites (the “Sites”):

a. Parkfield High, Wolverhampton Road East, Wolverhampton, WV4 6AP b. Parkfield Bilston High, Prosser Street, Bilston, WV14 0QD

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together referred to as the “Short Term Leases” and if necessary the entering into of agreements for lease in respect of the Short Term Lease.

5. Authorise the Director for Children & Young People and/or the Director for Customer & Shared Services (as appropriate) together with the Chief Legal Officer and Chief Financial Officer to negotiate and enter into:

a. the Business Transfer Agreement b. the Short Term Leases and Memorandum of Understanding c. Funding Agreement

6. That Cabinet approve delegated authority to the Director for Children & Young People and Chief Financial Officer in conjunction with the Cabinet Member for Schools and Cabinet Member for Resources, Governance & Support Services to approve the outcome of financial implications detailed in paragraph 11.

Executive Summary

Following informal consultation with schools, parents/carers and other stakeholders on the discontinuance of Parkfield High School, Pendeford Business & Enterprise College (BEC) and The Northicote School, a number of comments were received which were reported to Cabinet on 22 April 2009. At this meeting, Cabinet authorised the publication of a Public Notice and a second period of consultation (Formal Representation) commencing on 27 April 2009.

The formal Representation Period ended on Sunday 14 June 2009. During this period of consultation no objections were received in respect of Parkfield High School. One letter raising concerns was received in respect of The Northicote School and Pendeford BEC.

Cabinet is asked to consider the outcome of the informal consultation and responses to the formal Representation Period and to make a final determination on the proposals to discontinue Parkfield High School, Pendeford Business & Enterprise College (BEC) and The Northicote School.

The Academy Sponsors, in conjunction with the project management company working on behalf of The Department for Children, School and Families (DCSF), have indicated that they wish to take over the assets of Parkfield High School. To effect this, a Business Transfer Agreement is to be entered into. In addition, Short Term Leases and a Funding Agreement are currently under development. Since such agreements would need to be completed by 1 September 2009 Cabinet is requested to approve delegated authority to negotiate and enter into the agreement.

Schedule of Background Papers

1. Building Schools for the Future – Lifelong Learning Cabinet Team 2 October 2003. 2. Building Schools for the Future (Secondary) - Cabinet 12 September 2006. 3. Building Schools for the Future (Secondary) - Cabinet 4 October 2006. 4. Building Schools for the Future – Children and Young People’s Scrutiny Panel 7 June 2007. 5. Building Schools for the Future – Children and Young People’s Scrutiny Panel 27 September 2007. 6. Building Schools for the Future (BSF) – Strategy for Change Part 1 – Cabinet - 17 October 2007. 7. Building Schools for the Future (BSF) Strategy for Change Part 2 – Cabinet – 12 March 2008. 8. Building Schools for the Future – Outline Business Case - Cabinet - 1 October 2008. 9. Building Schools for the Future – Update – Resources Panel - 6 January 2009. Final Decision July 2009

10. Building Schools for the Future – Update – Cabinet 25 March 2009. 11. Building Schools for the Future Update, Academy Development & Outcome of Informal Consultation on School Closures Leading to Establishment of the New Academies - Cabinet 22 April 2009.

Final Decision July 2009

FINAL DECISION ON PROPOSALS TO DISCONTINUE THREE SECONDARY SCHOOLS LEADING TO THE ESTABLISHMENT OF TWO NEW ACADEMIES IN THE NORTH AND SOUTH OF THE CITY AND THE ESTABLISHMENT OF BUSINESS TRANSFER/LEASE AGREEMENTS AND FUNDING AGREEMENT

1.0 Background

1.1 Cabinet on 22 April 2009 received a report on the progress of the establishment of the two new Academies (now referred to as the North Wolverhampton Academy and the South Wolverhampton Academy) within the purview of a new Academies Trust.

1.2 Cabinet were advised that, following approval of the Academy Expressions of Interest, which were jointly submitted by the City of Wolverhampton College, the University of Wolverhampton and the City Council, the Academy programme has now moved into a feasibility phase.

1.3 The Department for Children, School and Families (DCSF) appointed consultants who are now working with the Sponsors and the Council on the establishment of an Academy in Bilston with an anticipated opening date of 1 September 2009 (following final approval of the discontinuance of Parkfield High School outlined in this report). An overarching Funding Agreement is currently being prepared to establish the South Wolverhampton Academy; this is subject to final approval by the Secretary of State.

1.4 Although the discontinuance proposals outlined in this report are connected to both the North and the South Wolverhampton Academies, the proposed date for the discontinuance of The Northicote and Pendeford BEC is not to be effective until 31 August 2010.

1.5 Due to the later timescale for the establishment of the North Wolverhampton Academy, the detail of the Funding Agreement/Business Transfer Agreement/Short Term Leases have not yet been determined however, this process will commence over the next few months, the details of which will be reported to Cabinet.

2.0 Business Transfer Agreement

2.1 The Academy Sponsors, in conjunction with the project management company working on behalf of the DCSF, have indicated that they wish to take over the assets of Parkfield High School. To affect this, a Business Transfer Agreement is to be arranged. Since such agreement would need to be completed by 1 September 2009 Cabinet is requested to approve delegated authority to negotiate and enter into the agreement.

3.0 Short Term Leases and Memorandum of Understanding

3.1 The forms of the Short Term Lease of the sites currently occupied by Parkfield High School are intended to be very similar and subject to only site specific differences. The initial draft of the form of the Short Term Leases provides as follows:

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• Duration – four years with the provision for early determination if the Funding Agreement terminates. The provision for four years may increase to five years, if required by the Academy.

• Rent – nil.

• Repair – In respect of the Wolverhampton Road East site, the Academy is to keep the buildings in the same state of repair and condition as they are in at the date of the lease. The evidence of such repair and condition will be set out in a schedule of condition. In respect of the Bilston site, the Academy will return to the Council the budget provided for repair of the buildings and the Council will take on the repairing risk for the buildings. However, if a repair is required which exceeds the budget returned to the Council then the Council will be entitled to terminate the Short Term Lease for the Bilston site and require the Academy to decant to the Wolverhampton Road East site.

• Alterations – Structural alterations are to be only permitted with Council’s consent (not to be unreasonably withheld or delayed). Other alterations are permitted without the need for the Council’s consent.

• Transfer of the Short Term Leases to a Third Party or Underlettings – A transfer of the Short Term Leases would be permitted to a party to whom the Development Agreement for the Academy had been transferred. Underlettings of part would also be permitted with the Council’s consent, not to be unreasonably withheld or delayed.

3.2 As the above information has been taken from the initial draft it is subject to negotiation and may change. However, due to the fact the Short Term Leases need to be completed for the sites by 1 September 2009, and they are not in an agreed form, it has been necessary to include information from the initial position with a commentary on possible further amendment.

3.3 It may also be necessary to enter into two agreements for lease in respect of the Short Term Leases. The effect of the Agreements for lease is to legally commit the Council to granting the Short Term Leases at a point in the future.

4.0 Academy Funding Agreement

4.1 All Academies are established by the Secretary of State entering into a contract – the Funding Agreement with a charitable company, which is often referred to as the Academy Trust. This charitable company is incorporated with the sole intent of running one or more Academies, and the Funding Agreement provides the framework within which the Academy must operate. The ongoing funding of the Academy Trust is contingent upon the conditions in its Funding Agreement being met.

4.2 The majority of, but certainly not all, Education Law applying to maintained schools does not apply (through explicit mention in the statute of regulations) to Academies. A number of legislative provisions are, however, enforced in respect of Academies through equivalent provisions in the Funding Agreement. The ultimate responsibility Final Decision July 2009 5

for meeting any conditions in the Funding Agreement lies with the Academy Trust, and therefore the governors of the Academy (who are also the directors of the Academy Trust).

4.3 Since the Funding Agreement, in respect of the Academy to open in Bilston on 1 September 2009, must be negotiated, agreed and completed before opening, delegated authority is requested to allow officers in consultation with the responsible Cabinet Members to undertake this process. Although the Council will not be a party to the Funding Agreement it does have an interest in the Funding Agreement in its capacity as Sponsor of the Academy.

5.0 Statutory Processes for the Discontinuance of Schools

5.1 On 22 April 2009, Cabinet considered the outcomes of Stage 1 (Consultation) and approved commencement of formal consultation (Representation Period) from the 27 April 2009 to 14 June 2009 on the following discontinuance proposals:

• Discontinuance of Parkfield High School on 31 August 2009 leading to the establishment of the South Wolverhampton Academy on 1 September 2009. • Discontinuance of The Northicote School and Pendeford Business and Enterprise College on 31 August 2010 leading to the establishment of the North Wolverhampton Academy on 1 September 2010.

5.2 There are 5 stages for a statutory proposal for the discontinuance of schools. The planned timescales for these proposals are detailed below:

Consultation Publication Representation Decision Implementation

9 March 2009 to 3 Statutory Notice Representation Meeting of Cabinet The South April 2009 Published period (6 weeks on Wolverhampton Academy established 27 April plus 1 week school 1 July 2009 from 2009 holiday) 1 September 2009 27 April to 14 June North Wolverhampton 2009 Academy from 1 September 2010

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

6.0 Consultation

6.1 Schools, parents and stakeholders were involved in a series of consultation events during October 2008 as part of the outline planning proposal requirements for Building Schools for the Future. The information given to stakeholders at Parkfield High School, Pendeford BEC and The Northicote School explained the need for these schools to be formally discontinued as a precursor to the establishment of the new Academies.

6.2 Cabinet on 1 October 2008, approved a period of informal consultation on the proposals outlined in Section 5.1 above, which commenced on 9 March 2009 and ran for four weeks ending 3 April 2009: Final Decision July 2009 6

6.3 As part of the consultation process, packs containing information booklets and consultation response forms were sent to:

• The staff, parents and carers of children at Parkfield High School, The Northicote School and Pendeford Business & Enterprise College. • The Head Teachers, Chairs of Governors and Governors of the schools. • Teaching and non-teaching Trade Union Representatives. • Members of Parliament for Wolverhampton South West, Wolverhampton North East and Wolverhampton South East. • Ward Councillors for Bilston East, Blakenhall, Bushbury North and Oxley. • The local Learning & Skills Council. • Neighbouring Local Authorities – Staffordshire, Dudley, Walsall. • Local Primary Care Trust. • Diocesan Authorities (CE & RC). • Bilston East, Bilston North, Ettingshall, Oxley and Bushbury North and Low Hill and Scotlands Local Neighbourhood Partnerships.

6.4 A number of copies in Romanian, Polish and Czech were requested in respect of the proposals for Parkfield High and these were produced by the Council and sent out to parents by the school.

6.5 Six public events were held over a period of three weeks for the Northicote and Pendeford Community (North) and three for the Parkfield/Bilston Community (South). Thirty two individuals attended the North consultation events and seventy seven attended the South. Those in attendance included students, family members, school staff, governors and members of the community.

North Wolverhampton Community 32 individuals in attendance Parkfield/Bilston Community 77 individuals in attendance

6.6 Officers and school representatives were in attendance to give information, and answer any questions.

Consultation with School Councils

6.7 Building Schools for the Future (BSF) officers hosted a joint student School Council meeting on 1 April 2009 for The Northicote School and Pendeford BEC with thirteen students in attendance to consider the proposals. A School Council Meeting also took place on 3 April 2009 at Parkfield High School with twenty eight students in attendance. The main points raised by the students included:

The Northicote School/ Pendeford BEC (Joint School Council): • Opportunity to access a broader curriculum.

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• Improve overall education, opportunities and aspirations. • Future use of The Northicote site. • Future use of sports facilities on the Pendeford site. • The impact of the transition. • Design of and facilities within the new Academy.

Parkfield High School: • Improve overall education, opportunities and aspirations. • Boost the reputation. • Concerns raised regarding travel to new locations and the environmental impact. • What are the aims of the Building Schools for the Future Programme? • Future use of the Wolverhampton Road East site. • The impact of the transition.

6.8 By the end of the consultation period seven written responses were received from students at The Northicote/ Pendeford BEC (Joint School Council) and twenty eight from Parkfield High School’s School Council.

Consultation with Staff at The Northicote School, Pendeford BEC and Parkfield High School

6.9 A staff meeting attended by Trade Union representatives took place on 23 March 2009 at The Northicote School with approximately 65 members of staff in attendance. On 30 March 2009 a staff meeting with Trade Union representatives took place at Pendeford BEC with approximately 40 attendees. A staff meeting was held on 1 April 2009 at Parkfield High School attended by Trade Union representatives and approximately 100 staff in attendance.

The main issues/comments/queries raised by the staff were:

The Northicote School/Pendeford BEC: • Future availability of funding for training? • Will the opportunity arise for staff to engage with sponsors directly? • Clarification sought on the future staffing structure of the Academy.

Parkfield High School: • No comments were made by staff at the meeting

6.10 By the end of the consultation period one written consultation response had been received from a member of staff who chose not to indicate a preference regarding the discontinuance of Pendeford BEC and The Northicote School.

6.11 By the end of the consultation period the number of written consultation responses received from staff at Parkfield High School was ten, with one being supportive of the proposals and nine objecting to the proposals.

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Consultation with the Governing Bodies of The Northicote School, Pendeford BEC and Parkfield High School

6.12 Officers were in attendance at the following Governing Body meetings to offer an update on Academy proposals and to formally consult with the Governing Body on the proposals to discontinue the schools leading to the establishment of the Academies. The following meetings took place:

• 24 March 2009 at Pendeford Business & Enterprise College. • 25 March 2009 at Parkfield High School. • 2 April 2009 at The Northicote School.

The main issues/comments made by the Governors were as follows:

Pendeford BEC: • The importance of maintaining standards • Clear communication required between the Council and Schools • The practicalities of continuing education during the building period on the Pendeford site

Parkfield High School: • The Governing Body approved and supported the closure of the school leading to the establishment of a new Academy. • Support was given to the interim Headteacher arrangements. • Full support was offered during the transition.

The Northicote School: • Clear communication required between the Council and Schools (Primary and Secondary phases). • Close working relationship between the Sponsors and the Governing Body. • Suitable transport arrangements need to be put in place. • Clarification sought regarding the future admissions process.

Written Consultation Responses from Stakeholders on the Proposed Discontinuance of The Northicote School and Pendeford Business and Enterprise College:

6.13 By the close of the consultation period thirty two written consultation responses had been received by the Council regarding the discontinuance of the schools to enable the establishment of the North Wolverhampton Academy. These had been submitted by a wide range of stakeholders including current students at the schools, parents of current students, parents with children of primary school age, School Governors and a local Member of Parliament. Of these responses nineteen (59.4%) were supportive of the proposal, whilst twelve (37.5%) objected to the proposals and one respondent (3.1%) did not specify a preference.

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School Number of Number of Not Specified Respondents In Respondents Against Favour

Pendeford BEC 19 (59.4%) 12 (37.5%) 1 (3.1%) and The Northicote School

6.14 Respondents, as well as having the opportunity to offer a positive or negative position on the proposals, were also given the opportunity to make additional comments regarding the proposals. A summary of these comments is outlined below.

A number of positive comments regarding the proposals have been received by the Council including:

• The new facilities will be an investment for the future. • Academies are the way forward for the future giving opportunities for developing academic and practical skills to meet the needs of the workforce. • Students will benefit from having a bigger and better school. • New learning experience – able to explore different subjects. • Two schools into one Academy is a good idea. • An exciting opportunity for the area.

A number of issues have been raised including the following:

• The safe, cost effective, transport of students from Northicote to the new Academy. • The quality of education in the new Academy. • Issues regarding overcrowding and large class sizes in the new Academy. • The future use of the site currently occupied by The Northicote School. • The level of recent expenditure on developing the current site of The Northicote School (sustainability). • The effect that the transition to the Academy will have on the students. • The availability of appropriate facilities and support for students with Special Education Needs.

Written Consultation Responses from Stakeholders on the Discontinuance of Parkfield High School

6.15 By the end of the consultation period on 3 April 2009 eighty one written consultation responses had been received by the Council regarding the proposed discontinuance of Parkfield High School to enable the establishment of an Academy at Bilston / Parkfield. These had been completed by a wide range of stakeholders including current students, parents of current students, parents with children at local primary schools, School Governors, members of the community, a Head Teacher at a local primary school and comments from two Wolverhampton Members of Parliament. Of these responses sixty one (75.3%) were supportive of the proposal, whilst twenty (24.7%) objected to the proposals. Final Decision July 2009 10

School Number of Respondents In Number of Respondents Favour Against

Parkfield High 61 (75.3%) 20 (24.7%) School

6.16 Respondents, as well as having the opportunity to offer a positive or negative position towards the proposals, were also given the opportunity to make additional comments regarding the proposals. A summary of these comments is outlined below:

A number of positive comments regarding the proposals have been received by the Council including:

• The benefits to local children’s education of the proposed investment. • The positive impact on the local community. • Improved academic achievement. • Improved quality of educational provision. • Improved reputation of the school.

A number of concerns have been raised including the following:

• The effect that the transition to the Academy will have on the students. • The safe, cost effective, transport of students from Parkfield to the new Academy. • The impact on individual families regarding the change in location in 2012. • The design of the new Academy and its impact on local amenities – specifically regarding community involvement on future plans. • The future Governance arrangements of the Academy and ensuring that the local community continue to have an input. • Loss of heritage. • The availability of appropriate facilities and support for students with Special Educational Needs.

The Council’s Response to Stakeholders Comments on Proposals for both Academies

6.17 In response to the issues raised by stakeholders, Officers would like to offer the following comments:

• Transport - A commitment has already been made by the Sponsors to sign up to the LA’s Transport Policy. This will need to be confirmed in the Academy Funding Agreement. The Sponsors, LA and schools will work closely together to ensure that any issues of transportation affecting pupils (should they be required to attend different sites) will be clarified at the earliest opportunity. It is recognised that the location of the site that pupils attend and associated transport arrangements is of primary importance to parents and families and Final Decision July 2009 11

detailed information will be sent to parents at the earliest opportunity. Transport arrangements will be a key feature of gaining a successful outcome of the Academy feasibility phase. • In respect of a travel plan which considers road safety/distance and mode of travel, every school is required to have a travel plan including the Academies. Reference will be made to existing school travel plans of the predecessor schools and alterations will be made accordingly in consultation with the Council’s School Travel Adviser. • School Communities - Supporting the school communities in understanding the changes and having an opportunity to have questions clarified is seen as essential by the schools and the parents/carers. The schools will continue to link with their local primary schools and the Council has committed to supporting events with primary school parents (e.g. Year 6 Open Evenings, Secondary School Open Days for prospective Year 7’s etc). • The Sponsors are aware of the heritage of the existing schools/community and will be taking a consultative approach in deciding their design/use/name etc. • In respect of the role of current Governors, the Governing Bodies of the predecessor schools will cease to exist on the day that the school closes. However, Sponsors are committed to ensuring that the new arrangements are inclusive and robust. They have attended full Governing Body meetings of all three schools in order to assure Governors that their intentions are in full support of the communities and the City as a whole. • Special Educational Needs (SEN) - Ensuring that the needs of all children can be met, including those with SEN, will be an essential part of the process of establishing the new Academies. The particular needs of children with SEN are a major part of the consideration (an SEN Improvement Test has to be undertaken). Discussions have already taken place between the schools, the Council and Sponsor representatives on how the new Academies can enhance provision for students with SEN. The schools and Sponsors will need to work closely with the parents of students with SEN to keep them fully briefed on how the needs of their children will continue to be met and enhanced. • School Sites – in respect of the investment in current school sites this has to be considered in light of the benefit derived by past and existing pupils in enhancing learning environments and the quality of educational provision. Any investment in current buildings will continue to be of benefit until new buildings are in place (2013). Any Health and Safety requirements would continue to be addressed; however, there will be no major investment on the sites unless they can be incorporated into the future provision of the Academy. • In respect of the long term use of the Northicote site there are no specific plans yet to be considered although Cabinet has previously noted that a site disposal will be needed to assist with the BSF programme’s overall affordability. • Transition of Pupils -the successful transition of pupils is a very important part of the process. Careful planning by the school staff will ensure that this is given full consideration as part of the feasibility phase. Governors will also want to be assured that these issues are being thoroughly addressed. It is recognised that not all changes will happen straight away and careful planning will ensure that changes happen at a pace that adds value to the learning

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experience of the students, building on the good practices and expertise of the existing schools. • Standards of Education -In respect of quality of education, the details of how the curriculum will be organised and delivered, associated staffing structures and pupil organisation will be crucial elements of raising standards and will continue to be closely monitored. Sponsors recognise that there will be a period of transition between current school practices and those of the new Academies. • In respect of comments on the potential for large class sizes, the sponsors are committed to raising attainment for all learners, personalisation and matching curriculum design to effective learning spaces that help raise engagement, motivation and achievement. As with all schools, class sizes will continue to be monitored, however, the primary focus will be on securing the most effective learning environment that allows learners to achieve. • Ensuring quality of education in the new Academies is of paramount importance. In response to this challenge there is recognition that there are a number of challenges facing the City and the communities within which the Academies will sit. • There are overarching transformation proposals which are at the heart of BSF which are designed to impact on all schools, teachers and learners. In addition there is a detailed change management plan which will include the Academies, including specific CPD proposals and new technologies, all of which are designed to have a positive impact on teaching and learning. • Consultation Documentation and Process - with regard to the current statutory process and ongoing dialogue, the Council and Sponsors have worked closely with DCSF/PfS representatives in order to ensure that the process is timely, appropriate and transparent.

It should be noted that copies of written comments from stakeholders received during the Consultation Period were distributed to Members of the Cabinet on 22 April 2009. In addition copies of the written comments were also made available to all Members of the Council.

6.18 All comments and objections received by the Council during Stage 1 (Consultation Period) were acknowledged and responded to by officers in writing or verbally.

7.0 Vision for the Academies

7.1 Further to the comments expressed by consultees, Members are asked to note the vision for the Academies which outlines how the Academies will address the challenges for the City:

Specific challenges identified relate to:

• Skills/qualification challenges across the City – in particular the need for higher levels of Level 3 and Level 4 numbers across the City. • The recognition that higher skills are a key strategic driver for the future success of the City, and in particular economic growth and community regeneration. • The challenges of the levels of inequality across the City – health, levels of worklessness, educational attainment etc. Final Decision July 2009 13

The proposed Academies will impact on pupils within the City, their parents, the local community and, through that impact, on the wider City.

7.2 In developing the vision for the Academies the sponsors propose the following key principles that underpin the ethos, approach and nature of the Academies. The main principles are:

What the Sponsors offer the Academy:

The College: • Highly developed quality assurance systems and a robust self assessment process which is self critical. • Programme area reviews which enhance reflective practice within teams. • Performance management systems which drive ownership to teams and individuals by appropriate challenge. • Cultural change methods such as the use of Pacific Institute programmes to staff, students and the community. • A value system which is inclusive. • Access to the structure and skills of a professional Teaching and Learning Service to support staff. • A ‘Learning Ethos’ which challenges the culture. • Access to vocational skills, equipment and employer engagement. • Enrichment opportunities within a framework. • A challenging yet developmental teaching observation scheme. • A track record of driving up success rates and developing progression for all learners. • An innovative mentoring service for both staff and students and the development of peer mentors and student support systems which have a positive impact.

The co-sponsors: The University: • Highly acclaimed teacher training and CPD. • Support for curriculum innovation. • Developing aspirations via Aimhigher and CARD activities. • Enrichment at all levels including the innovative HEMIS programme. • Mentoring and Coaching training. • A highly developed student support system. • Innovative use of learning technologies.

The co-sponsors: The Council: • Leadership in 14-19 reform programme. Final Decision July 2009 14

• Operational structures to enable the 14-19 reform programme to work. • Real time data on academic performance at Key Stage Two linked to feeder schools. • Partnership via the Children and Young Peoples Board, giving a holistic view of the issues, resources and support to tackle the problems.

8.0 Special Educational Needs (SEN) Improvement Test

8.1 It is currently a statutory requirement to undertake an SEN Improvement Test for changes to Special Schools. Following the recent Judicial Review in Hertfordshire, local authorities have now been advised by the DCSF that this test must also be undertaken for discontinuance of mainstream provision where there are children with SEN.

8.2 A meeting between the Sponsor Representatives, the Council and the schools took place on 1 April 2009 to consider the how the proposals to establish the two Academies would improve provision for children with SEN. A detailed SEN test formed part of the full proposal which was produced with the publication of the Statutory Notice on 27 April 2009. When making its final decision on school discontinuance Cabinet will need to consider the content of the SEN Improvement Test as part of the decision making process (within Appendix 1 and Appendix 2).

9.0 Formal Consultation (Representation Period)

9.1 A Public Notice was published on 27 April 2009 which signalled the start of the formal consultation period (Representation Period). The period of representation ended on 14 June 2009.

During this period of time the following responses were received

• In respect of the proposed discontinuance of Parkfield High School one letter of support was received and one request for further information. No objections were received during the Representation Period in respect of Parkfield High. • In respect of the proposed discontinuance of The Northicote School and Pendeford BEC, one letter raising concerns was received.

A copy of the letter raising concerns is attached at Appendix 3.

9.2 In respect of the comments made in the letter regarding the communication with feeder schools, all feeder schools received consultation packs on the proposals for distribution to staff as well as for families. Staff at The Northicote School and Pendeford BEC continue to work with the feeder primary schools promoting links between the schools.

9.3 The issues raised regarding models of Governance are currently being considered by the Academy Sponsors.

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10.0 Determination of Proposals by Cabinet

10.1 In accordance with The School Organisation (Establishment and Discontinuance of Schools) (England) Regulations 2007 (amended) the Council is the decision making body that considers the discontinuance of a community school within its area. This replaces the duty previously placed upon the School Organisation Committee. The proposals must be considered by the Council within two months of the end of the Representation Period. If the Council fails to do this then the proposals must be forwarded to the Schools Adjudicator for a final decision to be made.

10.2 There are a number of factors that decision makers are required to have regard to when making decisions on proposals. These are:

• Effect on Standards and School Improvement • Need for Places • Impact on Community and Travel • Types of Schools/Specific Age Provision issues • Special Educational Needs Provision • Other issues e.g. views of interested parties

10.3 Information in respect of all of these factors is contained in the body of this report and/or within the full statutory proposals contained in Appendix 1 and Appendix 2.

10.4 In respect of proposals for Parkfield High School, as there have been no objections received during the Representation Period, proposals are considered under Paragraph 19 of Schedule 2 of the Education and Inspections Act (EIA) 2006, where no right of appeal is given.

10.5 In respect of proposals for The Northicote School and Pendeford BEC, these are considered to be related proposals and have to be considered under Paragraph 8 Schedule 2 of the EIA 2006 where a right of appeal is offered (as detailed in 10.14 below). As an objection has been received during the Representation Period this also requires these proposals to be considered under Schedule 2 (paragraph 8).

10.6 Guidance is issued by the DCSF to advise “Decision Makers” on statutory and non statutory requirements for the discontinuance of schools. There are four options available to the Council when making a decision, these are:

1. To approve the proposals. 2. To approve the proposals with a modification (e.g. the proposed implementation date). 3. To approve the proposals subject to them meeting a specific condition. 4. To reject the proposals.

Cabinet is asked to approve the proposals subject to them meeting a specific condition i.e. the signing of a Funding Agreement by the Secretary of State.

10.7 In accordance with the School Organisation (Establishment and Discontinuance of Schools) (England) Regulations 2007 (amended) the Decision Maker is required to consider 4 key issues in respect of statutory proposals: Final Decision July 2009 16

a. Is any information missing? b. Does the published notice comply with statutory requirements? c. Has the statutory consultation been carried out prior to the publication of the notice? d. Are the proposals linked or “related” to other published proposals?

10.8 Officers of the Council have taken legal advice regarding the contents and publication of the statutory notice and can confirm that full statutory consultation has been undertaken as detailed in section 6.0 of this report.

10.9 The regulations provide for conditional approval to be given where the Council is otherwise satisfied that the proposals can be approved and approval can follow an outstanding event. Conditional approval can only be granted in the limited circumstances specified below. For the discontinuance of schools the following conditions can be set which apply to the proposals contained in this report:

• The making of any agreement under section 482(1) of the 1996 Act for the establishment of an Academy, where the proposals allow for some or all of the pupils currently at the school which is the subject of the proposals to transfer to the Academy. • Where the proposals dependant on the conditions being met, by a specified date, for any other school or proposed school, the occurrence of such an event.

10.10 Subject to approval by Cabinet, the Council would need to set a date by which the condition would be met but will be able to modify the date if the proposers confirm before the date expires that the condition will be met later than originally thought. In respect of the discontinuance proposals contained in this report, the following conditions are applicable:

• The discontinuance of Parkfield High School on 31 August 2009 leading to the establishment of the South Wolverhampton Academy on 1 September 2009 is conditional upon the signing of a Funding Agreement in respect of this Academy, by the Secretary of State, on or before the 28 August 2009.

• The discontinuance of The Northicote School and Pendeford Business and Enterprise College on 31 August 2010, leading to the establishment of the North Wolverhampton Academy on 1 September 2010 is conditional upon the signing of a Funding Agreement in respect of this Academy, by the Secretary of State, on or before the 31 August 2010.

10.11 Should the signing of the Funding Agreement(s) be delayed or deferred then the discontinuance date(s) may be amended, provided that the Council confirms before the date expires that the condition will be met later than originally thought. Should it not be possible to meet the second date then the matter would need to be referred back to Cabinet for fresh consideration.

10.12 Cabinet is asked to agree that the Director for Children & Young People and the Final Decision July 2009 17

Cabinet Member for Schools be given the authority to confirm an amended discontinuance date should the signing of the Funding Agreement(s) be delayed or deferred.

Appeals

10.13 As explained in 10.5 above, the right of Appeal is only applicable to the proposals for discontinuance of The Northicote School and Pendeford Business and Enterprise College. Only the following bodies may appeal against a Council decision on the proposals:

• the local Church of England diocese;

• the bishop of the local Roman Catholic diocese;

• where the school provides education for pupils aged 14 and over - the Learning and Skills Council.

10.14 Appeals must be submitted to the Council within four weeks of notification of the decision. The Council must then send the proposals, and the comments and objections received, to the Schools Adjudicator within 1 week of the receipt of the appeal.

11.0 Financial Implications

11.1 The potential financial implications arising from the wider BSF programme are significant. Furthermore the nature of the financial implications arising from the discontinuance of schools and the establishment of Academies is complex. For the South Wolverhampton Academy they include:

i. Determining the final budget balance for Parkfield High School. This balance will transfer back to the Council (to the Dedicated School Grant), however the value will not be known until some time after the 1 September 2009. Additional financial support and reporting processes have been put in place at the school until 31 August 2009. These arrangements are intended to minimise the potential risk of a deficit balance remaining. ii. The transfer from the closing school to the Academy (via DCSF) of the existing school budget allocation plus the DCSF’s assessment of the budgets relating to the support services that are currently provided by the Council. iii. The establishment of a Funding Agreement (between the Sponsors and the DCSF) which needs to be approved by the Secretary of State. The ongoing funding of the Academy Trust is contingent upon meeting the conditions in its Funding Agreement. The DCSF has not yet been able to share any information on the potential future levels of funding for the Academy, despite the fact that it is due to open 1 September 2009 and despite requests from the Academy Sponsors and from the project management company that is leading the Academy development process. Given the extremely tight timescales within which this has to be managed this delay represents a risk to achievement of the 1 September 2009 opening. Final Decision July 2009 18

As soon as this information is made available by DCSF, a full assessment of the financial position can be made and the outcome will be reported to Members. In the meantime officers, in association with the Sponsors, will continue to pursue the DCSF for the information in order to ensure an acceptable outcome for both the Council and for the Academy. iv. Confirmation of the Council services that will continue to be procured by the Academy after 1 September 2009. v. Negotiation and agreement of short and long term leases for land, buildings and furniture/equipment (as detailed in this report). This process is underway but not yet complete. vi. Confirming the position regarding the TUPE transfer of staff from Parkfield High School to the new Academy for which negotiations are ongoing. If any staff are not eligible for TUPE transfer, the financial costs of any consequent redundancies and their funding must be determined. This is currently under review by the Council and the DCSF. vii. The Academy’s approach to non-teaching staff pensions is still to be clarified, particularly in terms of the level of risk the Academy will accept for the current pension fund deficit and its impacts on future employer’s contribution levels.

Work is currently underway to resolve the above financial risks and issues so that the South Wolverhampton Academy may open as planned on 1 September 2009.

11.2 The establishment of the two Academies forms part of the Council’s wider Building Schools for the Future Programme and has been agreed with the DCSF and the Office of the Schools Commissioner as a condition of BSF funding. Subject to the outcome of the Competitive Dialogue process that is now underway, the BSF programme provides access to approximately £370m capital funding for the transformation of secondary schools and other settings in the City.

12.0 Legal Implications

12.1 The Cabinet is required to make a formal decision on the proposals to discontinue three Community Secondary schools in accordance with Section 15 of the Education and Inspections Act 2006 as detailed in the School Organisation (Establishment and Discontinuance of Schools) (England) Regulations 2007 (as amended). In respect of the discontinuance of Parkfield High School the decision is made under paragraph 19 of Schedule 2. In respect of the discontinuance of The Northicote School and Pendeford BEC (related proposals) then the decision is made under paragraph 8 of Schedule 2 of the EIA 2006.

12.2 In respect of the Human Resources implications the Transfer of Undertakings Regulations (TUPE) 2006 will apply. Staff who are employed at the schools immediately before the establishment of the Academies will automatically transfer to the Academy. Staff will remain on the same terms and conditions of employment that apply prior to their transfer.

12.3 During the duration of the Short Term Leases, the Council will not be able to use or occupy the sites subject to those leases.

Final Decision July 2009 19

13.0 Equal Opportunity and Environmental Implications

13.1 These are significant. It is essential that proposals for BSF in Wolverhampton are in line with the Children and Young People’s Plan, and so improve access and opportunity for the most disadvantaged and vulnerable groups. In addition, investment on this scale must give high priority to sustainability, as well as providing flexible and high quality facilities for learning and extended provision. In line with Council policy, equality impact assessments will be undertaken particularly during the procurement phase of the programme.

13.2 The statutory proposals outlined in this report support Academy developments which will improve access and provision for school communities some of whom are the most disadvantaged and vulnerable groups in the City. The BSF proposals aim to provide all children and young people with flexible and high quality facilities for learning and extended provision.

13.3 An Equalities Impact Assessment has been undertaken in respect of the discontinuance proposals, which has included the following:

• Consultation and the gathering data. Documents were circulated to all parents/carers, school staff, Head Teachers, Governing Bodies, other local authorities, Members of Parliament, Ward Councillors, Diocesan Authorities (RC and CE), local Primary Care Trust and Learning and Skills Council and all views were noted and considered. Pupils have also been part of the wider consultation process in the context of Building Schools for the Future Programme. • Findings – what was the adverse or positive impact. There have been a number of views expressed, both positive and negative, during the consultation period, which are detailed in Section 6. These have been given full consideration and it is the view of the Council that the Academy proposals, as part of the wider BSF programme, will offer significant enhanced opportunities for children and young people across the City for the future. • The context of the policies that have caused the adverse impact. The Academy proposals are part of a £370 million investment programme for the City. The discontinuance of three secondary schools is a precursor to the establishment of two new Academies.

• Action that will be taken to reduce or eliminate the impact/ Monitoring whether the adverse impact has been reduced or eliminated. The Academy sponsors are committed to ensuring that the best possible provision is available for the young people of the City.

14.0 Environmental Implications

14.1 Changes to the physical environment of the secondary schools and the details of the building programme for the new Academies are not included in this report. The details of the building programme and impact on the physical environment will be subject to further reports to Cabinet.

Final Decision July 2009 20

15.0 Forward Plan

15.1 This is a key decision in that it potentially affects families across all areas of the City. Subject to the decision of Cabinet it will be included in the Forward Plan.

Final Decision July 2009 21

APPENDIX 1 MATTERS TO BE SPECIFIED IN SECTION 15 PROPOSALS TO DISCONTINUE A SCHOOL

Contact details 1. The name of the local education authority or governing body publishing the proposals, and a contact address, and the name of the school it is proposed that should be discontinued.

Local Authority: Wolverhampton City Council

Contact Address: School Organisation Team, Jennie Lee Professional Centre, Lichfield Road, Wednesfield, Wolverhampton, WV11 3HT

School: Parkfield High, A Specialist Language College (and Resource Area for MLD)

Please note that Parkfield High is a split-site school located at both:

• Wolverhampton Road East, Wolverhampton, WV4 6AP • Prosser Street, Bilston, Wolverhampton, WV14 0QD

Implementation 2. The date when it is planned that the proposals will be implemented, or where the proposals are to be implemented in stages, information about each stage and the date on which each stage is planned to be implemented.

The proposed date of closure is the 31 August 2009. This is to facilitate the opening of a new Academy on the current sites of the school on 1 September 2009, subject to the signing of a funding agreement by the Secretary of State.

Consultation 3. A statement to the effect that all applicable statutory requirements to consult in relation to the proposals were complied with.

All applicable statutory requirements to consult have been complied with.

4. Evidence of the consultation before the proposals were published including—

22 (a) a list of persons and/or parties who were consulted; (b) minutes of all public consultation meetings; (c) the views of the persons consulted; (d) copies of all consultation documents and a statement of how these were made available. a) List of persons and/or parties who were consulted:

• Parents/carers of pupils at Parkfield High School. • The Headteachers, Chair of Governors and Governors of Parkfield High School. • The staff at Parkfield High School. • Pupils at Parkfield High School. • Parents and carers of pupils in local feeder primary schools. • Diocesan Authorities (CE & RC). • Members of Parliament for Wolverhampton South West, Wolverhampton North East and Wolverhampton South East. • Ward Councillors for Bilston East and Blakenhall. • Teaching and non-teaching trade union representatives. • The local Learning & Skills Council. • Neighbouring Local Authorities – Staffordshire, Dudley, Walsall. • Local Primary Care Trust. • Local Neighbourhood Partnerships. b) Following circulation of documentation to stakeholders and the advertisement of consultation events in the local press a series of events were held with stakeholders including:

Public events – Three public consultation events were held over a period of three weeks for the Parkfield and Bilston Communities. Seventy seven individuals attended these events; those in attendance included students, family members, school staff, governors and members of the community. Joint School Council – Local Authority Officers hosted a School Council meeting on 3 April 2009 for Parkfield High School with twenty eight students in attendance. A summary of this event is attached in Appendix A. Staff Meeting – A staff meeting (attended by Trade Union representatives) took place on 1 April 2009 at Parkfield High School with approximately one hundred members of staff in attendance. A summary of this event is attached in Appendix B. Governors Meeting – Local Authority Officers attended a Governing Body meeting on the 25 March 2009 at Parkfield High School, to formally consult with the Governing Body on the proposals to close the school leading to the establishment of the Academy. Notes of this event are attached in Appendix C.

23 c) The views of persons consulted:

i. Written Consultation Responses from Stakeholders on the Closure of Parkfield High

By the end of the consultation period on 3 April 2009 eighty one written consultation responses had been received by the Local Authority regarding the proposed closure of Parkfield High School to enable the establishment of an academy. These had been completed by a wide range of stakeholders including current students, parents of current students, parents with children at local primary schools, School Governors, members of the community, a Headteacher at a local primary school and comments from two of Wolverhampton’s Members of Parliament. Of these responses sixty one (75.3%) were supportive of the proposal, whilst twenty (24.7%) objected to the proposals.

School Number of Respondents In Favour Number of Respondents Against

Parkfield High School 61 (75.3%) 20 (24.7%)

Respondents were also given the opportunity to make additional comments regarding the proposals. These are outlined in the below summary.

A number of positive comments regarding the proposals have been received by the Local Authority including:

A number of concerns have been raised including the following:

Two local Members of Parliament (MP) offered written responses to the consultation. The MP for Wolverhampton South East was supportive of the proposals. The main

24 points he raised were:

• The urgent need to raise educational standards. • Expanding opportunities for children. • Willingness to offer any support that may be required.

The Member of Parliament for the North East Constituency raised the following points:

• The different educational profiles between the areas to be served by the North Wolverhampton Academy and the Bilston Academy; this should be reflected in different educational plans for each Academy. • The Council should consider not replacing Parkfield High but providing places elsewhere in surrounding schools. • Parents have not been presented with recent findings about academies. • Cannot assume that because The City of Wolverhampton College and The University of Wolverhampton are performing well that the positive attributes will transfer to the new Academy. • Possible negative effect on surrounding schools. • More balanced documentation should be sent out and public meetings held.

ii. School Council

Local Authority Officers hosted a School Council meeting on 3 April 2009 at Parkfield High School with twenty eight students in attendance. The main points raised by the students included:

• Improve overall education, opportunities and aspirations. • Boost the reputation. • Concerns regarding travel to new locations and the environmental impact. • What are the aims of the Building Schools for the Future Programme? • Future use of the Wolverhampton Road East site. • The impact of the transition.

iii. Staff Meetings:

A staff meeting (attended by Trade Union representatives) took place on 1 April 2009 at Parkfield High School with approximately one hundred members of staff in attendance. No issues/comments/queries were raised by the staff at this meeting.

iv. Governors Meetings:

Local Authority Officers attended a Governing Body meeting on the 25 March 2009 at Parkfield High School. The main issues/comments made by the Governors were as follows:

• The Governing Body approved and supported the closure of the school leading to

25 the establishment of a new Academy. • Full support was offered during the transition. d) Individual letters and consultation booklets (see Appendix D) were sent to the following stakeholders:

• Parents and carers of pupils at Parkfield High School. • The Headteacher, Chair of Governors and Governors of Parkfield High School. • The staff at Parkfield High School. • Parents and carers of pupils in local feeder primary schools. • Diocesan Authorities (CE & RC). • Members of Parliament for Wolverhampton South West, Wolverhampton North East and Wolverhampton South East. • Ward Councillors for Bilston East and Blakenhall. • Teaching and non-teaching trade union representatives. • The local Learning & Skills Council. • Neighbouring Local Authorities – Staffordshire, Dudley, Walsall. • Local Primary Care Trust. • Bilston East Local Neighbourhood Partnership. • Bilston North Local Neighbourhood Partnership. • Ettingshall Local Neighbourhood Partnership.

Objectives 5. The objectives of the proposal.

To close Parkfield High School (and Resource Area for MLD) on the 31 August 2009 to facilitate the opening of an Academy on the current school sites on the 1 September 2009. This proposal is conditional upon the signing of a funding agreement for the proposed Academy by the Secretary of State.

Standards and Diversity 6. A statement and supporting evidence indicating how the proposals will impact on the standards, diversity and quality of education in the area.

Standards:

26 drive to improve Key Stage 4 and 5 results to exceed national standards; • Development of the ‘Learning Ethos’ which would empower, engage and motivate students and through that have a specific positive impact on reducing the level of NEETs (the proportion of 16 to 18 year olds not in education, employment or training) in the area, raising standards, and increasing the positive progression of learners from the Academy; • The use of the Academy’s specialisms to thematically drive the curriculum at Key Stage 3, 4 and 5, giving both relevance and context to learning within the Academy • Working closely with primary schools to improve transition to secondary school and support learners to be successful at Key Stage 2.

Diversity:

There are currently eighteen secondary schools in Wolverhampton comprising eleven Community schools, two Voluntary Aided (VA) Church of England schools, two VA Roman Catholic schools and three Foundation schools. The addition of two new Academies following the closure of two community schools in the North and one community school in the South will increase the diversity of choice of school provision across the city.

Quality of Education:

The proposed Academy aims to raise aspirations of staff, students and the community and create progression routes for all students. The Academy would have a leadership focus on achievement; service to the wider community would be used to raise confidence and self esteem. The Academy’s curriculum would have an innovative and challenging curriculum built on a framework that focuses on the development of essential skills and self awareness. The teaching model would focus on the development of skills which would enable students to take charge of their learning; becoming independent learners.

The curriculum framework would have three strands: Core learning - this would include essential skills and the subject knowledge and skills; Entitlement - this would be a contract of expected service between the student and the Academy and would be underpinned by a Student Charter for learning; and Enrichment - a programme of broad activities and opportunities made available via the sponsors and their links to employers and community groups.

Sponsors would use their expertise in all areas of the Academy’s work in particular in: the development of individual learning plans and a personalised curriculum to strengthen student commitment to the ‘Learning Ethos’; to ensure students develop essential skills in mathematics, IT and English; to create an enrichment programme for students identified with a particular talent; to support a radical reappraisal of the structure and system of Pastoral care and tutoring utilising the College’s expertise in mentoring and coaching including the development of peer mentoring in several schools across the city.

At Key Stage 3 the Academy would adopt a thematic approach to a condensed Key Stage 3 (2 years) and develop a project based learning model ensuring that English and maths provision was of the highest calibre. At Key Stages 4 and 5- the aim would be to broaden the curriculum and support vocational options via the new Diploma strands. Key Stage 4 would be extended over 3 years so that the core subjects could be broadened and enriched to aid students in achieving the highest grades at GCSE level and in their subsequent progress through Key Stage 5 and beyond.

The Academy would also place strong emphasis on the use of technology to support and enhance learning, particularly in literacy and numeracy, for all students utilising appropriate software to stimulate and encourage students who need additional support and to stretch those who had particular gifts and talents; to deliver personalised learning, reviews, and individual learning plans; and through use of ‘simulation technology’ to enhance hands on experience the Academy would expand the vocational offer.

Provision for 16 -19 year olds 7. Where the school proposed to be discontinued provides sixth form education, how the proposals will impact on— the educational or training achievements; participation in education or training; and the range of educational or training opportunities, for 16-19 year olds in the area.

The Academy would provide a personalised curriculum differentiated according to need, sitting within the QCA framework. This would build upon current 14-19 provision including Diplomas and will offer a wider range of vocational opportunities and facilities. This would open up a vocational curriculum to a broader range of students.

The Academy’s 14-19 curriculum and its active participation in the City wide offer (Wolverhampton’s 14-19 collaborative) would develop learning pathways in college/ employer based provision as well as in school based post-16 provision that would increase post-16 participation and enable more young people to achieve greater success at 19.

The Bilston Academy would become a Centre of Excellence in the implementation of 14- 19 Diplomas in Construction and the Built Environment; Society, Health and Development; and Science, fully utilizing the expertise and sector specific knowledge of Sponsors in healthcare, medical technologies, civil engineering, and design and construction.

At Key Stages 4 and 5 - The aim would be to broaden the curriculum and support vocational options via the new Diploma strands. Key Stage 4 would be extended over 3 years so that the core subjects could be broadened and enriched to aid students in achieving the highest grades at GCSE level and in their subsequent progress through Key Stage 5 and beyond. It would be expected that the Academy would develop links with employers and the expertise and employer networks of both The City of Wolverhampton College and The University of Wolverhampton would be made available.

Need for places 8. A statement and supporting evidence about the need for places in the area including whether there is sufficient capacity to accommodate displaced pupils.

All pupils from Parkfield High School (on the 31 August 2009) will be offered the opportunity to transfer to the new Academy on the 1 September 2009. The Academy will provide 1000 places for pupils aged between 11 and 16 (200 in each year group), with a further 200 places in the sixth form.

A key purpose for developing an Academy to replace Parkfield High School would be to enable significantly more children who live in Bilston and who currently attend schools outside the area to be able to attend a good local school, which has clear aspirations and an ethos of success and achievement. It is therefore reasonable to assume that, once the Academy is open, many of those families who currently send their children to schools that are not in Wolverhampton, will prefer for their children to attend the local school. It is anticipated that a new Academy by providing a quality, modern learning facility would be a popular preference and would attract many pupils who might otherwise travel outside of the locality.

Actual Pupil Numbers Projected Pupil Numbers School 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Colton Hills Community 985 952 969 923 899 854 856 858 887 893 896 899 897 Moseley Park 1258 1225 1239 1221 1183 1128 1076 1062 1084 1086 1093 1096 1100 Parkfield High 1145 1112 1127 1018 902 838 Bilston Academy 736 727 826 908 991 1069 1130 Total 3388 3289 3335 3162 2984 2820 2668 2647 2797 2887 2980 3064 3127

Although there has been a significant fall in the number of pupils attending schools in the area over recent years, regeneration proposals including Ward Street and Bilston Urban Village developments for the area are projected to increase demand for places. It is projected that there would be sufficient places in the area to meet demand.

9. Where the school has a religious character, a statement about the impact of the proposed closure on the balance of denominational provision in the area and the impact on parental choice.

Not applicable.

Current School Information 10. Information as to the numbers, age range, sex and special educational needs of pupils (distinguishing between boarding and day pupils) for whom provision is made at the school.

29 Parkfield High School (both sites)

Information correct as at: 15 January 2009 (School Census) Please note that Parkfield High School does not cater for any boarding pupils.

Pupil Numbers National Curriculum Total Pupils Year Year 7 128 Year 8 129 Year 9 120 Year 10 164 Year 11 197 Year 12 51 Year 13 30 Year 14 19 Grand Total 838 Pupils with Special Educational Needs (SEN) Without SEN School Action School Action Plus Statement 565 167 65 41

Male Pupils – 408 (48.7%) Female Pupils – 430 (51.3%)

Displaced Pupils 11. Details of the schools or further education colleges which pupils at the school for whom provision is to be discontinued will be offered places, including— (a) any interim arrangements; (b) where the school included provision that is recognised by the local education authority as reserved for children with special educational needs, the alternative provision to be made for pupils in the school’s reserved provision; and (c) in the case of special schools, alternative provision made by local education authorities other than the authority which maintains the school.

All pupils on roll at Parkfield High School (and Resource Area for MLD) on 31 August 2009 would be able to transfer to the proposed successor Academy on the 1 September 2009. Parents/carers who would prefer their children to attend other schools may seek admission to other educational establishments, where places are available, in line with the Local Authority’s published admission policy.

12. Details of any other measures proposed to be taken to increase the number of school or further education college places available in consequence of the proposed discontinuance.

At present there are surplus secondary school places in the area. A reduction in the net capacity of the schools, as shown below, will still enable provision to accommodate the anticipated growth in numbers for the area (see section 8 above). Currently there are 3985 places in the area, 1165 of those are surplus, representing 29%. The proposed new build Academy and the refurbishment of the 2 nearby schools will reduce the number of pupil places to 3450 which is projected to meet the demand for the area.

Current Proposed Net Net SCHOOL Capacity SCHOOL Capacity Colton Hills Community 977 Colton Hills Community 1050 Moseley Park 1275 Moseley Park 1200 Parkfield High 1733 Bilston Academy 1200 Total Pupil Places 3985 Total Pupil Places 3450

Impact on the Community 13. A statement and supporting evidence about the impact on the community and any measures proposed to mitigate any adverse impact.

The establishment of an Academy in Bilston is a key part of ongoing regeneration in the area. The Academy would have outstanding facilities; offering both students and members of the local community the opportunity to access facilities, and undertake activities, that have not previously been available to them.

The Academy would address the needs of its students in a holistic way. The expertise of the Sponsors would allow the possibility of developing community links through wider education. Both predecessor schools are in areas of deprivation and it is clear that to improve performance the Academy should support parents, and the wider community to improve their educational achievements. The new Academy will have a positive impact on the local community as:

• Academy students would take part in an accredited Community Service curriculum. This would link the Academy to local voluntary groups to develop a two way dialogue. • The Academy would become a community resource where classes and events could take place; it would be available for local people. Between the main Sponsor and two co-sponsors a vast range of learning would be available. • Family learning would be offered through the Academy for parents from the secondary phase and for parents with children at feeder schools. • All students will take part in the Pacific Institute PX2 programme. • The Bilston area suffers from high levels of ‘worklessness’, therefore, a well defined curriculum could be offered to the local community, using the Academy buildings as a resource. This would form an element of the building design to enable space to be used to best effect. • The specialisms of the Academy would enhance links to business sections of the community. • Academy students would be offered the opportunity to become ‘sports coaches’ and ‘peer mentors’, thus enabling them to offer community service in the feeder primary schools.

Various options are currently being considered for the existing Wolverhampton Road East site once the school decants into the new Academy building in Bilston. These include maintaining some educational provision on the site, along with other office and training facilities. A full feasibility will be undertaken in due course, but disposal of the site is not considered an option at present. In addition, there is also a plan to maintain existing sports and outdoor facilities on the site.

31 14. Details of extended services the school offered and what it is proposed for these services once the school has discontinued.

As part of the Academy development, in line with Government expectations, it will provide a wide range of extended activities outside of the normal working school day. The anticipation is that the current range of activities would be further widened to provide more opportunity for participation by both pupils and other members of the community.

Travel 15. Details of length and journeys to alternative provision.

In the first instance it is anticipated that existing travel arrangements would continue following the school’s re-opening as an Academy on 1 September 2009. In advance of the move to Bilston; a distance of 1.6 miles from Wolverhampton Road East site, the Academy Trust would collaborate with the Local Authority on a suitable transport policy, in line with the Local Authority’s Home to School Transport Policy and the Local Authority’s Home to School Sustainable Travel Strategy. 16. The proposed arrangements for travel of displaced pupils to other schools including how they will help to work against increased car use.

The Academy Trust would collaborate with the Local Authority on a suitable transport policy, in line with the Local Authority’s Home to School Transport Policy and the Local Authority’s Home to School Sustainable Travel Strategy.

Related Proposals. 17. A statement as to whether in the opinion of the local education authority or governing body, the proposals are related to any other proposals which may have been, are, or are about to be published.

Not applicable.

Rural Primary Schools 18. Where proposals relate to a rural primary school designated as such by an order made for the purposes of section 15 of the EIA 2006, a statement that the local education authority or the governing body (as the case may be) considered— (a) the likely effect of discontinuance of the school on the local community; (b) the availability, and likely cost to the local education authority, of transport to other schools; (c) any increase in the use of motor vehicles which is likely to result from the discontinuance of the school, and the likely effects of any such increase; and (d) any alternatives to the discontinuance of the school, as required by section 15(4) of the EIA 2006.

Not applicable.

32 Maintained nursery schools 19. Where proposals relate to the discontinuance of a maintained nursery school, a statement setting out— (a) the consideration that has been given to developing the school into a children’s centre and the grounds for not doing so; (b) the local education authority’s assessment of the quality and quantity of the alternative provision compared to the school proposed to be discontinued and the proposed arrangements to ensure the expertise and specialism continues to be available; and (c) the accessibility and convenience of replacement provision for local parents.

Not applicable.

Special educational provision 20. Where existing provision for pupils with special educational needs is being discontinued, a statement as to how the local education authority or the governing body believes the proposal is likely to lead to improvements in the standard, quality and/or range of the educational provision for these children.

The SEN Improvement Test has been applied which identifies improvements that will be made to the educational provision for students with Special Educational Needs (a copy can be found at Appendix E).

33 APPENDIX A:

SCHOOL COUNCIL EVENT SUMMARY:

Consultation on: The closure of Parkfield High School to facilitate the opening of a new academy

Location: Parkfield School (Wolverhampton Road East Site)

Date: Friday 3 April 2009

Time: 9.30am – 10.30am

Number of Formal 28 Comments:

Number of Attendees 28 from School Council:

Officers in Attendance: Martyn Palfreyman (MP) Nicky Schneider (NS) Dawn Shepherd (DS)

Notes from the Meeting:

MP introduced NS and DS and explained that the purpose of the meeting was to share information regarding the new Academy. When asked if all students had heard something about the Academy prior to this meeting, it was acknowledged that all had.

It was explained what Building School for the Future meant and that there was £370M to be spent on secondary schools in Wolverhampton. Two new Academies with brand new facilities will be built at a cost of around £30-35M and will replace Parkfield, The Northicote and Pendeford. The remaining secondary schools across Wolverhampton will be rebuilt or refurbished.

Students were informed that there is a process to go through and consultation is part of it. Staff, Governors and parents should have all received the consultation booklet which explains about the Academy. The City Council’s proposal is that Parkfield High School will close on 31 August 2009 and The Academy will open 1 September 2009 in the existing buildings.

MP explained that the next stage is to work with the builders and architects and that School Council will have a part to play, as will staff and Governors. Building work will start 2011 and should be ready by 2013, it takes 2 years to plan and 2 years to build.

The opportunity was given for students to ask questions or raise concerns.

34 APPENDIX B

STAFF CONSULTATION MEETING SUMMARY:

Name of School Parkfield High School

Date Wednesday 1 April 2009

Time Start: 3.35pm Finish: 4.30pm

BSF Officers in Toni Chapman Attendance Martyn Palfreyman Other LA Officers in Dawn Shepherd Attendance Becky Lloyd Name of Representative Union/Association Brenda Walters ATL Adrian Turner Unison Trade Union/Teacher Bryan Cook NASUWT Associations’ Bob Stephenson ASCL Representatives in Dr Sam Bechler ATL attendance Tony Tonks NUT David Cole NUT Viv Smart GMB Apologies given by Cheryl Gould NAHT How many staff in Approximately 100 attendance Questions Raised None.

Notes of meeting: A joint presentation was delivered by two members of Wolverhampton’s Building Schools for the Future (BSF) team. Themes of the presentation included:

• An explanation of the statutory consultation process and timeframes • Information regarding the Sponsors of the proposed Academy • A description of the future governance arrangements for the Academy and how they will differ from current arrangements • An introduction to the BSF team and their remit • Implications for staff, including TUPE arrangements and the potential impact on pensions • An opportunity was given for staff to raise any concerns or queries.

Following the presentation each Trade Union representative was given the opportunity to address staff. Comments raised by Trade Unions included:

• Each Unions’ national and local stance on Academies • The offer of full support to all their members • Unions will work towards the transferral of all current terms and conditions of staff and to secure the continuation after transfer • Unions will seek further meetings with Sponsors to clarify specific details • The possibility of future public meetings hosted by the Unions.

A further opportunity was given for staff to raise any concerns or queries. No questions were raised by staff.

35 APPENDIX C

Notes of Governors Meeting of Parkfield High School on Wednesday 25 March 2009 at 6.30pm

Present: Mr A S Dhaliwal (Chair), Mr E Morris, Mrs K Mal, Mrs W Brady, Mr A Thompson (Headteacher), Mr R Matthews, , Mr M Chatha, Mrs S Watson, Mr S Dhami, Mr I Bourton, Dr M Sharma, Mr H Tiwana,

In Attendance: Mr T Westwood – Chief Children’s Services Officer (BSF) Mrs K Newey – School Organisation & Planning Manager Miss D Shepherd – School Organisation Officer (note taker) Mr P Wilson – Principal Inspector (Secondary) Mr A Hubble Anita Povall (Clerk) Mrs K Wild - Associate

Apologies: Cllr L Miles

Academy Proposal

The Chair of Governors introduced the visitors and Mr T Westwood proceeded to address Governors regarding the progress made to date on the establishment of the Academy.

Arrangements for the Formal Closure of Parkfield High School

Mrs Newey then proceeded to inform the Governors of the statutory closure process. She explained that the proposed closure of Parkfield High School is carried out in two stages. Firstly the informal stage, which we are currently in, closes on 3 April 2009. The information gathered from this informal consultation process is reported to Cabinet on 22 April 2009 where comments will be considered. Cabinet will then decide whether to move forward to the second stage, the formal representation stage, which would end 14 June 2009. After this period a final decision would be made by Cabinet at a special meeting to be held June or July 2009. Mrs Newey explained that this proposal will be running alongside the other Academy proposals (located in the north of the city) which would open 1 September 2010. Mrs Newey stated that the Governors will have received a letter and booklet, but there is the opportunity at this meeting to make any formal comments or a response can be received by 3 April 2009.

Governors’ comments and questions were invited. The Governing Body formally moved to approve and support the closure of both sites leading to the establishment of the Academy.

Mr Wilson then proceeded to explain how the transition from a Local Authority maintained school to the Academy would be managed.

Governors’ comments and questions were invited. The Chair stated that the Governing Body had been kept up-to-date with the process and offered their full support during the transition.

36 A number of questions were asked including how the transition period would work, the appointment of the new Headteacher, the name of the new Academy, governance, finance and arrangements from September 2009.

Governors thanked the four visitors for their attendance and input.

APPENDIX D:

CONSULTATION DOCUMENT:

Appendix E: New Academy

Special Educational Needs (SEN) Improvement Test

1. Specific Education Benefits

OBJECTIVE ACTION

i. Vision for the Academy:

In developing the vision for the Academy the sponsors propose the following key principles that underpin the ethos, approach and nature of the academies. The main principles are:

• Student achievement. • Aspiration and progression. • Community cohesion. • Educational impact on the local community and wider City. • Improving life chances through learning. • Building confidence and self esteem. 1. Improved access • Curriculum innovation. to quality education and associated Responding to the diverse range of needs presented by the communities served by the academy will help in securing these principles. The services including drive to provide an inclusive environment is necessary to achieve the maximum impact on the communities and improve life chances by the curriculum, wider maximising achievement at all ECM areas. school activities, facilities and The Academy would meet the requirements of the SEN Code of Practice and the new/remodelled building would fully comply with the DDA equipment, with and SENDA. The Academy would be fully accessible to all of its pupils and would seek to meet their needs through the development of a reference to the LA’s broad curriculum, flexibility in teaching and learning styles and high levels of support. Accessibility Strategy. What the sponsors and co- sponsors will offer the academy:

The City of Wolverhampton College: • Highly developed quality assurance systems and a robust self assessment process which is self critical. • Programme area reviews which enhance reflective practice within teams. • Performance management systems which drive ownership to teams and individuals by appropriate challenge. • Cultural change methods such as the use of Pacific Institute programmes to staff, students and the community. • A value system which is inclusive. 50 • Access to the structure and skills of a professional Teaching and Learning Service to support staff. • A ‘Learning Ethos’ which challenges the culture. • Access to vocational skills, equipment and employer engagement. • Enrichment opportunities within a framework. • A challenging yet developmental teaching observation scheme. • A track record of driving up success rates and developing progression for all learners. • An innovative mentoring service for both staff and students and the development of peer mentors and student support systems which have a positive impact

The co-sponsors: The University of Wolverhampton: • Highly acclaimed teacher training and CPD. • Support for curriculum innovation. • Developing aspirations via Aimhigher and CARD activities. • Enrichment at all levels including the innovative HEMIS programme. • Mentoring and Coaching training. • A highly developed student support system. • Innovative use of learning technologies.

The co-sponsors: The Local Authority: • Leadership in 14-19 reform programme. • Operational structures to enable the 14-19 reform programme to work. • Real time data on academic performance at Key Stage Two linked to feeder schools. • Partnership via the Children and Young Peoples Board, giving a holistic view of the issues, resources and support to tackle the problems.

These areas of work, development and support will be adapted to respond to the varied challenges faced by the Academy and the pupils for which it has responsibility. In addition, it is recognised that what is good and effective practice in special educational needs is good practice for all. Therefore work that is carried out to improve the performance of pupils with SEN will impact positively on the performance of the whole Academy. ii. Accessibility

The Academy will adopt the Council’s Accessibility Strategy – “Disability Equality Scheme incorporating the Strategic Plan for Accessibility”. Building upon the schools existing disability strategy, the priorities will include:

• Enhance equality of opportunity • Eliminate unlawful discrimination • Eliminate harassment • Enhance opportunity for the promotion of positive attitudes towards all people with learning difficulties and disabilities. Enhance the opportunity for the participation of all people with LDD in public life.

In accordance with the Local Authority’s Action Plan for Accessibility the new Academy will provide:

• Improved accessibility. • Improved physical access for disabled children and young people. • Improved delivery of information to disabled children and young people, parents and carers.

The Academy Trust will collaborate with the Local Authority on Resource Base provision and ongoing dialogue will take place on how provision for pupils with SEN will be enhanced within the new setting. It is anticipated that the current BEST provision on the Bilston Site will continue in a form yet to be agreed as it provides a fundamental support and guidance infrastructure for all members of the local community. Dialogue will also take place on access to Multi-Agency Support Teams to ensure optimum provision for pupils with SEN.

It is recognised that there are restrictions within the current school buildings. It is intended that the new build will be fully compliant with all current legislation. iii. Curriculum

The ethos of the new Academy would be that all will seek to have a responsibility for children and young people with SEN. Work will take place within the LA framework of resourcing to achieve this end.

The Academy would raise aspirations of staff, students and the community and would create progression routes for all. The Academy curriculum would be innovative, challenging and would be built on a framework that would place the development of essential skills and self awareness at its core.

Specifically the Academy would raise student achievement by focusing on:

• The performance of a compressed/condensed Key Stage 3 while ensuring that English and mathematics were developed to a high standard whilst maintaining a specific emphasis on the assessment of student need. • An innovative range of curriculum and delivery methods which would support the drive to improve Key Stage 4/5 results to exceed national standards;

• Development of the ‘Learning Ethos’ which would empower, engage and motivate students and through that would have a specific and positive impact on reducing the level of Not in Employment Education or Training (NEET) in the area, raising standards, and increasing the positive progression of learners from the Academy; • The use of the Academy specialisms to thematically drive the curriculum at Key Stage 3 and 4/5, giving both relevance and context to learning within the Academy • Working closely with primary schools to improve transition to Secondary school and support learners to be successful at Key Stage 2. This would enable the needs of pupils on the Code of Practice and those with Statements that are transferring to the Academy to be identified at an early stage and their needs inform the curriculum provision.

The curriculum framework would have three strands:

Core learning - this would include essential skills and the subject knowledge and skills;

Entitlement - this would be a contract of expected service between the student and the Academy and would be underpinned by a Student Charter for learning; 52

Enrichment - a programme of broad activities and opportunities made available via the City of Wolverhampton College and The University of Wolverhampton and their links to employers and community groups.

The City of Wolverhampton College and The University of Wolverhampton would use their considerable expertise in all areas of the Academy’s work in particular in : the development of individual learning plans and a personalised curriculum to strengthen student commitment to the ‘Learning Ethos’; to ensure students develop essential skills in mathematics, IT and English; to create an enrichment programme for students identified with a particular talent; to support a system of Pastoral care and tutoring utilising The City of Wolverhampton Colleges’ expertise in mentoring and coaching.

The Academy would adopt a thematic approach to a condensed Key Stage 3 (2 years) and develop project based learning to ensure engagement and relevance and that English and mathematics provision was of the highest standard. At Key Stage 4 & 5, the aim would be to broaden the curriculum and support vocational options via the new Diploma strands. Key Stage 4 would have the capacity to be extended over 3 years so that the core subjects could be broadened and enriched to aid students in achieving the highest grades at GCSE level and in their subsequent progress through Key Stage 5 and beyond. It would be an expectation that the Academy developed links with employers and the expertise and employer networks of both The City of Wolverhampton College and The University of Wolverhampton would be made available. In particular it would be expected that the Sponsor’s experience of supporting students with SEN would inform the Academy’s planning in this area.

The Academy would also place strong emphasis on the use of technology to support and enhance learning - particularly in literacy and numeracy, for all of its students and would utilise appropriate software to stimulate and encourage students who needed additional support and to stretch those who had particular gifts and talents; to deliver personalised learning, reviews, and individual learning plans; and through the use of ‘simulation technology’ to enhance hands on experience the Academy would expand the vocational offer. The Academy will benefit from the Sponsor’s specific expertise in supporting students with SEN through the use of technology.

Student motivation and opportunity would be central to the Academy. All students would take part in the Pacific Institute PX2 programme which would aim to develop positive attitudes and a ‘can do’ culture. Social and economic deprivation is a critical aspect of the local area and the Academy would resource and develop the themes found in Every Child Matters – seeking particularly to support all attempts to improve health, reduce teenage pregnancy, and reduce incidents of drug and alcohol/tobacco use through an active pastoral system and the curriculum.

It is recognised that well trained and motivated staff would be crucial to the success of the Academy. The Sponsor’s would seek to use their expertise to assist the Academy to nurture, and develop further, initiatives including performance management systems; a rigorous and externally validated teaching and learning observation scheme; and a Teaching and Learning Service. The Academy would become a community resource for local people where, utilising the support of The City of Wolverhampton College, The University of Wolverhampton and the Local Authority, a vast range of learning would be available.

As part of this vision the Academy will be committed to inclusion. Sponsors recognise that every Academy student, irrespective of age, gender, ethnicity, or disability has the right to be included as a valued, respected and equal member of the learning community. The Academy would meet the requirements of the SEN code and the new/remodelled building would fully comply with the DDA and SENDA. The Academy would be fully accessible to all of its students including those with physical, sensory, and learning disabilities and would seek to meet the needs of these students through the development of a broad curriculum offer, flexibility in teaching and learning styles and high levels of support.

In 2007, The City of Wolverhampton College was judged by Ofsted as good overall, with its approach to social and educational inclusion rated as outstanding. The Academy will adopt Wolverhampton City Council’s “Wolverhampton Quality Standard for Inclusion” and will consider using Wolverhampton Council’s Self Evaluation Tool (incorporating 13 Key Indicators) in working towards achieving the Gold Award. The 13 Key Indicators are:

1. Procedures are in place to ensure the early identification and assessment of pupils with Special Educational Needs. 2. The School provides high quality resources which are well matched to the full range of pupils’ needs. This will include physical and human resources demonstrated in a provision map. 3. Additional provision is in place for pupils with SEN/LDD through IEPs or Provision Management. 4. The school uses strategies and interventions suggested by external agencies to enhance the learning opportunities and social inclusion of pupils with Special Educational Needs. 5. IEP’s and/or provision maps identify appropriate curricular targets. 6. The school’s target setting process include appropriate expectations of pupils with Special Educational Needs at the end of each Key Stage. 7. The work set for pupils relates to the needs and targets identified in their IEPs and/or provision maps. 8. Pupils understand and are involved in setting their targets and know what they need to do to achieve them. 9. The school monitors pupils’ progress towards their targets set in IEP’s and/or other personalised plans and records outcomes. 10. Pupils progress well through intervention programmes and this progress is sustained following completion of the programme. 11. Data relating to the attainment of pupils with SEN/LDD is analysed and used to inform future planning. 12. Other sources of information on attitudes, values and personal qualities of pupils with SEN/LDD are taken into consideration when monitoring progress. 13. The school involves parents/carers of pupils with SEN/LDD as partners in the teaching and learning process.

The Academy will provide a personalised curriculum differentiated according to need, sitting within the QCA framework. This will build upon current 14-19 provision including Diplomas and will offer a wider range of vocational opportunities and facilities. This will open up a vocational curriculum to a broader range of students. The City of Wolverhampton College currently offers the following opportunities which can be extended to pupils within the Academy: • Programmes aimed at BME. • ‘Rights of Passage’. • Tomorrow’s Leaders’ (inspiration/aspiration). • ‘Pacific Institute’ PX2 (accreditation). • Peer/Mentoring curriculum. • Duke of Edinburgh. • Talent bid – Volunteering. • Developing ESOL provision. Individualised learning – English, Maths and IT. • Thematic/project based approach to Key Stage 3 curriculum supporting access and transition for supportive learning. Links with Wolverhampton University for transition from Primary to Secondary education. • Alternative provision provided by the College for pupils off-registered. • Enhanced provision available for pupils undertaking Diplomas. • Further development of existing outreach services which will link Academy and Secondary schools/services. • Enhance existing links that the College has with Special schools. 54

• Enhance careers advice and guidance and access to Counselling Services. • Enhanced opportunities for work experience links/curriculum links with business partners. iv. Wider School Activities

The Academy will have access to a wider range of facilities and activities which are currently offered by The City of Wolverhampton College/The University of Wolverhampton. There are opportunities for pupils including those with SEN at the Academy to benefit from the particular specialism’s on offer, for example: • Media film making technology. • Engineering/Construction.

• Languages and an international dimension • Social based activities, for example, community sport. • The Academy will work with The City of Wolverhampton College, The University of Wolverhampton and Local Authority in removing barriers to learning by maximising access to facilities for all. For example, a brand new facility for an NVQ programme to develop Sports Coaches to work with community groups including schools. • Aimhigher – adapt and make accessible to pupils including those with SEN as appropriate. • Offer University of Wolverhampton taster courses including social education activities, for example, “day in the life of ….”. • Gifted & Talented programme/aspirational programmes for all. • Enhanced opportunities for engagement in CARD activity linking with Primary Phase. • Further development of family based curriculum, for example, links with the Adult College. v. Facilities

The new Academy buildings will be built to high specification and will be fully compliant with Disability Discrimination Act (DDA) requirements and Design Quality Indication. These will ensure that accessibility and availability of space will exceed current facilities. Project Support Groups for the Academy will ensure that all design and accessibility issues are fully explored; the Local Authority has aspirations for the Academy buildings to provide facilities which far exceed current provision. As legislation denotes, as well as providing 21st Century flexible learning facilities, the new buildings will include accommodation which caters for the medical needs of pupils with SEN/disability, for example, medical rooms/therapy rooms, family community rooms etc. Consideration will also be given to the co-location of a range of services, for example, speech and language and physiotherapists etc. which support the needs of children and families, and enhances current provision.

As an inclusive environment the school design will address pupils’ diversity by seeking to provide the least restrictive environment. By so doing it will seek to break down barriers and achieve solutions that are of benefit to all. It will also provide opportunities to educate and support pupils to enable them to be more confident in accessing other facilities within the community that have not been so sympathetically designed in relation to access. The design will integrate the needs of the disabled with the needs of other groups. This will result in wider inclusion ensuring maximum access to all including pupils, staff and the wider community.

Whilst the design will meet the technical specifications and standards required there will not been a rigid and slavish adherence to the standards at the expense of ensuring flexibility and responsiveness to potential future requirements. Every attempt will be made to engage current stakeholders to enable the development of an understanding of the performance requirements of the different groups that will utilise the facilities in the immediate future. In addition, the flexibility provided by the building design will enable adaptations to take place in the

The design, then, will seek to ensure that the buildings can be used by as many people as possible, with a range of diverse needs and without undue effort, special treatment or separation. For example, the signage will ensure that people with impaired sight are not disadvantaged. Aids will be provided to assist communication with people with impairment of hearing or sight. vi. Equipment

The new Academy will provide an appropriately resourced environment, which is DDA compliant. State of the art ICT equipment and software will be used to maximise access to the curriculum for all pupils. Provision of specialist equipment within the new Academy will be a high priority. Pupils will also have the opportunity to access additional specialist equipment via The City of Wolverhampton College and The University of Wolverhampton.

The Academy will work collaboratively in sharing expertise with The City of Wolverhampton College, The University of Wolverhampton and the Local Authority. There will be a broader range of professionals whose knowledge and expertise can be utilised, for the benefit of the Academy, The City of Wolverhampton College and The University of Wolverhampton. For example, The City of Wolverhampton College is a specialist in dyslexia and offers accredited courses on this. The University of Wolverhampton is a major provider of specialist courses in hearing impairment and has access to staff development and training in this area. The City of Wolverhampton College and The University of Wolverhampton also run Teaching Assistant programmes for staff working with SEN children which progress to Foundation Degree which could be beneficial to the Academy, The City of Wolverhampton College and The University of Wolverhampton. School staff as part of the Academy could also share a wide range of expertise on SEN and inclusion with The City of Wolverhampton College and The University of Wolverhampton for the benefit of all.

This collaborative approach will enhance access to specialist staff and professionals in a number of ways; for example: 2. Improved access • Access to skilled staff that are able to provide high quality teaching and high quality therapeutic input. to and impact of • Children and Young People can have access to specialist help, support and guidance – in the first instance from a skilled member of specialist staff, both staff in their school or setting but from an external specialist where appropriate. This will include the development of extended school education and other provision and Multi-Agency Support Team provision which will extend what is currently available in the schools at the present time. professionals, • Potential for improved Continuous Professional Development (CPD) through accredited courses/curricular guidance and support including any programmes. external support • Children and Young People will benefit from integrated family support services and interventions where there are underlying and/or outreach difficulties related to home circumstances impacting on their learning via the area Multi-Agency Support Team. services. • Children and Young People will have access to health related support and interventions where they have medical needs. • The Academy will link with staff at The City of Wolverhampton College and The University of Wolverhampton will enhance transition planning for pupils progressing to Further Education and Higher Education provision.

Staff would take personal responsibility for their success rates and as part of delivery teams look at ways in which they could improve the outcomes. Support for staff would be underpinned with the development of a Teaching and Learning Service; this would harness the skills of advanced practitioners and would enable the sharing of good practice to provide excellent teaching and learning opportunities. In addition, with support from The University of Wolverhampton, Academy staff would develop the key competences and skills that all teachers would require to achieve the vision. Both the Lead Sponsor and Co-sponsors have considerable experience of developing effective support services and in showing the impact that these can have.

3. Improved supply The Academy will adopt the Local Authority’s Admissions Policy. The Academy will provide a place for every child that currently attends the of ‘suitable’ places school that is being replaced. A personalised curriculum will ensure that there is a match of individual needs to provision. with a curriculum to skills/needs match The Academy Trust will collaborate with the Local Authority as part of its review on Resource Base provision and ongoing dialogue will take place on how provision for pupils with SEN will be enhanced within the new setting.

4. Specify the The Academy Trust will collaborate with the Local Authority on a suitable Transport Policy for children with SEN which supports the transport accessibility and inclusion agenda with reference to the Local Authority’s “Home to School Transport Policy”. arrangements that will support appropriate access to the premises

TUPE arrangements will apply and staff currently at the school will transfer to the new Academy.

In relation to staff, the Sponsors would bring a vast array of supportive initiatives to the Academy. In addition The City of Wolverhampton College has a structure which is aimed at improving teaching year on year. This is achieved through:

• Firstly, the performance management system which creates a free flow of data to all staff and is used as part of a discussion about 5. Specify what individual staff performance. planned staffing • Secondly, a rigorous and externally validated teaching and learning observation scheme. arrangements will be put in place • Thirdly, a Teaching and Learning Service aimed at giving constant peer feed back and delivering high quality internal CPD. A Mentoring and Coaching service for staff to use if they require additional support. The University of Wolverhampton would be able to offer sustained CPD on bespoke topics to a high level and accredit learning. An example would be to work with the ‘Blend Centre’ where staff would be able to enhance their skills around improving attainment of numeracy and literacy.

2. Support Parents and Families

OBJECTIVE ACTION

Schools already regularly report to parents on their child’s progress. It is intended to build upon these systems to enhance the ways in which the Academy will communicate with parents, for example, on-line access to pupils’ progress building on the iPlan. Academy staff would have access to institution and individual student performance data. This would support the drive to develop individual learning plans for each student.

1. Parents and There would be a strong focus on the development of partnership with parents; this would include opening up the educational potential for families receive parents via family learning, further and higher education programmes. The Academy building would be a resource to support these ideas. good information The promotion of the role of the citizen would be developed by an active and real Student Council, by the community engagement about the progress curriculum, and by activities to develop an understanding of the society in which we live, work, and study. of their children and the plans and The Community engagement curriculum would be accredited via ASDAN or NCON awarding bodies. It would focus on an understanding of interventions used to society starting from the Academy society and structures such as the Student Council, the local council and national forms of democracy, law address their and civil behaviour. This would not be a dry academic study but would be learning through doing. However, the key element would be the learning and other development of the volunteer group; all students would be expected to engage in volunteer activity (this could be accredited in various ways difficulties including DoE).

58 APPENDIX 2 MATTERS TO BE SPECIFIED IN SECTION 15 PROPOSALS TO DISCONTINUE A SCHOOL

Contact details 1. The name of the local education authority or governing body publishing the proposals, and a contact address, and the name of the school it is proposed that should be discontinued.

Local Authority: Wolverhampton City Council

Contact Address: School Organisation Team, Jennie Lee Professional Centre, Lichfield Road, Wednesfield, Wolverhampton, WV11 3HT

Schools:

The Northicote Community School (and Resource Area for MLD), Northwood Park Road, Bushbury, Wolverhampton, WV10 8EP

Pendeford Business and Enterprise College (and Resource Area for MLD), Marsh Lane, Wolverhampton, WV10 6SE

The proposed date of closure for both schools is the 31 August 2010. This is to facilitate the opening of a new Academy on the current sites of the two schools on 1 September 2010, subject to the signing of a funding agreement by the Secretary of State.

Consultation 3. A statement to the effect that all applicable statutory requirements to consult in relation to the proposals were complied with.

All applicable statutory requirements to consult have been complied with.

4. Evidence of the consultation before the proposals were published including— (a) a list of persons and/or parties who were consulted;

59 (b) minutes of all public consultation meetings; (c) the views of the persons consulted; and (d) copies of all consultation documents and a statement of how these were made available. a) List of persons and/or parties who were consulted: • Parents/carers of pupils at The Northicote Community School and Pendeford Business & Enterprise College. • The Headteachers, Chairs of Governors and Governors of The Northicote Community School and Pendeford Business & Enterprise College. • The staff at The Northicote Community School and Pendeford Business & Enterprise College. • Pupils at The Northicote Community School and Pendeford Business & Enterprise College. • Parents and carers of pupils in local feeder primary schools. • Diocesan Authorities (CE & RC). • Members of Parliament for Wolverhampton South West, Wolverhampton North East and Wolverhampton South East. • Ward Councillors for Bushbury North Ward and Oxley Ward. • Teaching and non-teaching trade union representatives. • The local Learning & Skills Council. • Neighbouring Local Authorities – Staffordshire, Dudley, Walsall. • Local Primary Care Trust. b) Following circulation of documentation to stakeholders and the advertisement of consultation events in the local press, a series of events were held with stakeholders including:

Public events – Six public consultation events were held over a period of three weeks for the Northicote and Pendeford communities. Thirty two individuals attended these events; those in attendance included students, family members, school staff, governors and members of the community. Joint School Council – Local Authority Officers hosted a joint School Council meeting on 1 April 2009 with thirteen students from both The Northicote Community School and Pendeford Business and Enterprise College in attendance. A summary of this event is attached in Appendix A. Staff Meetings – Staff meetings (attended by Trade Union representatives) took place on 23 March 2009 at The Northicote Community School with approximately 65 members of staff in attendance and on 30 March 2009 at Pendeford Business and Enterprise College with approximately 40 attendees. Summaries of these events are attached in Appendix B. Governors Meetings – Local Authority Officers attended Governing Body meetings, at both The Northicote Community School and Pendeford Business and Enterprise College, to formally consult with the Governing Bodies on the proposals to close the schools leading to the establishment of the Academy. Notes of these events are attached in Appendix C.

60 c) The views of persons consulted:

i. Written Consultation Responses from Stakeholders on the Proposed Closure of The Northicote Community School and Pendeford Business and Enterprise College:

By the close of the consultation period thirty two written consultation responses had been received by the Local Authority regarding the closure of the schools to enable the establishment of an Academy. These had been submitted by a wide range of stakeholders including current students at the schools, parents of current students, parents with children of primary school age, School Governors and a local Member of Parliament. Of these responses nineteen (59.4%) were supportive of the proposal, whilst twelve (37.5%) objected to the proposals and one respondent (3.1%) did not specify a preference.

School Number of Number of Not Specified Respondents In Respondents Against Favour

Pendeford Business & Enterprise College and 19 (59.4%) 12 (37.5%) 1 (3.1%) The Northicote Community School

Respondents were also given the opportunity to make additional comments regarding the proposals. These are outlined in the summary below.

A number of positive comments regarding the proposals have been received by the Local Authority including:

• The new facilities will be an investment for the future. • Academies are the way forward for the future giving opportunities for developing academic and practical skills to meet the needs of the workforce. • Students will benefit from having a bigger and better school. • New learning experience – able to explore different subjects. • Two schools into one academy is a good idea. • An exciting opportunity for the area.

A number of issues have also been raised including the following:

• The safe, cost effective, transport of students from Northicote to the new Academy. • The quality of education in the new Academy. • Issues regarding the potential overcrowding and large class sizes in the new Academy. • The future use of the site currently occupied by The Northicote Community School. • The level of recent expenditure on developing the current site of The Northicote Community School (sustainability).

61 • The effect that the transition to the Academy will have on the students. • The availability of appropriate facilities and support for students with Special Educational Needs.

The Member of Parliament for the North East Constituency offered a written response to the consultation. The main points raised were.

• The different educational profiles between the areas to be served by the North Wolverhampton Academy and the Bilston Academy; this should be reflected in different educational plans for each Academy. • Parents have not been presented with recent findings about academies. • Cannot assume that because The City of Wolverhampton College and The University of Wolverhampton are performing well that the positive attributes will automatically transfer to the new Academy. • Possible negative effect on surrounding schools. • More balanced documentation should be sent out and public meetings held.

ii. School Council

Local Authority Officers hosted a joint student School Council meeting on 1 April 2009 for students from both The Northicote Community School and Pendeford Business and Enterprise College. The main points raised by the students included:

• Opportunity to access a broader curriculum. • Improve overall education, opportunities and aspirations. • Future use of The Northicote Community School site. • Future use of sports facilities on the Pendeford Business and Enterprise College site. • The impact of the transition. • Design of, and facilities within, the new Academy.

iii. Staff Meetings:

Staff meetings (attended by Trade Union representatives) took place on 23 March 2009 at The Northicote Community School with approximately 65 members of staff in attendance and on 30 March 2009 at Pendeford Business and Enterprise College with approximately 40 attendees. The main issues raised by staff related to the future staffing structure, future training opportunities and the potential opportunity for staff to engage with the Sponsors directly.

iv. Governors Meetings:

Local Authority Officers attended Governing Body meetings at both The Northicote Community School (2 April 2009) and Pendeford Business and Enterprise College (25 March 2009). The main comments made by the Governors were as follows:

Pendeford Business and Enterprise College:

• The importance of maintaining standards. • Clear communication required between the Local Authority and schools. • The practicalities of continuing education during the building period on the Pendeford site.

Northicote Community School:

• The importance of clear communication between the Local Authority and schools (Primary and Secondary phases). • Close working relationship between the Sponsors and the Governing Body. • Suitable transport arrangements need to be put in place. • Clarification sought regarding the future admissions process. d) Individual letters and consultation booklets (see Appendix D) were sent to the following stakeholders:

• Parents and carers of pupils at The Northicote Community School and Pendeford Business & Enterprise College. • The Headteachers, Chairs of Governors and Governors of The Northicote Community School and Pendeford Business & Enterprise College. • The staff at The Northicote Community School and Pendeford Business & Enterprise College. • Parents and carers of pupils in local feeder primary schools. • Diocesan Authorities (CE & RC). • Members of Parliament for Wolverhampton South West, Wolverhampton North East and Wolverhampton South East. • Ward Councillors for Bushbury North Ward and Oxley Ward. • Teaching and non-teaching trade union representatives. • The local Learning & Skills Council. • Neighbouring Local Authorities – Staffordshire, Dudley, Walsall. • Local Primary Care Trust. • Oxley & Bushbury North Local Neighbourhood Partnership. • Low Hill & Scotlands Local Neighbourhood Partnership.

Objectives 5. The objectives of the proposal.

To close both Pendeford Business and Enterprise College (and Resource Area for MLD) and The Northicote Community School (and Resource Area for MLD) on the 31 August 2010, to facilitate the opening of an Academy on the current sites of the two schools on the 1 September 2010. This proposal is conditional upon the signing of a funding agreement for the proposed Academy by the Secretary of State.

63 Standards and Diversity 6. A statement and supporting evidence indicating how the proposals will impact on the standards, diversity and quality of education in the area.

Standards:

The proposed Academy would raise student achievement by focusing on: • The performance of Key Stage 3 and ensuring that English and mathematics are developed to a high standard; • An innovative range of curriculum and delivery methods which would support the drive to improve Key Stage 4 and 5 results to exceed national standards; • Development of the ‘Learning Ethos’ which would empower, engage and motivate students and through that have a specific positive impact on reducing the level of NEETs (the proportion of 16 to 18 year olds not in education, employment or training) in the area, raising standards, and increasing the positive progression of learners from the Academy; • The use of the Academy’s specialisms to thematically drive the curriculum at Key Stage 3, 4 and 5, giving both relevance and context to learning within the Academy • Working closely with primary schools to improve transition to secondary school and support learners to be successful at Key Stage 2.

Diversity:

There are currently eighteen secondary schools in Wolverhampton comprising eleven Community schools, two Voluntary Aided (VA) Church of England schools, two VA Roman Catholic schools and three Foundation schools. The addition of two new academies following the closure of two community schools in the North and one community school in the South would increase the diversity of choice of school provision across the city.

Quality of Education:

64 with a particular talent; to support a radical reappraisal of the structure and system of Pastoral care and tutoring utilising the College’s expertise in mentoring and coaching including the development of peer mentoring in several schools across the city.

At Key Stage 3 the Academy would adopt a thematic approach to a condensed Key Stage 3 (2 years) and develop a project based learning model ensuring that English and maths provision was of the highest calibre. At Key Stages 4 and 5 the aim would be to broaden the curriculum and support vocational options via the new Diploma strands. Key Stage 4 would be extended over 3 years so that the core subjects could be broadened and enriched to aid students in achieving the highest grades at GCSE level and in their subsequent progress through Key Stage 5 and beyond.

Provision for 16 -19 year olds 7. Where the school proposed to be discontinued provides sixth form education, how the proposals will impact on— (a) the educational or training achievements; (b) participation in education or training; and (c) the range of educational or training opportunities, for 16-19 year olds in the area.

The Academy would become a Centre of Excellence in the implementation of 14-19 Diplomas in Business, Administration and Finance, Engineering, and Manufacturing and Product Design; and elements of IT and Creative and Media, building on the experience and expertise of the two predecessor schools, and fully utilising the expertise and sector specific knowledge of its Sponsors in engineering/manufacturing, digital media, computer science, and polymer industries.

The transition through Key Stages 4 and 5 would broaden the curriculum and support vocational options via the new Diploma strands. Key Stage 4 would be extended over 3 years so that the core subjects could be broadened and enriched to aid students in achieving the highest grades at GCSE level and in their subsequent progress through Key Stage 5 and beyond. It would be expected that the Academy would develop links with employers and the expertise and employer networks of both The City of Wolverhampton College and The University of Wolverhampton would be made available.

65 Need for places 8. A statement and supporting evidence about the need for places in the area including whether there is sufficient capacity to accommodate displaced pupils.

All pupils from The Northicote Community School and Pendeford Business and Enterprise College (on the 31 August 2010) would be offered the opportunity to transfer to the new Academy on the 1 September 2010. The Academy would provide 1000 places for pupils aged between 11 and 16 (200 in each year group), with a further 200 places in the sixth form.

Actual Pupil Numbers Projected Pupil Numbers School 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Aldersley High 904 859 848 848 811 725 800 835 855 862 864 867 875 Moreton Community 603 626 688 671 656 673 637 773 784 810 826 829 836 Our Lady & St Chad Catholic Sports College 788 785 801 824 817 820 880 900 881 884 890 895 900 Pendeford Business and Enterprise College 647 615 609 568 538 467 514 The Northicote 867 880 891 879 896 880 938 North Wolverhampton Academy 1212 1199 1183 1176 1180 1180 Total 3809 3765 3837 3790 3718 3565 3769 3720 3719 3739 3756 3771 3791

As the above table illustrates, although there has been a slight fall in pupil numbers attending the schools in the area over recent years, the projected demand for places in the area will increase slightly in the medium term. It is projected that there will be sufficient places in the area to meet demand.

9. Where the school has a religious character, a statement about the impact of the proposed closure on the balance of denominational provision in the area and the impact on parental choice.

Not applicable.

66 Current School Information 10. Information as to the numbers, age range, sex and special educational needs of pupils (distinguishing between boarding and day pupils) for whom provision is made at the school.

Pendeford Business and Enterprise College

Information correct as at: 15 January 2009 (School Census) Please note that Pendeford Business and Enterprise College does not cater for any boarding pupils.

Pupil Numbers

National Curriculum Total Pupils Year

Year 7 65 Year 8 73 Year 9 86 Year 10 89 Year 11 78 Year 12 45 Year 13 25 Year 14 6 Grand Total 467 Pupils with Special Educational Needs (SEN) Without SEN School Action School Action Plus Statement 305 114 33 15

Male Pupils – 237 (50.7%) Female Pupils – 230 (49.3%)

The Northicote Community School

Information correct as at: 15 January 2009 (School Census) Please note that The Northicote Community School does not cater for any boarding pupils.

Pupil Numbers National Curriculum Total Pupils Year Year 7 147 Year 8 153 Year 9 158 Year 10 154 Year 11 151 Year 12 63 Year 13 45 Year 14 9 Grand Total 880 Pupils with Special Educational Needs (SEN) Without SEN School Action School Action Plus Statement 739 96 13 32

Male Pupils – 436 (49.5%) Female Pupils – 444 (50.5%)

67 Displaced Pupils 11. Details of the schools or further education colleges which pupils at the school for whom provision is to be discontinued will be offered places, including— (a) any interim arrangements; (b) where the school included provision that is recognised by the local education authority as reserved for children with special educational needs, the alternative provision to be made for pupils in the school’s reserved provision; and (c) in the case of special schools, alternative provision made by local education authorities other than the authority which maintains the school.

All pupils on roll at Pendeford Business and Enterprise College (and Resource Area for MLD) and The Northicote Community School (and Resource Area for MLD) on 31 August 2010 would be able to transfer to the proposed successor Academy on the 1 September 2010. Parents/carers who would prefer their children to attend other schools may seek admission to other educational establishments, where places are available, in line with the Local Authority’s published admission policy.

12. Details of any other measures proposed to be taken to increase the number of school or further education college places available in consequence of the proposed discontinuance.

Pupil numbers in the area are projected to increase slightly in the medium term (see section 8 above). A reduction in the net capacity of the schools, as shown below, would still enable provision to accommodate the projected number of pupils in the area. Currently there are 4485 places in the area, 920 of those are surplus, representing almost 21%. The proposed new build Academy and the refurbishment of the nearby schools will reduce the number of pupil places to 4150.

Current Proposed Net Net School Capacity School Capacity

Aldersley High 1000 Aldersley High 1050 Moreton Community 826 Moreton Community 900 Our Lady & St Chad Catholic Sports Our Lady & St Chad College 946 Catholic Sports College 900

Pendeford Business North Wolverhampton & Enterprise College 827 Academy 1300 The Northicote 886 Total Pupil Places 4150 Total Pupil Places 4485

Impact on the Community 13. A statement and supporting evidence about the impact on the community and any measures proposed to mitigate any adverse impact.

The establishment of an Academy in the north of Wolverhampton is a key part of ongoing regeneration in the north of the city. The Academy would have outstanding facilities; offering both students and members of the local community the opportunity to access facilities, and undertake activities, that have not previously been available to them.

The new Academy will have a positive impact on the local community as:

• Academy students would take part in an accredited Community Service curriculum. This would link the Academy to local voluntary groups to develop a two way dialogue. • The Academy would become a community resource where classes and events could take place; it would be available for local people. Between the main sponsor and two co-sponsors a vast range of learning would be available. • Family learning would be offered through the Academy for parents from the secondary phase and for parents with children at feeder schools. • All students will take part in the Pacific Institute PX2 programme. • Both areas suffer from high levels of ‘worklessness’, therefore, a well defined curriculum could be offered to the local community, using the Academy buildings as a resource. This would form an element of the building design to enable space to be used to best effect. • The specialisms of the Academy would enhance links to business sections of the community. • Academy students would be offered the opportunity to become ‘sports coaches’ and ‘peer mentors’, thus enabling them to offer community service in the feeder primary schools.

It is envisaged that the school building on the current site of The Northicote Community School, would continue to be used until the new Academy building is complete, therefore mitigating the risk of vandalism in the immediate future. Prior to the point of decant from the building a public consultation would be held to determine the future use of the site.

14. Details of extended services the school offered and what it is proposed for these services once the school has discontinued.

As part of the Academy development, in line with Government expectations, it will provide a wide range of extended activities outside of the normal working school day. The anticipation is that the current range of activities will be further widened to provide more opportunity for participation by both pupils and other members of the community.

Travel 15. Details of length and journeys to alternative provision.

In the first instance it is anticipated that existing travel arrangements would continue following the schools’ re-opening as an Academy on 1 September 2010. In advance of the move to the Marsh Lane Campus; a distance of 1.4 miles from The

69 Northicote Community School, the Academy Trust would collaborate with the Local Authority on a suitable transport policy, in line with the Local Authority’s Home to School Transport Policy and the Local Authority’s Home to School Sustainable Travel Strategy.

16. The proposed arrangements for travel of displaced pupils to other schools including how they will help to work against increased car use.

The establishment of the North Wolverhampton Academy is dependant on the closure of both Pendeford Business & Enterprise College (and Resource Area for MLD) and The Northicote Community School (and Resource Area for MLD) and these proposals are therefore considered to be ‘related proposals’.

Not applicable.

Maintained nursery schools 19. Where proposals relate to the discontinuance of a maintained nursery school, a statement setting out— (a) the consideration that has been given to developing the school into a children’s centre and the grounds for not doing so; (b) the local education authority’s assessment of the quality and quantity of the alternative provision compared to the school proposed to be discontinued and the proposed arrangements to ensure the expertise and specialism continues to be available; and (c) the accessibility and convenience of replacement provision for local parents.

Not applicable.

The SEN Improvement Test has been applied which identifies improvements that will be made to the educational provision for students with Special Educational Needs (a copy can be found at Appendix E).

APPENDIX A:

JOINT SCHOOL COUNCIL EVENT SUMMARY

Consultation on: The closure of The Northicote Community School and Pendeford Business and Enterprise College to facilitate the opening of a new Academy.

Location: The Northicote Community School

Date: 1 April 2009

Time: 12.30 – 13.30

Number of Formal 7 Comments:

Number of Attendees Pendeford Business & Enterprise College – 5 from School Councils: The Northicote Community School – 8

Officers in Attendance: Nicky Schneider (BSF) Tom Knott (QID)

Notes of the meeting:

- Introduction by Nicky Schneider - Explanation that this event is part of the Statutory Consultation Process in relation to the closure of The Northicote Community School and Pendeford Business and Enterprise College on the 31 August 2010 in order to establish the new North Wolverhampton Academy (working title for new Academy). - Explanation of the work of the Building Schools for the Future team and the aims of the programme. - Current status of proposal to establish the North Wolverhampton Academy. - Suggestion of an update meeting in May/June 2009. - The wish for students to be involved in decision making process regarding the new academy’s name, logo, and uniform. - Explanation of the future Governance arrangements. - The desired appointment of a principal in January 2010 and student involvement in the recruitment process. - Opportunity for questions from students

72 APPENDIX B

RECORD OF STAFF CONSULTATION

Name of School The Northicote Community School

Date 23.03.09

Time Start: 15:45 Finish: 16:45

School Organisation Officer in Tom Knott Attendance Other LA Officers in attendance Toni Chapman - (BSF) Nicky Schneider - (BSF) Name of Representative Union/Association

Adrian Turner Unison Trade Union/Teacher Association Representatives in attendance Paul Rodbourne NUT

Sam Bechler ATL

Brenda Walters ATL

Cheryl Gould NAHT

Bryan Cook NASUWT

How many school staff in attendance About 65

Notes of meeting: A joint presentation was delivered by officers from Wolverhampton’s Building Schools for the Future (BSF) team. Themes of the presentation included:

Following the presentation each Trade Union representative was given the opportunity to address staff. Comments raised by Trade Unions included:

A further opportunity was given for staff to raise any concerns or queries. The questions raised by staff related to: • The availability of funding for future training opportunities • The opportunity for staff to meet with Sponsors.

73 RECORD OF STAFF CONSULTATION

Name of School Pendeford Business & Enterprise College

Date 30.03.09

Time Start: 15:10 Finish: 16:00

School Organisation Officer in Tom Knott Attendance Other LA Officers in attendance Toni Chapman - (BSF) Nicky Schneider - (BSF) Tim Westwood – (BSF) Name of Representative Union/Association

Trade Union/Teacher Association Adrian Turner Unison Representatives in attendance Cheryl Cumbley NUT Sam Bechler ATL Brenda Walters ATL Cheryl Gould NAHT Viv Smart GMB Bryan Cook NASUWT How many school staff in attendance About 40

Notes of meeting: A joint presentation was delivered by officers from Wolverhampton’s Building Schools for the Future (BSF) team. Themes of the presentation included:

Following the presentation each Trade Union representative was given the opportunity to address staff. Comments raised by Trade Unions included:

A further opportunity was given for staff to raise any concerns or queries. The questions raised by staff related to: • The role of the Local Authority within the Governance arrangements • Clarification sought on the future staffing structure of the Academy • Definition of ring fencing and its future use.

74 APPENDIX C Notes of Governors Meeting of The Northicote Community School on Thursday 2 April 2009 at 7.00pm

Present – Mr R Hornsby (Chair), Mr J Morgan, Mr D Haddock, Mrs C Nightingale, Mrs S Plimmer, Mr R Wigg, Dr E Bechler, Mr K Dodd, Mr C Haynes, Mrs J Grice, Mrs S Simpkiss, Mr D Smith, Mr R Davis, Mr S Parton, Mr G Rhodes, Mr W Rice, Mr N Combellack

In Attendance - Mr T Westwood – Chief Children’s Services Officer Mrs K Newey – School Organisation & Planning Manager Mr T Knott – School Organisation Officer Mrs P Johnson – Clerk

Apologies - Mr A Farnath, Mr K Dungey, Mrs C Hart, Mrs L Love, Mrs G Hornsby

Academy Proposal:

The Chair of Governors introduced the visitors and Mr T Westwood proceeded to address Governors with regards to progress made to date regarding the establishment of the Academy.

Arrangements for the formal closure of The Northicote Community School:

Mrs Newey then proceeded to inform the Governors of the statutory closure process. She explained that this process applied to both Pendeford Business and Enterprise College and The Northicote Community School in relation to the establishment of the North Wolverhampton Academy and Parkfield High School in relation to the establishment of the Bilston Academy. Mrs Newey explained that Local Authority Officers including herself and Mr T Westwood had also visited Pendeford’s Governors.

Mrs Newey stated that the Governors will have been notified of the informal consultation by receiving a letter and booklet, and that there is the opportunity at this meeting to make any formal comments or a response can be received by 3 April 2009. She explained that the proposed closures of The Northicote Community School and Pendeford Business and Enterprise College are carried out in two stages. Firstly the informal stage, which we are currently in, which ends on 3 April 2009. Mrs Newey emphasised the fact that she was here to give the Governors the opportunity to voice their opinions as part of this statutory process and to make their views known. She explained that the information gathered from this informal consultation process is reported to Cabinet on 22 April 2009 where comments will be considered. Cabinet will then decide whether to move forward to the second stage, the formal representation stage, which would end on the 14 June 2009 and would include the publication of a Public Notice on the 27 April 2009. After this formal consultation period, a final decision would be made by Cabinet at a special meeting to be held June or July 2009.

Governors’ comments and questions were invited and a number of points were raised including:

• Concerns regarding the safe transportation of current Northicote pupils to the proposed site of the new Academy. • The suggestion that it would be beneficial to clarify the future admissions procedure to parents of children at feeder schools. • Concerns regarding parents’ potential opportunity to choose which site they send their children to - while the Academy is located on split-sites.

75 • It was suggested that the attendance of Local Authority officers at open evenings and parents’ evenings would help to keep the public informed and ease the transition for parents. • The importance of keeping feeder schools’ Governing Bodies informed was emphasised. • The importance of close working relationships between the future sponsors and the current Governing Bodies was emphasised and future meetings were recommended.

Governors thanked the visitors for their attendance and input.

Notes of Governors Meeting of Pendeford Business and Enterprise College on Tuesday 24th March at 5.30pm

PRESENT: Mr A Butt – Chair, Mr K Byatt, Mrs S Byatt, Mr K Clifford, Mr J Dickson, Rev P Hawkins, Mr K Morgan, Miss K Watson, Mrs T Wood, Mr N Combellack

IN ATTENDANCE: Mrs P F Johnson - Clerk Mrs K Newey – School Organisation and Planning Manager Mr T Westwood – Chief Children’s Services Officer

APOLOGIES: Mr B Jackson-Hyatt, Cllr G T W Lockett, Cllr J Stephenson

Academy Proposal:

The Chair of Governors introduced the visitors and Mr T Westwood proceeded to address Governors with regards to progress made to date regarding the establishment of the Academy.

Arrangements for the formal closure of Pendeford Business and Enterprise College:

Mrs Newey talked to Governors regarding the statutory process and explained that the first part of the process was the informal consultation. Governors were informed that the Governing Body meeting had been called in order to consult with the School’s Governors on the school’s proposed closure on 31 August 2010, prior to the opening of the Academy on 1 September 2010.

Mrs Newey went on to say that by now all Governors will have received a pack from the LA, which forms part of the consultation process. Governors were invited to respond, with the deadline for responding being the 3 April 2009.

Governors were then informed that once the response period of the 3 April 2009 has passed, information will be presented to Cabinet. This will form the next stage of a formal representation period, when a final decision will be made for closure of the two schools. Mr Westwood stated that the closure is subject to the funding agreement by the Secretary of State.

77 APPENDIX D CONSULTATION DOCUMENT:

Appendix E: New Academy

Special Educational Needs (SEN) Improvement Test

2. Specific Education Benefits

OBJECTIVE ACTION

i. Vision for the Academy:

In developing the vision for the Academy the sponsors propose the following key principles that underpin the ethos, approach and nature of the academies. The main principles are:

The City of Wolverhampton College: • Highly developed quality assurance systems and a robust self assessment process which is self critical. • Programme area reviews which enhance reflective practice within teams. • Performance management systems which drive ownership to teams and individuals by appropriate challenge. • Cultural change methods such as the use of Pacific Institute programmes to staff, students and the community. • A value system which is inclusive. • Access to the structure and skills of a professional Teaching and Learning Service to support staff. 90 • A ‘Learning Ethos’ which challenges the culture. • Access to vocational skills, equipment and employer engagement. • Enrichment opportunities within a framework. • A challenging yet developmental teaching observation scheme. • A track record of driving up success rates and developing progression for all learners. • An innovative mentoring service for both staff and students and the development of peer mentors and student support systems which have a positive impact

In accordance with the Local Authority’s Action Plan for Accessibility the new Academy will provide:

• Improved accessibility. • Improved physical access for disabled children and young people. • Improved delivery of information to disabled children and young people, parents and carers.

It is recognised that there are restrictions within the current school buildings. It is intended that the new build will be fully compliant with all current legislation. iii. Curriculum

Specifically the Academy would raise student achievement by focusing on:

The curriculum framework would have three strands:

Core learning - this would include essential skills and the subject knowledge and skills;

Entitlement - this would be a contract of expected service between the student and the Academy and would be underpinned by a Student Charter for learning; 92

• Enhance careers advice and guidance and access to Counselling Services. • Enhanced opportunities for work experience links/curriculum links with business partners. iv. Wider School Activities

TUPE arrangements will apply and staff currently at the school will transfer to the new Academy.

2. Support Parents and Families

OBJECTIVE ACTION

There would be a strong focus on the development of partnership with parents; this would include opening up the educational potential for 1. Parents and parents via family learning, further and higher education programmes. The Academy building would be a resource to support these ideas. families receive The promotion of the role of the citizen would be developed by an active and real Student Council, by the community engagement good information curriculum, and by activities to develop an understanding of the society in which we live, work, and study. about the progress . of their children and

the plans and The Community engagement curriculum would be accredited via ASDAN or NCON awarding bodies. It would focus on an understanding of interventions used to society starting from the Academy society and structures such as the Student Council, the local council and national forms of democracy, law address their and civil behaviour. This would not be a dry academic study but would be learning through doing. However, the key element would be the learning and other development of the volunteer group; all students would be expected to engage in volunteer activity (this could be accredited in various ways difficulties including DoE).

98 APPENDIX 3

Formal Representation Response:

Final Decision July 2009 99