Agenda Item: 7A
Wolverhampton City Council OPEN EXECUTIVE DECISION ITEM (AMBER)
Cabinet / Cabinet Panel CABINET Date 12 SEPTEMBER 2007
Portfolio(s) SCHOOLS
Originating Service Group(s) PERFORMANCE AND DEVELOPMENT
Contact Officer(s)/ DEB BREEDON KEY DECISION NO Telephone Number(s) 01902 551250 IN FORWARD PLAN NO
Title/Subject Matter FALLING SCHOOL PUPIL NUMBERS SCRUTINY REVIEW
1.0 Recommendation
1.1 That Cabinet receive the report and recommendations of the Review Group and refer the executive response to Children and Young People Scrutiny Panel.
2.0 Purpose of Report
2.1 To bring to the attention of Cabinet the report and recommendations of the Falling Pupil Numbers Scrutiny Review Group and to agree the executive response. (See appendix 1 & 2)
3.0 Background
3.1 In July 2006 members at a scrutiny away day identified public concerns relating to school mergers and closures as a topic that Members wished to investigate in a scrutiny review. The Scrutiny Review Group was established in December 2006 and agreed to consider the issue of falling pupil numbers and to consider the process of consultation and decision making in respect of falling pupil numbers.
3.2 The Review Group met on five occasions and visited four sites to inform the review.
Date Purpose of the meeting
7 December 2006 to agree the scope for the review, receive background information and consider evidence 23 January 2007 site visit to Manor School 1 February 2007 to consider expert witness evidence, further evidence and report back from site visit 21 February 2007 to consider interim report, further evidence and identify findings and start to formulate recommendations 27 February 2007 site visits to Timken Vocational Centre, Grove Primary School and St Luke’s Primary School 5 April 2007 to consider report back from site visits, draft report and pull together findings 24 May 2007 to consider revised draft report and make recommendations
3.3 The group considered the ongoing consultation process in relation to Wednesfield Primary Schools organisation and determined that any scrutiny of the process being undertaken in this case would not be constructive. Members acknowledged that in this case Review Group members, who were also Ward Councillors and School Governors in Wednesfield, had made contributions to the consultation process for the school organisation.
3.4 During the investigation the Review Group worked closely with officers David Rawlinson and Paul Dean and was advised by Tim Westwood, Peter Hawthorne and Tony Pitchers. Some members conducted site visits to school premises, spoke to children and staff and reported back to the Review Group.
4.0 Messages from the Review
4.1 The Review Group considered the strategy to be a sound basis when considering the development and organisation of primary school education in the City, but recognised that in order to demonstrate a reasoned strategy to the community there is a need to look at surplus places ‘Citywide’ rather than on a piecemeal basis. Members felt that the consultation process should be strengthened to give cross party consensus to school organisation in the City.
4.2 The Review Group considered how the legislative changes, the developing role of Members in the community, developing extended schools agenda and other local initiatives give greater focus on schools at the core of local communities. The Group identified ways to reduce surplus places by improving the quality of our schools, promoting community identity in schools and attracting pupils into local schools.
4.3 Members recognised that whilst there are strategies in place to ensure the authority is planning and re-acting to surplus places both in primary and secondary education, there is a need to promote quality schools and to ensure the best locations for schools to suit the needs of the people in the City when building schools for the future.
4.4 The Review Group welcome the best practice and commitment carried out in schools in the City and seek to promote the following ethos in schools in Wolverhampton:- • Self Discipline • Respect • Self Respect • Self Worth • Strong expectations from staff and pupils
5.0 Performance Management Implications
5.1 The Council’s strategic model is supported by the Corporate Scorecard, containing a set of outcomes and targets to bring focus on the key areas for improvement if we are to deliver our corporate priorities. The scrutiny of falling pupil numbers supports the strategic priorities of delivering the best possible outcomes for children and young people and their families and becoming an excellent Council.
5.2 Key Performance Indicators (KPIs) 2007-08
Messages from the review (paragraph 4.0) suggest that numbers of surplus places directly affect the resources available and hence the quality of a school. This in turn will have an effect on pupil attainment, the KPIs for which are as follows:
Strategic Corporate Service 2007-8 Measure and Target Model Plan group code priority 01 CYP CYP Increase the percentage of pupils achieving 5+ GCSEs at A*-C (including Maths and English) • 2007-8 - 60% • 2008-9 - 61% 02 CYP CYP Improve KS2 results in Maths and English • 2007-8 – Maths =74% ; English = 74% • 2008-9 – Maths =76% ; English = 76% 04 CYP CYP Achieve 58% of Looked After Children with 1+ GCSE at A* - G 06 SC CYP Increase post 16 participation in education and LSC funded work- based learning of 16 & 17 year olds • 2007-8 – 88% for post 16 yr olds • 2008-9 – 89% for post 16 yr olds
5.3 The report attached also takes account of recent legislative changes affecting school organisation, the mechanisms and processes required to deal with surplus places and supports the strategic priority of delivering an excellent Council
6.0 Financial Implications
The recommendations outlined in this review should be met from within existing budget.
7.0 Equality Implications
Overview and Scrutiny members have an important role in ensuring all children and young people receive services suitable to their needs that parents can choose the school their child attends, that the strategy for School organisation in Wolverhampton consults all interested parties in the community and considers the wider implications and long term sustainability of school organisation in Wolverhampton.
Contact Officer: Deb Breedon Ext. 1250
Appendix 1 Falling School Pupil Numbers Scrutiny Review
July 2007
- 1 - DB 12.9.07 Cabinet
Contents
Chair’s Foreword
Introduction Page 3
Section 1 Recommendations Page 4-5
Section 2 Terms of Reference Page 6
Section 3 Background and Executive Summary Page 7
Section 4 The National Agenda Page 10
Section 5 Funding Page 11
Section 6 School Organisation Process Page 13
Section 7 Issues arising Page 16 The Current Pupil Admissions System Quality Schools Pupil mobility and cross border movement Transition from Key Stages 2 to 3 Pupil Retention post 16 Regeneration
Section 8 Summary of Findings Page 23
Appendices
Appendix 1 Age x Ward 2001 Census Data
Appendix 2 Briefing note 14-19 Development Team
Appendix 3 Wolverhampton Business Partnership Team
Appendix 4 Building Schools for the Future (Secondary)
Appendix 5 Map Primary Schools Location - population 5-10 years
Appendix 6 Map Secondary Schools Location – population aged 11-15 years
- 2 - DB 12.9.07 Cabinet Chair’s Foreward
I would like to thank all Members, officers and representatives of the Education Business Partnership for their contributions during this review and on behalf of the Review Group I would like to offer a special thanks to staff and young people for their hospitality and enthusiasm during our visits to their premises.
The issue of school closure is naturally a cause for public concern and is almost always a controversial issue for the Council to address. This review focused on falling pupil numbers in schools. We investigated the possible reasons and trends relating to surplus places in schools, we visited schools in the City and talked to staff and pupils and we considered all of the evidence to recognise possible actions, for consideration by Cabinet.
We found this Review very interesting and were determined that the issue of surplus places in schools and school organisation should not be re-active, it is an issue that requires forward thinking, monitoring and a vision for how we want our schools in the City to be now and in the future. Ensuring they are fit for purpose for our future generations.
Sandra Samuels Chair of Scrutiny Review
Full membership of the Review can be seen at paragraph 2.2 of the report
- 3 - DB 12.9.07 Cabinet Introduction
Wolverhampton is a multi-cultural City and we recognise the importance and difficulties of providing school education in the City to suit every individuals needs. Our schools should provide a safe learning environment and respond to individuals needs, the diversity of our local communities and the growth and prosperity of the City.
The Leader of the Council has outlined four priorities for the City– namely: • To deliver the best possible outcomes for Children and young people and their families • To make communities safer and stronger • To improve the health and wellbeing of our communities • To develop sustainable communities
This review focuses on the issue of falling school pupil numbers and aims to make recommendations that support the leaders’ priorities.
The City is by no means alone in its decision to close schools. There are approximately 500,000 primary school places in England that are empty. Across the Country there is a trend of falling pupil numbers in primary schools and the decline is expected to continue for at least the next twenty years. It is a matter for Children’s Services Authorities to decide how they deal with the challenge in their area.
The overall aim of school organisation in Wolverhampton is to ensure sustainable and thriving schools where each and every child has the opportunity to succeed.
Some surplus places can be maintained in the short term but it is imperative that early action is taken to clarify the long term position. When there are prolonged surplus places in schools there are hard choices to be made involving closures or mergers and any change causes anxiety to parents, school staff and Governors.
Parents and children whose schools are being considered for re-organisation may think this very unfair and they may ask themselves ‘why our school?’ Often as Ward Members we have to respond to Community concerns and that is why we want the public to have insight into the process and understand the reasons behind consultation on school closures.
This report aims to demonstrate that the Council is being fair and open with the public and with schools, and that there is a sound process in place to ensure careful planning to address the issue of surplus places in schools. The strategy this City has adopted provides a number of principles which may be applied when the future development and promotion of primary school provision is under consideration. We do stress the need for the individual philosophy and nature of schools and the diversity and culture of an area to be taken into account in each case.
The City is also developing a strategy for the organisation and development of secondary schools based on similar principles and with links to the Primary School Strategy.
- 4 - DB 12.9.07 Cabinet 1.0 Recommendations
1.1 We found that the current Strategy for Organisation and Promotion of Primary Education is a very good tool to navigate and consult upon the often controversial issues surrounding school closure, (see paragraph 6 of the report). We identified ways to improve the process, to address recent legislative changes and the need to consult more widely in the early stage on prioritisation of school organisation
Recommendation 1:
That Cabinet agree the following amendments for inclusion in the strategy:-
(i) To include all 60 Members of the Council in the early stages of consultation process for primary schools re organisations; (ii) To take account of changes to procedure following the abolition of Schools Organisation Committee (iii) To amend the rule relating to the generation of a capital receipt as outlined in section D1 of the strategy (funding of primary schools) so that this also covers nursery provision where this is involved
1.2 When considering the schools organisation process we found that there is no mechanism to determine the order of priority for school organisation across the City.
Recommendation 2:
(i) That Cabinet agree that officers develop a procedure to consider trends in surplus places and the impact of future regeneration, and that these be used to determine and prioritise school organisation across the City to ensure that the order of closures / mergers is dealt with in a fair and transparent manner; and
(ii) That Cabinet recommend the procedure be presented to the Children and Young People Scrutiny Panel when considering progress against the actions from this review.
1.3 When considering the schools organisation process we found that changes in schools re-organisation can be driven by concerns or needs of the Community and that there is a need to inform and involve the community at an early stage in the process
Recommendation 3
That Cabinet agree the following be included in the guidelines during the consultation process for school organisations:-
i That due consideration should be given to the ethos of a school and its place in the Community by consultation with school governors and community groups
ii That appropriate methods of consultation be used to take account of the ethnic diversity of the area
- 5 - DB 12.9.07 Cabinet iii That Ward Members be kept informed throughout the consultation process.
iv That all Members are informed of the number of surplus places (pupil place ) compared with both net capacity and the admission limits
1.4 We found that a strategy for organisation of secondary schools is being drawn up, (see paragraph 6.8)
Recommendation 4
That Cabinet recommend the Draft Strategy for the Organisation of Secondary Schools be considered by Members of the Children and Young People Scrutiny Panel.
1.5 We found that Building Schools for the Future (BSF) is a long term programme to transform learning for secondary school age pupils and that there is indication that the ‘Every Child Matters’ agenda may also deliver funding for primary schools at a later stage. In order to promote take up of school places in the City we recognised the importance of joined up thinking when planning housing and regeneration in an area and to consider the location of schools and the infrastructure that will support developments in particular schools and transportation (see paragraphs 7.6 -7.7)
Recommendation 5
That Cabinet agree that during the planning stage for new school build(s) the demography, regeneration and transport system in the City be taken into account.
1.6 We welcome that the current schools admission system enables parental preference when choosing their Childs school and found that parents want what is best for their child and consider a number of factors when deciding which often results in surplus places and cross border migration. This makes management of falling pupil roles extremely difficult. (see paragraph 7.1 – 7.4)
Recommendation 6
That Cabinet recommend that the Children and Young People Scrutiny Panel investigate the reasons why Wolverhampton parents choose out of City schools and what can be done to improve the take up of local school places including consulting with Primary and Secondary school pupils, staff and head teachers to establish what changes are required.
1.7 We found that a high proportion of pupils entering year 7 at the Wolverhampton Girls’ High school are from outside the City (see paragraph 7.7)
Recommendation 7
That Cabinet request officers to consider ways of encouraging the uptake of places in year 7 at Wolverhampton Girls’ High School by girls from Wolverhampton.
- 6 - DB 12.9.07 Cabinet 1.8 We found that 600 year 7 pupils chose out of City Secondary schools in 2006. Members explored a number of factors contributing to parental choice and the transition from key stage 2 to 3 (see paragraph 7.4 – 7.5)
Recommendation 8
That Cabinet request officers to explore ways of developing and strengthening links between primary and secondary schools in our City by building relationships between schools, by examining best practice with the aim to improve transition between key stage 2 and 3 for all 10 and 11 year olds in the City.
1.9 We found that working in partnership to build links between schools and industry is well developed in Wolverhampton and recognised the excellent work being carried out at the Timken Vocational Centre which links with Westcroft School. (see paragraph 7.6.5) although the Centre is primarily concerned with youngsters with special needs it also caters for 16 year olds with 5 a-c grades and provides Open College Network and from September will teach to BTech level 5 encouraging vocational training, we identified this as a valuable way of encouraging pupils to stay in education and to take up places in Wolverhampton schools.
Recommendation 9
( i) That Cabinet note the good work being carried out to develop educational partnership work in Wolverhampton; and
(ii) That Cabinet request officers to investigate ways of securing sustainable funding for organisations such as the Timken Centre and receive a further report for consideration relating to options for sustainable funding.
1.10 We visited several schools during the review and recognised that some schools succeed in filling school places because of the ethos of the school, the stability and commitment of staff and the participation of parents and children, despite the fabric of the school building or the location. We recognised the popularity of a school invites more funding and the school flourishes and is in great demand (see paragraph 7.2)
Recommendation 10 That Cabinet recognise the best practice and commitment carried out in schools in the Borough and that the Executive Member for Children and Young people seeks to promote the following ethos in schools in the City to encourage the take up of places in Wolverhampton Schools:-
• Self Discipline • Respect • Self Respect • Self Worth • Strong expectations from staff and pupils
- 7 - DB 12.9.07 Cabinet 2.0 Terms of reference of the Review Group
2.1 In July 2006 the City Council’s Scrutiny Board recognised public concerns relating to school mergers and closures as an issue for a scrutiny review. The Scrutiny Review Group was established to consider the issues and agreed to consider the process of consultation and decision making in respect of falling pupil numbers.
2.2 Membership of the Scrutiny Review Group
Councillor Samuels (Chair) Miss L Feeney (Vice Chair) - Wolverhampton City Youth Council Councillor Bourne Councillor Bowen Councillor Mrs Bradley Councillor Cromie Councillor D Jones Councillor Mills Councillor Stevenson Councillor Thompson Councillor Whitehouse Councillor Yardley Solomon Scott – Wolverhampton City Youth Council
Councillor Bourne assumed the role of Chair for the final meeting of the review.
2.3 The Review Group met on five occasions and visited four sites to inform the review.
Date Purpose of the meeting
7 December 2006 to agree the scope for the review, receive background information and consider evidence 23 January 2007 site visit to Manor Primary School 1 February 2007 to consider expert witness evidence, further evidence and report back from site visit 21 February 2007 to consider interim report, further evidence and identify findings and start to formulate recommendations 27 February 2007 site visits to Timken Vocational Centre, Grove Primary School and St Luke’s Primary School 5 April 2007 to consider report back from site visits, draft report and pull together findings 24 May 2007 to consider revised draft report and make recommendations
2.4 The group considered the ongoing consultation process in relation to Wednesfield primary schools organisation and determined that any scrutiny of the process being undertaken would not be constructive at the time. Members acknowledged that Review Group members, who were also, Ward Councillors and School Governors, in Wednesfield had already made contributions relating to the consultation process. - 8 - DB 12.9.07 Cabinet 3.0 Background / Summary of Evidence
3.1 Population Trend
The table below shows a downward population trend in Wolverhampton, which can also be demonstrated by birth rates trends in the City. (Primary Care Trust data).
The Population Trend in Wolverhampton
250000 248000 246000 244000 242000 240000 238000 Population 236000 234000 232000 230000 1 1 0 5 15 17 19 21 93 95 99 0 199 19 19 1997 19 20 2003 200 2007 2009 2011 2013 20 20 2 20 Popula tion Ac tua l / Year Estima ted
3.2 Pupil number projections – Primary and secondary
This table indicates the projections for pupil numbers to year 2010/2011.
Academic Year Primary Secondary (including middle (including middle deemed secondary) deemed primary)
Under 16 16 & over Total
Actuals
1999/2000 22485 14052 2314 16366 2000/01 22183 14258 2114 16372 2001/02 21771 14418 2174 16592 2002/03 21353 14568 2308 16876 2003/04 21225 14804 2345 17149 2004/05 20341 14424 2472 16896 2005/06 19880 14373 2595 16968 Projections 2006/07 19770 14112 2590 16702 2007/08 19577 13856 2671 16527 2008/09 19345 13655 2663 16318 2009/10 19088 13469 2602 16071 2010/11 18900 13209 2585 15794
- 9 - DB 12.9.07 Cabinet 3.3 Falling population trends and birth rates will ultimately result in lower pupil numbers and surplus places in schools. It is recognised that surplus places are not solely due to falling birth rates, but can be influenced by a number of factors such as parental preference, school reputation and migration.
3.4 Wolverhampton City Council is very aware of the issue of surplus places. Pupil numbers have continued to fall over the last five years with a decline of between 200 and 400 a year. Between January 2005 and January 2006 the number of full-time nursery and primary pupils decreased by approximately 400 pupils.
3.5 There is a national requirement to provide figures relating to pupil numbers once a year (January), to calculate the Schools funding formula. Wolverhampton undertakes a termly pupil count and also produces an annual statutory return on schools’ capacity and surplus places.
3.6 The Council has recognised for some considerable time that it will be necessary to promote the development of school provision, including the removal of surplus places to achieve the best possible outcomes for Children and young people. The strategy for Organisation and Development of Primary Schools was agreed by the Cabinet on 23 November 2005.
3.7 The City Council has already taken active steps to reduce primary surplus places through closures amalgamation and mergers. It has monitored trends and has continued to remove surplus places. However this has only managed to keep pace with falling numbers.
3.8 There are currently three schools at various stages of the process for closure and there is a major consultation exercise on the development of primary education in Wednesfield. (paragraph 6.7)
3.9 The Audit Commission expects Local Authorities to reduce the surplus places to improve value for money and says that no more than 10% of places should be empty across the Authority. The average for Wolverhampton primaries has reached 12 % as compared to an 11% national average. The remaining schools with surplus places are difficult to close and recent calculations show that in order to get down to 10% there has to be closure.
3.10 Individual school data is monitored by the Education Authority. The data demonstrates on a school by school basis; the published admission number, the net capacity, the surplus capacity and deficit. Members had concerns that published numbers were misleading because the surplus places refer to the calculated figures (DfES criteria for net capacity), which is based on available space in the school not actually on the number of pupil places for admissions purposes.
- 10 - DB 12.9.07 Cabinet 3.11 Schools with over 25% surplus places in July 2006 and proposed action to address the situation are as follows:
Bushbury Hill Primary - (32.1%) Scheme in place to remove up to 120 surplus places. Fallings Park Primary - (29.7%) Scheme currently removing a ‘wing’ of the school to remove 110 places. Graiseley Primary - (26.8%) Numbers stabilising at the school which serves a very deprived area of the City. Rakegate Primary - (32.0%) Building scheme taking place to build a new school. (2006 figures inappropriate). Springdale Infant - (29.2%) School shares large building with Junior School. Situation being kept under review and possibility of merger with Junior School in 2 or 3 years with resulting rationalisation. Field View Primary - (33.8%) Demographic drop in the area – may need to review level of intake and rationalise in two or three years. Lanesfield Primary - (30.5%) Recent good OFSTED could have a positive effect. New housing development on GKN site will need to be catered for. Eastfield Primary - (39.3%) Campus with other users i.e. Nursery and Children’s Centre - needs to be considered with Holy Rosary. Warstones Primary - (27.8%) Governors have asked to reduce intake and the possibility exists for reducing the accommodation in the next two years. Berrybrook Primary - (36.7%) Positive impact of OFSTED and developments already taking effect. Numbers increasing and extended use of facility. Ettingshall Primary - (35.2%) School being considered already for longer term rationalisation programme in the Ettingshall area. Grove Primary - (52.6%) School has asked for a reduction of Admission Limit and the Authority is considering possible options to achieve a reduction in surplus places in the next eighteen months. Woden Primary - (35.7%) A scheme is being carried out to relocate the School’s Nursery class which will remove 60 places in the school. Bantock Primary - (36.4%) The school is not specifically being targeted for a reduction in accommodation at this time. St Martin’s CE Primary - (29.5%) Figures are out of date as some of the surplus capacity has been used in developing the Children’s Centre on site. Bilston CE Primary - (36.7%) This school is like to feature in a review of provision In the Ettingshall area in the next year. Holy Rosary Catholic - (28.6%) The Authority is in discussion with the Archdiocese about the school’s future development. Northwood Park Primary - (38.9%) Original plans to use surplus provision to re-locate Bushbury Nursery School have not materialised. The accommodation has already been vacated by the school and alternative possible uses are being considered as a matter of urgency. This will remove potentially 200 places. Christ Church CE Infant - (42.5%) The school is due to close in August 2007 and remove135 Leicester Street places. Moathouse Primary - (36.2%) Currently the subject of rationalisation plans.
Nine schools are already subject to programmes and plans for rationalising or building programmes. A further six are likely to be subject of serious consideration in the next two years.
- 11 - DB 12.9.07 Cabinet 3.12 As children in primary schools get older the effect will be felt in secondaries where 6% of places are currently unfilled. By 2011 this will be above the 10% threshold set by the Audit Commission.
4.0 The National Agenda
Legislative changes are helping to shape the future of education in our City. There have been a number of significant changes over the last few years and these are summarised for information in this section of the report. The City Council interprets and implements the legislation to blend with existing procedures and strategies and to suit the needs of our communities.
4.1 School Standards and Framework Act 1998
• Limit on infant class sizes • General responsibilities of LEA – Duty to promote high standards of education; Educational development plans; Intervention by secretary of State; Parent governor representatives on Education Committees; • School Organisation Committees; Fair funding; and foundation status.
4.2 DfES Five Year Strategy for Children and leavers 2004
The five year strategy is an ambitious strategy to 2009 and beyond. It seeks not only to address historic weaknesses but also to improve every aspect of what we do. It puts a clear focus on children, learners, parents and employers, not just in setting out what we want to offer, but in designing ways of doing it that promote personalisation and choice.
4.3 Children Act 2004
Provides a legislative spine for the wider strategy for improving children’s lives. This covers the universal services which every child accesses, and more targeted services for those with additional needs. The overall aim is to encourage integrated planning, commissioning and delivery of services as well as improve multi-disciplinary working, remove duplication, increase accountability and improve the co-ordination of individual and joint inspections in Local Authorities. The legislation is enabling rather than prescriptive and provides Local Authorities with a considerable amount of flexibility in the way they want to implement its provisions.
4.4 Education Act 2005
The Act makes changes to legislation relating to: • School inspections • Procedure for inspections • Schools causing concern • School Organisation • Training the school workforce • Dedicated schools grants – 3 year budgets based around academic year - 12 - DB 12.9.07 Cabinet
4.5 Education and Inspections Act 2006
• Trust schools • Abolition of School Organisation Committees • 14-19 education, including introduction of specialised Diplomas. • Local Authority powers of intervention
4.6 Designing the Local schools system - 2006
4.7 Development of extended schools –2006-2008
• Extended schools provide a range of services and activities beyond the school day to help meet the needs of its pupils their families and the wider community. • Aims for Wolverhampton. By 2010 all parents of primary age children will be able to access affordable childcare at or through the school from 8am – 6pm all year round (available in half of primary schools by 2008). • By 2010 all secondary schools will be open from 8am – 6pm all year round, providing access to a range of activities for young people such as music, sport and holiday activities. (a third of secondary schools should be making this offer available by 2008) • The core offers are – childcare, varied range of activities, swift and easy referral, parenting support and community use. • The development of extended services in Wolverhampton is co-ordinated by a dedicated team which works with schools, partners, community and voluntary organisations, and service providers. • In order to target these services so they meet the needs of specific communities they must take into consideration falling pupil rolls.
5.0 Funding
5.1 Schools receive funding based on a formula which relies significantly on pupil numbers. Schools which fall below a certain level of pupil numbers can experience financial difficulties due to pupil related funding and the diseconomies of scale, effectively they receive less income to spend on staff, equipment, resources and the curriculum. Schools with falling rolls cannot just form smaller classes.
NB Infant class size is 30 max. Where there are fewer than 25 children in a class it becomes difficult to generate enough money to pay for the staff.
5.3 Primary schools operating with smaller numbers can receive additional funding to assist them. Small schools protection is allocated annually through the funding formula. (See paragraph 6.5)
5.4 Once a school has received additional funding for over three years the situation is reviewed and initial discussions take place with the school governors as to the options available. Closure of the school is only one of these options.
- 13 - DB 12.9.07 Cabinet 5.5 Schools funding Revenue and Capital
Revenue Funding Capital Funding • Dedicated schools grant • Grant or borrowing approval
o Formula funding o Modernisation and o Per-pupil funding condition funding o Devolved capital o Targeted capital o Building Schools for the Future (secondary)
• Standards fund • Asset management plan
• School Standards Grant
5.5 Primary Schools Funding (including infant and junior schools) 2006-7
fte = full time equivalent
• 80 schools receive a total delegated budget share of £62.4 million, an average of £780,500 per school or £2,931 per pupil.
• The smallest school has 88 fte pupils and the largest school has 560 fte pupils. Delegated funding per pupil ranges from £2,401 to £4,351.
• 26 schools have fewer than 200 fte pupils and the average funding per pupil at these schools is £3,325, with a range of £2,724 to £4,351
• 6 schools have more than 400 fte pupils and the funding per pupil at these schools is £2,580 to £2,929.
5.6 Secondary Schools
• 18 schools receive a total delegated budget share of £65.7 million, an average of £3.65 million per school or £3,870 per pupil.
• The smallest school has 609 pupils and the largest school has 1,479 pupils. Delegated funding per pupil ranges from £3,460 to £4,490.
6.0 School Organisation Process
6.1 Every authority is legally required to produce a Schools Organisation Plan. Changes in schools re-organisation can be driven by other concerns or needs of the Community such as the need to address either falling or increasing school rolls, size or location, surplus capacity and a range of other issues.
- 14 - DB 12.9.07 Cabinet
Statutory process: • informal consultation (6-8 weeks) • Statutory Notice period (6 weeks) • Community School and no objections- determined by Local Authority • Church/foundation School and/or objections – determined by Schools Organisation Committee • If not agreed by SOC, referred to Schools adjudicator
6.2 The School Organisation Committee (SOC) currently provides a formal forum for the Council, the diocese and other bodies and organisations to meet to determine charges in school organisation in the City. The LEA cannot just decide to close church schools’, the Education Authority needs to enter into dialogue with the Diocese.
6.3 The Education and Inspection Act 2006 legislation will bring about the demise of SOC which in turn will end the formal forum. Therefore, future decisions about schools will be made by the City Council with a right of appeal directly to the Secretary of State.
6.4 There is a Wolverhampton Primary Schools Organisation and Development Strategy in place dated November 2005. • Approved in November 2005 following consultation with all schools • Set in the context of the Dfes Five Year Strategy for Children and learners and the Children Act 2004 • Aligns with Councils corporate priorities • Commitment given to all families in the City access to at least one primary school within a 1.5km radius • Clear preference for two-form entry primary schools • Clear criteria for identifying schools which may need to be considered for closure.
6.5 Once a decision has been made to close or merge a school a support group oversees the implementation. The need to consult, assure and continue to communicate with the community (and in community languages) is paramount to as smooth a transition as possible. In addition work will be on going through the Head Teacher, staff and unions in relation to redeployment
- 15 - DB 12.9.07 Cabinet Case study - Development and promotion of Primary Education in Wednesfield West
• Although these schools did not have the highest number of surplus places in the City they had specific problems at Reception Level.
• A report to Cabinet sought approval to embark on a strategy for developing primary education in the Wednesfield area in the light of falling pupil numbers.
• In accordance with statutory requirements and the Authority’s strategy the report was approved and the next step was a period of informal consultation. The consultation was split into two areas – Wednesfield West and Ashmore Park.
• Cabinet approved a process of informal consultation on the following proposals for primary education in Wednesfield West:
(a) To create a one-form entry primary school with enhanced facilities and buildings and which is viable in the long term by amalgamating Moathouse Primary School and Wednesfield Village Primary School with effect from 1 September 2007 initially on two sites.
(b) To develop the Moathouse site, in the longer term, to enable the school to be housed on a single site at the heart of the community.
• To aid the process of consultation a document was prepared entitled ‘Promoting Quality Primary Education for the Future in Wednesfield West’ and this was supplemented by a summary leaflet for parents and others.
• The informal consultation findings were reported to Cabinet in January 2007. At this time Cabinet gave approval to embark on a process of formal consultation to amalgamate Moathouse and Wednesfield Village Primary School. The Cabinet also agreed to consult with the community on the best location in the long term for the new school.
• The next stage was a process of formal consultation including publication of a statutory notice about the proposal. The outcome of this process was reported to Cabinet on 23 May 2007.
• Cabinet confirmed its support for the amalgamation and referred its decision to the Schools’ Adjudicator for confirmation.
- 16 - DB 12.9.07 Cabinet 6.6.1 Members felt that consideration should be given to the way the word ‘consultation’ is interpreted as some people felt that closures were presented as a fait accompli.
6.6.2 The group found that there is no City priority list for school re-organisation and that in the most recent organisation (Wednesfield) it was the local schools themselves who had identified the need to rationalise.
6.6.3 This explains in part the group’s concerns about schools with less surplus places being dealt with before other schools.
Three year protection for schools with surplus places
6.7 Three year protection is available for Primary Schools with fewer than 180 full time pupils; the school is assisted for a three year period prior to a formal review. 180 is a local benchmark.
6.7.1 When parents hear that there may be a closure or merger they tend to take their children from the school magnifying the problems and causing a further shortfall in funding and pupil numbers. Parents will often not enrol their children in a school with a poor reputation, whether deserved or not and a reputation can takes many years to overcome.
6.7.2 Small school protection, which is an integral part of the organisation strategy, is not provided to the extent that schools are already receiving funds under the Infant Class Size initiative.
6.7.3 Data regarding surplus places is based on a National formula produced by the DfES. Changes to the formula have resulted in an increase in the number of surplus places within schools. However admission numbers have not changed resulting in misalignment of surplus places and actual pupil places
Strategy for Organisation of Secondary Schools (Draft)
6.8 A strategy for the Organisation of Secondary Schools is currently being drawn up by officers to address the issue raised in paragraph 3.11of this report. Members recommend that the Children and Young People Scrutiny Panel receive the draft strategy for consideration.
6.9 With reference to the surplus places in secondary schools, Highfields School would be one of the first issues addressed under the secondary school strategy due to the deficit of 132 school places as at January 2006.
- 17 - DB 12.9.07 Cabinet Popularity of the school as shown by a table
School Name Published Type DfES MOE Net NOR Surplus Deficit Admission of Capacity Numbe Capacity as at Capacity as Number School r as at Jan as at January at (RB + January 2006 as at January Resource 2002 2006 January 2006 Base Places) 2006 SECONDARY 5402 Aldersley High 845 1071 848 223 170 F 4133 Colton Hills 1021 1014 969 45 217 C Community 4128 Coppice 735 896 893 3 150 C Community High 4115 Deansfield High 813 936 754 182 162 C 4134 Heath Park High 964 1171 1137 35 200 C 4113 Highfields 1204 1347 1479 132 245 C 4731 Kings (The) (VA) 836 1123 857 266 150 VA 4139 Moreton 630 873 688 185 140 C Community 5401 Moseley Park 1412 1292 1239 53 221 F 4106 Northicote 863 907 891 16 157 C (The) 4606 Our Lady and St 820 876 801 75 150 VA Chad RC 4131 Parkfield High 1448 1749 1127 622 171 C 4129 Pendeford High 715 834 609 225 151 C 4117 Smestow 956 983 971 12 162 C 4605 St Edmund’s RC 685 771 758 13 133 VA 4601 St Peter’s 1001 1085 1035 50 150 VA Collegiate 4130 Wednesfield 1310 1328 1173 155 233 C High 5400 Wolverhampton 780 803 739 64 108 F Girls’ High TOTAL 17038 19060 16968 2224 132
Net NOR C = Controlled/Community LA Capacity Total with surplus places 17713 15489 17 F = Foundation schools Total with place deficits 1347 1479 1 VA = Voluntary Aided school No. of schools with more 2 VC = Voluntary Controlled than 25% surplus places
- 18 - DB 12.9.07 Cabinet 7.0 Issues arising
7.1 The current pupil admissions system
7.1.1 A relevant issue to the debate on falling pupil numbers is the availability of parental preference which is fully exercised, resulting in surplus places in schools and making management of falling pupil rolls extremely difficult.
Choice of school can be based on a number of factors: Reputation or philosophy of a school Accessibility Parental confidence Popularity – peer pressure Religion Pupil performance
7.1.2 Where an individual school becomes popular it will have a detrimental effect on other schools in the locality. In some cases a school may have an undeserved poor reputation which can take a lengthy time to overcome. In other cases where there is a possibility of closure parents will chose not to send their child which means that there is then no option but to close the school.
7.1.3 Some schools are simply not big enough to take all the pupils wanting to attend and therefore children go out of City.
7.2 Quality Schools .
7.2.1 Many schools are doing well because of the quality and commitment of staff and the participation from parents despite the fabric of the school building. Building the popularity of the school invites more funding and the school flourishes. • Case study Manor School School and pupils a credit to Wolverhampton. • Schools success appeared to be based on excellent leadership, enthusiastic and settled staff. • Low staff turnover. • School fabric very bright and cheerful and attention given to what appeared to be a traditional style of teaching supplemented by electronic technology. • School decision to provide teaching on a mixed basis to extend pupils who excel and to allow pupil who need greater support to move back. • Group participation is a strong ethic at the school. • Each child given targets • One concern was that a large number of pupils went out of City to secondary education.
7.2.2 Some schools have won funding to develop schools facilities and extend the accessibility of the school to communities.
- 19 - DB 12.9.07 Cabinet Case Study: Grove Primary School • Grove Primary was an infant and junior school in two separate buildings, next door to each other but separated by an outdoor space • With funding the schools have been merged and transformed by building corridors and a large sports hall • The sports hall is used by the community and the school and the arrangements meet with the new extended schools agenda 2006-2008
7.2.3 Some schools have negotiated new build money and will relocate to a more accessible location whilst amalgamating infant and junior schools. Case Study: St Luke’s Primary • St Luke’s Primary school sites for Infant and Junior Schools were currently in different areas of the City • By successful negotiation with DfES and the Diocese of Lichfield the money was secured for a new school. • The Local Authority has secured a site which suits the community and can house infants and juniors into one school.
7.3.4 Wolverhampton City Council has as Asset Management Plan, which is now well developed and being rolled out electronically to schools. Action plans are produced in consultation with schools and school councils are involved in the decision making. Effective management of the asset plan will help to raise the standard and quality of schools across the City.
7.3.5 Parental confidence in schools is essential to build the reputation and quality of a school. Reputation and popularity of a school can be damaged very quickly which is detrimental to the take up of places for a number of years until the school can turn around the image.
• An example of this is a television documentary aired in Spring 2007 which gave the impression that school pupils were disrespectful and used bad language to staff and each other. • Investigation revealed that the Head Teacher had acted in good faith to allow cameras into the School but that the programme had not given a true image of the School. • Youth Council representatives on the Panel who attended the School in question advised the Scrutiny Review Group that the School in question did not deserve the reputation it has now gained. • Members were advised that appropriate mechanisms are in place to deal with these types of issues and that all schools have been made aware of protocols.
7.4 Pupil mobility and cross border movement 7.4.1 Wolverhampton borders with Staffordshire, Sandwell, Walsall and Dudley. Many schools are situated on or close to the border and parents and children can choose which school they want to attend. Members recognised the need to encourage pupils into Wolverhampton schools to increase the funding to the schools.
7.4.2 The year 7 allocations figures for 2006 illustrate numbers of children that cross border :
- 20 - DB 12.9.07 Cabinet Pupils going ex city 2005 / 2006 Ac yr Pupils coming to Wton Schools from Outside the City Adams' Grammar School 13 Aldersley High School 1 Alderwasley Hall School 1 Colton Hills Community School 1 Bilbrook CofE (C) Middle School 12 Coppice Performing Arts School 45 Bishop Milner Catholic School 6 Deansfield High School 6 Blessed William Howard Catholic School 1 Heath Park High School 2 Bridgnorth Endowed School 2 Highfields Science Specialist School 2 Cannock Chase High School 2 Moreton Community School 2 Chase Academy 1 Moseley Park School 6 Cheslyn Hay High School 11 Our Lady and St Chad Catholic School 1 Codsall Middle School 25 Parkfield High School 4 Darlaston Community School 6 St Peter's Collegiate Church of England School 25 Dartmouth High School 1 Smestow School 6 Ellowes Hall School 1 St Edmund's Catholic School 19 Elsewhere 1 The King's Church of England School 4 Ex-Borough Unknown 17 Wednesfield High School 7 George Salter High School 1 Wolverhampton Girls' High School 60 Handsworth Grammar School 2 Grand Total: 191 High Arcal School 10 Idsall School 1 King Edward VI Camp Hill School for Boys 1 King Edward VI Handsworth School 1 Kingsbury School and Sports College 1 Manor High Community School 2 Newport Girls' High School 1 Old Swinford Hospital School 2 Oldbury Wells School 10 Ounsdale High School 31 Palfrey Girl's School 1 Park View Community School 1 Pensnett School of Technology 1 Perton Middle School 2 Pool Hayes Community School 39 Queen Mary's Grammar School 5 Sneyd Community School 4 St Dominic's School 3 St Thomas More Catholic School 128 Tettenhall College Incorporated 3 The Coseley School 72 The Dormston School 59 The Kingswinford School 1 The Royal Wolverhampton School 3 The Summerhill School 1 The Wordsley School 1 Thomas Telford School 52 Walsall Academy 7 Willenhall School Sports College 7 Willingsworth High School 13 Wodensborough Community Tech College 1 Wolverhampton Grammar School 32 Wood Green High School 1 Grand Total 600 - 21 - DB 12.9.07 Cabinet 7.4.2 It was the opinion of the Review Group, that in primary schools, as well as secondary schools, parents want the best school for their child, and will travel to a location to secure a place. Parents and children choose schools out of City for a number of reasons: • Proximity to new residential developments • Childcare facilities • Local transport system • Proximity to work place • Peer pressure • Reputation / philosophy of the school • Church school • Pupil performance
7.4.3 Members found evidence of pupils attending City primary schools, such as the Manor Primary School, opting for out of City secondary education. It may be that pupils going out of City are doing so simply because they live closer to the out of City secondary school and often on a direct bus route. Members felt that there was a need to evaluate why pupils choose out of City schools and for officers to address some of the issues highlighted in section 7.
7.4.4 There are pupils travelling into the City and lessons may be learnt by carrying out an evaluation of this.
Case study – Wolverhampton Girls’ High School • Of the year 7 intake for September 2006, 60 pupils were from outside the City • Although the Members were disappointed that a low percentage of the intake was from Wolverhampton area, it was acknowledged that the Authority had no influence as the High School is its own admission authority and intake is selective. • It may be useful to ascertain which schools out of City pupils are transferring from to see if lessons can be learned relating to preparation and transitional stages. • Scrutiny recommends that Cabinet investigates ways of encouraging the uptake of places by girls from Wolverhampton
7.4.5 Further data can be seen in the appendices to this report indicating age / ward data and maps to identify primary (5-10) and secondary (11-15) children by wards which also demonstrates the location of schools in the wards
7.5 Transition from Key Stages 2 to 3 Members considered how primary school pupils feed into secondary schools
7.5.1 The national curriculum does not always provide for an easy transition between key stage 2 and 3. A programme of evening visits are arranged for year 6 pupils and parents to visit schools and receive information and special days are arranged to enable children to spend days at secondary schools.
- 22 - DB 12.9.07 Cabinet 7.5.2 The Authority should seek to further strengthen the links between primary and secondary schools over a period leading to the school choice stage, thereby creating strong relationships between Primary and Secondary education in the City. Case Studies – Site Visits - Transitional session activity
St Lukes Primary School - Polyphones Work Shop • Organised between the school and the Education Business Partnership (EBP). • Members visited the School and met with the Acting Head Teacher, staff and pupils, and took the opportunity to view the ‘Polyphones Workshop’. • The session encouraged participation, leadership and decision making, but most of all having fun with the session and building confidence. • In addition to the workshops held for year 6 pupils, the EBP also obtains baseline information on the youngsters, following them through to year 7. • St Luke’s is currently situated on 2 separate sites. However, plans are underway for the construction of a new build near the Infant site, and work should begin in the Summer.
Grove Primary School - Little Scholars Animation Workshop’ • Members visited this School and met with the Head Teacher, staff and pupils, and took the opportunity to view the ‘Little Scholars Animation Workshop’. This scheme had originally been piloted in 8 schools, with a further 6 schools added this year. Funding does not currently allow the project to be widened to cover the whole of the City. • Grove Primary School was originally a separate Junior and Infants, and has now been physically linked by a community sports facility. • With regard to transfer from Key Stage 2 to Key Stage 3, very few pupils go to out of city schools. They do, however, transfer to a wide range of secondary schools (up to 11).
7.6. Pupil Retention post 16. Members considered how participation could be increased at post 16 Education. 7.6.1 Peter Hawthorne, Head of 14-19 Development gave evidence that Post 16 Participation in the City as a whole is already very high, well above national averages.
Students in school 6th 02/03 03/04 04/05 05/06 06/07 forms Source: Plasc 48.1% 48.9% 49.3% 52% 54%
7.6.2 The national figure combines full time education in schools and F.E., and then full time work with training. 01/02 04/05 Students in Full Time City 69% City 77% Education (School National 71% National 73% and F.E.) As above plus City 82% City 91% students in work National 82% National 84% based learning Source: DfES First Statistical Release - 23 - DB 12.9.07 Cabinet
7.6.3 Summary 14-19 Members heard evidence that pupil retention post 16 and work relating to the 14-19 year olds was beginning to have an impact. Reference was also made to the impact of regeneration on education, provision and the need to ensure good education in areas of redevelopment, in particular the need for increased vocational training.
• The vocational programme is about collaboration between schools and should enable the students wanting to study minority or speciality subjects to go ahead sharing resources across the City • There is insufficiency of supply of external training providers • There is a co-ordinator, ‘Work Based Training Manager’, who is responsible for liaising with current and prospective providers to find suitable trainers • It is not possible to secure specific placements with providers for future years - depends on pupil choice. • Further work to be done on establishing area-wide collaboration. • Pupil timetables have been harmonised across schools to enable pupil’s sufficient time to travel between venues and include break time. • Free minibuses provided if students being transported. However, a number of over 16 students prefer to make their way independently
(Appendix 2 Attached briefing notes to the Review group)
7.6.4 Tim Westwood gave evidence relating to Building Schools for the Future (BSF) Members considered how quality and location of schools could be improved through BSF
Summary BSF • BSF is a long term programme to transform learning for secondary age pupils. Government funding for BSF is based on 50% new build, 35% refurbishment and 15% minor works. • Existing schools are not always near new housing developments and there will be a need to take location of new builds into account • The location of new builds should also consider existing issues of cross City transportation and proximity of neighbouring authority schools. • There is an indication from the Government that the ‘Every Child Matters’ agenda may also deliver capital funding for primary schools at a later stage. This being the case, the two programmes for future school provision would be complementary • BSF would address both Local and National issues • There is a proposal for a new academy in Bilston and further investment will be made in the specialisms schools have already taken on board and address the Every Child Matters agenda. • Highfields School would be one of the first schools to benefit from BSF.
(Appendix 4 Attached briefing notes to the Review group)
- 24 - DB 12.9.07 Cabinet 7.6.5 Tony Pitchers gave evidence relating to the Education Business Partnership. Summary EBP
The information presented, clearly outlined that working in partnership to build links between schools and industry respectively was well developed in Wolverhampton compared to other parts of the country. As a result of the meeting Members arranged to visit The Timken Vocational Centre and other schemes to witness the good practice.
• Case Study : Timkins Centre • Members visited Timken Vocational Centre and Staff from Westcroft Sport and Vocational College gave a tour of the premises and facilities. • Staff had tried to simulate work situations in school for a number of years but they had secured redundant factory space (ex Fafnir Bearings premises) and received funding in the region of £10,000 from the Education Authority for a 2 year period. • Westcroft School was unable to financially support the project on their own and, therefore, had to charge schools. Funding is a constant concern as much of the funding secured is short term and non sustainable. • ABCD enabled a feasibility study to be undertaken, which highlighted that the project was working well, but needed to engage more with industry and the private sector. • The premises, which are listed, are subject to a 15 year lease, which is renewable. 10 years are left on the lease. Other premises, such as schools had been considered for the scheme, but were unsuitable. A second facility on the other side of the City would be desirable for ease of access. • A successful bid was made for European Social Fund (ESF) monies. This ceases in July. • Although the scheme is primarily concerned with youngsters with special needs, it also caters for 16 year olds with 5 A-C grades. It provides Open College Network qualifications and, from September, will teach to BTech Level 2. Youngsters attaining above this level are signposted to the City College. • Members viewed the areas where youngsters did sewing, IT and carpentry work. It was noted that the carpentry involved low level skill with use of machinery and that some of the products were sold. • The Shaw Trust has been involved with the scheme for 2 years, currently working with years 10 and 11 Westcroft youngsters (Health & Safety training). Two youngsters have been assured employment. The Trust also provides salary support for a short period of time. • If ongoing funding could be secured, this would enable the Centre to establish a clear strategy for the future. The gaining of vocational status the previous year had brought with it £40,000, which had been used to employ staff. With regard to the planned construction village, ABCD has agreed an 18 month project, providing £100,000 capital and £25,000 revenue funding. The promised ABCD funding will also enable the toilet facilities to be refurbished and a disabled toilet to be installed which allows for access by all wheelchair users. The Centre must be self-sustainable through use and assistance from the private sector. • Members recognised the excellent work being carried out at the centre and voiced concerns at the lack of sustainable funding to enable the project to continue to grow and progress the plans for a second work shop across the City.
(Appendix 3 Attached briefing notes to the Review group)
7.7 Regeneration
7.7.1 During the evidence gathering Members noted the following messages from this review relating to education and regeneration:-
- 25 - DB 12.9.07 Cabinet • the need for joined up thinking when planning housing and regeneration in an area;
• the need to consider the infrastructure that will support developments in particular schools, including transportation; • the impact of regeneration on education provision and the need to ensure good education and skills levels in areas of redevelopment;
• the need for increased vocational training and a return to traditional apprenticeships as outlined in case study 7.6.5.
7.8 Academy Schools
7.8.1 Academy Schools are being considered as an option to improving the quality of Wolverhampton schools and to transform some schools with falling pupil numbers into educational centres of excellent. Building Academy schools through the BSF agenda will help to reverse the flow of pupils quitting Wolverhampton to be educated outside the City.
8.0 Conclusions
The Review Group considered the strategy to be a sound basis when considering the development and organisation of primary school education in the City, but recognised the need to look at surplus places and methods of dealing with these ‘Citywide’ rather than on a piecemeal basis in order to demonstrate a reasoned strategy to the community. Members felt that the consultation should be strengthened to give cross party consensus to school organisation in the City.
The developing role of Members in the community, the developing extended schools agenda and other local initiatives give greater focus on prevention of surplus places by improving the quality of our schools, retaining community identity in schools and attracting pupils into local schools.
Members recognised that whilst there are strategies in place to ensure the authority is planning and re-acting to surplus places there is a need to promote quality schools both in primary and secondary education and to ensure the best locations to suit the needs of the people in the City.
9.0 Final message from the Review Group Members
The Review Group welcome the best practice and commitment carried out in schools in the City and as a final message from the Review would recommend to Cabinet that the Authority seek to promote the following ethos in schools in Wolverhampton:- • Self Discipline • Respect • Self Respect • Self Worth • Strong expectations from staff and pupils
- 26 - DB 12.9.07 Cabinet Appendices
1 Age x ward 2001 Census data 2 Contribution from 14-19 Development Team 3 Contribution from Wolverhampton Education Business Partnership Team 4 Contribution from Building Schools for the Future (Secondary) 5 Primary school and population age 5-10 6 Secondary school and population aged 11-15
Witnesses David Rawlinson, Deputy Director for Children and Young People Paul Dean, School Policy and Strategy Manager Steve Nicholls, Site Development & Support Manager Tony Pinchers, EDP Manager Tim Westwood, Head of 14-19 Development Team Peter Hawthorne Head Teacher Grove Primary School Acting Head teacher St Lukes Primary School Head Teacher Manor Primary School A Morris, Timken Vocational Centre A Brown, Timken Vocational Centre
- 27 - DB 12.9.07 Cabinet
AppendiX 1 - Age X ward - Census data
Age x Ward Bilston % Bilston % Blakenhall % Bushbury % East North North 0-4 684 6.0 655 5.5 681 6.0 630 5.2 5-10 1006 8.8 989 8.4 873 7.7 993 8.3 11-16 956 8.3 1028 8.7 988 8.7 1062 8.8 17-19 426 3.7 469 4.0 535 4.7 390 3.2 20-59 5863 51.0 6139 51.9 5885 52.1 6011 50.1 60 and over 2559 22.3 2550 21.6 2342 20.7 2921 24.3 Total 11494 100.0 11830 100.0 11304 100.0 12007 100.0 Age x Ward Bushbury % East Park % Ettingshall % Fallings % South Park and Low Hill 0-4 1159 8.2 828 6.7 962 7.8 784 6.5 5-10 1562 11.1 1123 9.0 1119 9.1 1142 9.4 11-16 1486 10.6 1088 8.7 1023 8.3 1133 9.3 17-19 593 4.2 463 3.7 521 4.2 454 3.7 20-59 7173 50.9 6195 49.8 6534 52.9 5920 48.7 60 and over 2111 15.0 2752 22.1 2184 17.7 2711 22.3 Total 14084 100.0 12449 100.0 12343 100.0 12144 100.0 Age x Ward Graiseley % Heath % Merry Hill % Oxley % Town 0-4 698 6.0 648 6.4 653 5.5 904 7.1 5-10 847 7.2 869 8.5 877 7.4 1217 9.5 11-16 912 7.8 870 8.5 887 7.5 1227 9.6 17-19 445 3.8 352 3.5 407 3.4 483 3.8 20-59 6379 54.6 5622 55.2 6119 51.4 6877 53.8 60 and over 2412 20.6 1830 18.0 2952 24.8 2067 16.2 Total 11693 100.0 10191 100.0 11895 100.0 12775 100.0 Age x Ward Park % Penn % Spring Vale % St Peter's % 0-4 531 4.5 639 5.2 680 6.0 720 6.3 5-10 722 6.1 894 7.2 842 7.4 874 7.6 11-16 794 6.7 985 7.9 851 7.5 847 7.4 17-19 476 4.0 465 3.8 396 3.5 780 6.8 20-59 7034 59.4 6471 52.2 5663 49.6 6786 59.1 60 and over 2286 19.3 2939 23.7 2974 26.1 1482 12.9 Total 11843 100.0 12393 100.0 11406 100.0 11489 100.0 Age x Ward Tettenhall % Tettenhall % Wednesfield % Wednesfield % Regis Wightwick North South 0-4 614 5.2 392 3.7 578 5.0 742 6.6 5-10 888 7.5 556 5.3 792 6.8 875 7.8 11-16 834 7.0 724 6.9 871 7.5 845 7.5 17-19 346 2.9 303 2.9 349 3.0 360 3.2 20-59 5928 49.8 4980 47.3 5774 49.7 5859 52.2 60 and over 3283 27.6 3566 33.9 3259 28.0 2548 22.7
Total 11893 100.0 10521 100.0 11623 100.0 11229 100.0 - 28 - DB 12.9.07 Cabinet Appendix 2 Falling Pupil Numbers Scrutiny Review Group 1st February 2007
Contribution from 14-19 Development Team; Peter Hawthorne, Head of 14-19 Development.
1 Post 16 Participation trends: 1.1 Students in 02/03 03/04 04/05 05/06 06/07 school 6th forms Source: Plasc 48.1% 48.9% 49.3% 52% 54%
1.2 01/02 04/05 Students in Full Time City 69% City 77% Education (School and National 71% National 73% F.E.) As above plus students City 82% City 91% in work based learning National 82% National 84% Source: DfES First Statistical Release
2 Commentary on these figures 2.1 Post 16 Participation in the City as a whole is already very high, well above national averages. The national figure combines full time education in schools and F.E., and then full time work with training. 2.2 The proportions of students in each of those categories may well change with curriculum development and the steady harmonisation of school and F.E. education. 2.3 Future trends will be influenced by many factors in the wider context, such as employment opportunities.
3 The National 14-19 Reform Programme 3.1 This is a multi-faceted programme of immense importance, incorporating many reforms of accreditation, the development of Functional Skills and the development of the Specialised Diplomas. The programme invites increased synergy between all education providers, and between education, skills and regeneration. An emphasis on skills, work based learning and experiential learning will be increasingly important. 3.2 Each school year, from 2007 to 2013, more and more post 14 learners will be educated in an area-wide, multi-provider system i.e. in schools, F.E., training providers, voluntary and community organisations. Increasingly, this will be specialist accommodation for experiential learning in whole days such as vehicle maintenance in a workshop or electronics in a high tech business environment. 3.3 The City is a national leader in collaboration to deliver the Reform Programme. This leadership is backed financially by Government in a range of pilots, and in a designated Support and Planning role advising other Authorities.
- 29 - DB 12.9.07 Cabinet
4 Two Dimensions of the Reform Programme of the City 4.1 The City has created an infrastructure on which to continue to grow effective collaboration. The partnership culture which nurtured the infrastructure is strong. 4.2 In terms of curriculum development the City is a leading pilot of Specialised Diplomas, whilst our own programme, the REACH Programme (targeted in Y10 at Level One and below) is growing in importance.
5 Assessment of overall Impact 5.1 Attainment at 16 will continue to grow as an increasing proportion of the cohort achieves Level 2. Most will wish to progress to Level 3. 5.2 A growing proportion of the cohort at the end of year 11 will have started Level 2 courses, or by completing Level 1 will plan to progress to Level 2. 5.3 Participation at 16+, 17+ and 18+ will also grow as better progression routes (i.e. broader curriculum, better learning organisation) make it more seamless. The infrastructure will afford steadily improving support and guidance to reinforce this. 5.4 This increase in participation, attainment, inclusion and skills will be shared between schools, F.E., training providers, voluntary and community organisations. 5.5 High quality learning and progression in the City may be increasingly attractive to those living outside it. 5.6 Growth in proportionate terms at 16+, 17+ and 18+ is likely to at least off-set demographic decline in numbers 2007-2013.
- 30 - DB 12.9.07 Cabinet Appendix 3 Falling Pupil Numbers Scrutiny Review Group 1st February 2007
Contribution from Wolverhampton Education Business Partnership Team; Tony Pitchers EBP Manager. 1.0 EBP Background 1.1 The LA has been the legal and contracting body for Wolverhampton Education Business Partnership (EBP) since 2001 contracting with a variety of partners to offset activities currently supporting both employers and schools to develop innovative, creative and enterprising young people, ready for work.
1.2 The EBP is part funded by the LA representing 12% of the current operational budget, all other income is derived from traded services and funds generated through competitive processes.
1.3 The EBP service brokers links to engage local business entrepreneurs, positive role models and learning contexts from the local business community.
1.4 Work experience is a significant feature of the service and was undertaken by 97% of all KS4 learners in 05/06.
1.5 Over 3000 14-19 young people benefited from Enterprise Education, financial literacy and employability skills interventions supported by the EBP in 2005/6.
1.6 All City secondary schools are supported by an Enterprise Advisor to develop school policy for Enterprise education.
1.7 A Professional Development Placement Advisor facilitates curriculum and professional development opportunities for teachers through links with local businesses.
1.8 Support has developed young people with opportunities for innovation and creativity, examples include setting up school based Smoothie Bars, Fair Trade initiatives, city wide events to challenge gender stereotyping such as Inspirational Women and Women into Construction.
1.9 Each learner is able to capture these ‘CARD’ activities and record relevant learning through ‘My I Plan’ as part of the 14-19 city wide arrangements.
1.10 The EBP works with national organisations and other local EBPs to maximise resource potential.
1.11 Local business community and local business organisations continue to be highly supportive to the needs of learners with over 1000 businesses taking part annually in activities and programmes.
1.12 Schools are able to access an internet database of these local companies. - 31 - DB 12.9.07 Cabinet
2.0 Growth in Work Related Learning 2.1 Successive developments driven through 14-19 reforms are seeing a marked change in the curriculum offer made to 14-19 learners across the city. Further change brought about by the introduction of Specialised Diplomas will accelerate these changes with consequent implications for individual school management, workforce reform and collaboration across delivery partners.
2.2 As the result of the 14-19 city framework greater choice, diversity and access enables at least 15% of learners in KS4 to receive their education outside of the ‘home’ institution through 1 or 2 days delivered by partners such as colleges, training providers, different schools and employers.
2.3 A ‘market place’ is evolving between the ‘home’ school and a range of delivery partners for ‘traded service/delivery’ for learners that requires greater budget flexibility and resultant implications for staffing needs to deliver new and developing curriculum models.
2.4 The introduction of the 14 Specialised Diploma learning lines will add further pressure to adopt recruitment and development needs that match the requirement of the diploma criteria eg 50% of the guided learning requirement needs to be within contemporary contexts allied to the learning line.
2.5 Since each Specialised Diploma requires on average 800glh (guided learning hours) ie approximately 2 days/week over two years, learners will find their ‘classroom’ becoming workplace environments. There is a Government expectation that 40% of 14-19 learners will choose to take this qualification once established.
2.6 Schools with specialisms are beginning to see their enhanced role to deliver quality provision within consortia and beyond.
3.0 Conclusions 3.1 Schools understand and are implementing changes driven nationally by the 14-19 Reform Programme. There is growing capacity within schools to manage the demands made by these developments and the ensuing take up by a 14-19 cohort that is increasingly part transient.
3.2 Schools that grasp this agenda, and can build upon their strengths to develop quality delivery, will thrive.
3.2 As learner numbers reduce they may receive the advantage of improved choice for work related opportunities linked to qualification delivery.
3.3 The shift in demography may promote more interest shown by employers to engage with the curriculum in order to recruit as the number of young people as a human resource diminish.
- 32 - DB 12.9.07 Cabinet 3.5 Although the proportion of young people in the NEET group may or may not fall the actual head count number should reduce with changing demography however the need for a skilled workforce will continue to escalate with fewer low skilled opportunities available for entry to work.
3.6 Local employers may be encouraged to take up and grow more support for young apprenticeship models and progression to modern apprenticeship.
3.7 The Government Actuary’s Department Subnational Populations Projections 2004 table show that for the age group 10-14 and 15-19 for 2007 in Wolverhampton to be 31.1k with a further projection for 2010 to be 29.2k a drop of 1900 young people representing a decline of 6.1% over 3 years. This compares with statistical and Black Country neighbours at around 3%.
- 33 - DB 12.9.07 Cabinet Appendix 4
Scrutiny Review of falling pupil numbers - Building Schools for the Future (Secondary)
1.0 Background
1.1 Building Schools for the Future (BSF) is an ambitious, long-term programme to transform secondary education through major capital investment in secondary schools and settings. BSF has been split into 15 waves covering a fifteen year period and the Authority was informed by the Department for Education and Skills (DfES) during the summer of 2006 that it has been allocated to the next round of BSF – Waves 4 to 6 – along with 49 other Authorities. Accordingly the Authority submitted its “Readiness to Deliver Assessment” as required on 13 October 2006.
1.2 BSF funding will support investment in the range £80-150 million per programme, and the potential for the City to access over £300 million in total. Investment on this scale provides the potential to contribute to the wider strategic vision for the City, rather than focussing solely on education.
1.3 The Authority was notified on 15 December that it has been successfully selected to join the programme in Wave 5. The Department for Education and Skills (DfES) has also indicated that there is scope for some fluidity within Waves 4, 5 and 6 and that Local Authorities that make good progress and who are able to demonstrate sufficient delivery capacity could be invited to move forward within the programme.
2.0 The Parameters of BSF
2.1 The BSF programme combines a new approach to the funding of schools’ investment with a strong focus on educational transformation, diversity and choice. It requires local authorities to work together with the national delivery agency, Partnerships for Schools (PfS), to deliver improved learning experiences through capital investment and consequential improvements in the organisation of teaching and learning. The primary areas where transformation is required are:
• Personalised learning. • 14-19 entitlement. • Inclusion.
2.2 The capital investment will be delivered through a Local Education Partnership (LEP), a joint venture company. The parties to the LEP will be the local authority, PfS and a private sector partner. The LEP will be responsible for:
• Translating the Strategy for Change and Outline Business Case produced by the Authority into an investment programme for secondary education in the area; • Procuring and providing all services needed to deliver the investment programme; • Managing a range of sub-contractors to support project delivery.
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2.3 The private sector partner (PSP) must be selected in open competition under EU procurement rules, and will hold the majority stake in the joint venture company (at least 80%).
3.0 Strategy for Change
3.1 The Authority’s submission contained early proposals as part of its developing Strategy for Change. As part of this process 12 key themes have been identified. These are shown below:
School size matched to needs of communities – reduce surplus places
Promote safety Skills agenda – and reduce investment in specialist bullying facilities
Co-location of Digital infrastructure a special and capable of supporting secondary personalised learning school
High quality st Strategic BSF & 21 century study, sport Governance and teaching and learning recreational facilities
Facilities to provide integrated support Skills Centre for C&YP
Specialist training Academy centres for staff Support for KS 2/3 transition
3.2 These proposals will be fully developed and endorsed during 2007. As part of the process the Authority will need to detail the improvements proposed to the school estate in order to deliver the Strategy for Change. This will include:
• key priorities for the school estate in terms of location, size and cost including a summary rationale for prioritisation of school projects, and, where relevant, how they relate to complementary FE proposals; • project governance and management arrangements for school projects; • an overview of pupil place requirements and planning projections consistent with DfES requirements and the LSC’s revenue funding predictions; • the headline strategic vision for ICT; • headline KPIs for the local authority around diversity, choice, access and links into the Every Child Matters agenda; and • existing and planned consultations, in particular, mechanisms to draw school- level development planning and the engagement of FE providers into the BSF process. - 35 - DB 12.9.07 Cabinet
3.3 It will also be necessary to respond to some key issues, especially:
• Whether BSF will involve rationalisation of current provision, and the extent to which this will be achieved through closure of existing schools; • Where an academy will be fitted into the programme; • How BSF will be phased, given that any outcome will be unwelcome to schools not in the first phase; • The impact of phasing on the popularity of schools, and how this can be managed.
4.0 Moving the agenda forward
4.1 Secondary Head teachers have met on several occasions to discuss a range of issues arising from BSF. Their unanimous view as articulated by the Chair of the Wolverhampton Secondary Heads Partnership is that “BSF provides an opportunity not merely to provide another step change but to deliver real transformation.
4.2 Secondary Head teachers and officers are engaging with a number of key partners including the National College for School Leadership (NCSL). Head teachers are holding a further conference focussing on BSF on 18-19 January 2007.
4.3 Work is also taking place to establish an appropriate programme team to manage the BSF procurement process.
Tim Westwood BSF Programme Director
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- 38 - DB 12.9.07 Cabinet Appendix 2 : Stage 1 Executive Response
Scrutiny Review / Inquiry: FALLING SCHOOL PUPIL NUMBERS
Lead Cabinet Member or Organisation: CABINET MEMBER FOR SCHOOLS
Lead Director: DIRECTOR FOR CHILDREN AND YOUNG PEOPLE
Recommendation Accepted or Reason for Rejection (if appropriate) Lead Lead Officer Rejected Director/ co-ordinating Organisation response
1 (i) That Cabinet agree to include all 60 Rejected The existing process requires Cabinet approval for Director for Deputy Members of the Council in the early stages informal consultation, which is the start of the process. Children and Director for of consultation process for primary schools This is subject to call-in. All Members are therefore Young Children and re organisations. involved. Apart from briefing meetings with Ward People Young members, where appropriate, no additional procedures People are necessary or appropriate. In addition, the Council has an agreed strategy for the Organisation and Development of Primary Schools which provides a clear framework for dealing with primary reorganisation and reduces the need for all Members to have detailed knowledge of every specific proposal. (ii) That account is taken of changes to Accepted Director for Deputy procedure following the abolition of Children and Director for Schools Organisation Committee. Young Children and People Young People (iii) That the rule regarding capital receipts Accepted Director for Deputy in Section D1 of the Strategy is extended Children and Director for to cover nursery provision. Young Children and People Young People
Recommendation Accepted or Reason for Rejection (if appropriate) Lead Lead Officer Rejected Director/ co-ordinating Organisation response
2 (i) That officers develop a procedure to Accepted Trends in surplus places and the impact of regeneration Director for Deputy consider trends in surplus places and the in part are key factors, but they are not the only ones. Others Children and Director for impact of future regeneration, and that include standards and headteacher vacancies, as set out Young Children and these are used to determine and prioritise in the approved strategy. People Young People school organisation across the City to ensure that the order of closures/mergers is dealt with in a fair and transparent manner. (ii) That the procedure be presented to the Accepted Director for Deputy Children and Young People’s Scrutiny Children and Director for Panel when considering progress against Young Children and the actions from this review. People Young People 3 That the following be included in the Accepted Director for Deputy guidelines for the consultation process for Children and Director for schools organisations - Young Children and People Young People (i) That due consideration should be given Accepted Director for Deputy to the ethos of a school and its place in the Children and Director for Community by consultation with school Young Children and governors and community groups. People Young People (ii) That appropriate methods of Accepted Director for Deputy consultation be used to take account of the Children and Director for ethnic diversity of the area. Young Children and People Young People (iii) That Ward Members be kept informed Accepted Director for Deputy throughout the consultation process. Children and Director for Young Children and People Young People
Recommendation Accepted or Reason for Rejection (if appropriate) Lead Lead Officer Rejected Director/ co-ordinating Organisation response
(iv) That all Members are informed of the Accepted Director for Deputy number of surplus places (pupil place) Children and Director for compared with both net capacity and the Young Children and admission limits. People Young People 4 That the Draft Strategy for the Accepted Director for Deputy Organisation of Secondary Schools be Children and Director for considered by Members of the Children Young Children and and Young People Scrutiny Panel. People Young People 5 That during the planning stage for new Accepted Director for Deputy school build(s) the demography, Children and Director for regeneration and transport system in the Young Children and City be taken into account. People Young People 6 That the Children and Young People Accepted Subject to the agreement of the Scrutiny Panel. Director for Deputy Scrutiny Panel investigate the reasons Children and Director for why Wolverhampton parents choose out of Young Children and City schools and what can be done to People Young People improve the take up of local school places including consulting with Primary and Secondary school pupils, staff and head teachers to establish what changes are required. 7 That officers consider ways of Rejected The admissions policy of the Wolverhampton Girls’ High Director for Deputy encouraging the uptake of places in Year 7 School is based on a competitive examination. It would Children and Director for at Wolverhampton Girls’ High School by be wholly inappropriate to promote the Girls’ High School Young Children and girls from Wolverhampton. against other non-selective schools in the City. People Young People
Recommendation Accepted or Reason for Rejection (if appropriate) Lead Lead Officer Rejected Director/ co-ordinating Organisation response
8 That officers explore ways of developing Accepted Director for Deputy and strengthening links between primary Children and Director for and secondary schools in our City by Young Children and building relationships between schools, by People Young People examining best practice with the aim to improve transition between key stage 2 and 3 for all 10 and 11 year olds in the City. 9 (i) That the good work being carried out Accepted Director for Deputy to develop educational partnership work in Children and Director for Wolverhampton is noted. Young Children and People Young People (ii) That officers are requested to Accepted Director for Deputy investigate ways of securing sustainable Children and Director for funding for organisations such as the Young Children and Timken Centre and receive a further report People Young People for consideration relating to options for sustainable funding. 10 That Cabinet recognise the best Accepted Director for Deputy practice and commitment carried out in Children and Director for schools in the Borough and that the Young Children and Executive Member for Children and Young People Young People People seeks to promote the following ethos in schools in the City to encourage the take up of places in Wolverhampton schools: self discipline, respect, self respect, self worth, strong expectations from staff and pupils.
Expected date of submission of action plan: 12 September 2007
Appendix 2: Executive Response to Scrutiny Recommendations
Scrutiny Review/ Inquiry: FALLING SCHOOL PUPIL NUMBERS
Recommendation Action Required/ Resources Timescale Officer Responsible Progress to Date (Service Group/ Organisation)
1 (ii) That account is taken of changes to Amendment to Strategy Already done Deputy Director for N/A procedure following the abolition of Schools for Organisation and Children and Young Organisation Committee. Development of Primary People Schools. 1 (iii) That the rule regarding capital receipts in As above. Already done Deputy Director for N/A Section D1 of the Strategy is extended to Children and Young cover nursery provision. People 2 (i) That officers develop a procedure to To improve Members’ By 31 October 2007 Deputy Director for The current plan consider trends in surplus places and the awareness of and Children and Young covers the period impact of future regeneration, and that these access to the People 2006 – 2009 and is are used to determine and prioritise school Wolverhampton School currently being organisation across the City to ensure that the Organisation Plan, which reviewed. order of closures/mergers is dealt with in a fair is reviewed annually, by and transparent manner. producing an Executive Information Item and submitting the outcome of the annual review for executive approval. 2 (ii) That the procedure be presented to the Report to Children and By 31 October 2007 Deputy Director for Children and Young People’s Scrutiny Panel Young People’s Strategy Children and Young when considering progress against the actions Panel. People from this review.
Recommendation Action Required/ Resources Timescale Officer Responsible Progress to Date (Service Group/ Organisation)
3 (i) That due consideration should be given to Adjustment to detailed By 30 September Deputy Director for Most of these the ethos of a school and its place in the procedures set out in the 2007 Children and Young requirements are Community by consultation with school Strategy for the People already covered in the governors and community groups. Organisation and Strategy but some (ii) That appropriate methods of consultation Development of Primary further detailed be used to take account of the ethnic diversity Schools. changes will be of the area. necessary. (iii) That Ward Members be kept informed throughout the consultation process. (iv) That all Members are informed of the number of surplus places (pupil place) compared with both net capacity and the admission limits. 4 That the Draft Strategy for the Organisation Report to Children and By 31 December Deputy Director for This work will need to of Secondary Schools be considered by Young People’s Scrutiny 2007 Children and Young be linked with the Members of the Children and Young People Panel. People Strategy for Change Scrutiny Panel. under Building Schools for the Future. Work on this is now underway. 5 That during the planning stage for new Liaison with senior officers Immediate Deputy Director for school build(s) the demography, regeneration in the Sustainable Children and Young and transport system in the City be taken into Communities Service People account. Group prior to seeking approval for formal consultation initially.
Recommendation Action Required/ Resources Timescale Officer Responsible Progress to Date (Service Group/ Organisation)
6 That the Children and Young People Costed project plan to 31 March 2008 Chief Children’s Scrutiny Panel investigate the reasons why be produced with Services Officer Wolverhampton parents choose out of City timescales that take (Quality and schools and what can be done to improve the account of other Improvement) take up of local school places including commitments. Plan to consulting with Primary and Secondary school be referred to Scrutiny pupils, staff and head teachers to establish Panel for approval. what changes are required. 8 That officers explore ways of developing Report to be produced 31 March 2008 Chief Children’s This work is already and strengthening links between primary and for Children and Young Services Officer underway because secondary schools in our City by building People’s Scrutiny Panel. (Quality and improving Key Stage relationships between schools, by examining Improvement) 2/3 transition is a key best practice with the aim to improve priority of Building transition between key stage 2 and 3 for all 10 Schools for the and 11 year olds in the City. Future. 9 (i) That the good work being carried out to Resources to be By 30 September Chief Children’s Timescale will develop educational partnership work in commissioned from EBP 2007 Services Officer depend on existing Wolverhampton is noted. Team. (Quality and work programme of (ii) That officers are requested to investigate Improvement) EBP Team. ways of securing sustainable funding for organisations such as the Timken Centre and receive a further report for consideration relating to options for sustainable funding. 10 That Cabinet recognise the best practice Appropriate rewording of By 31 July 2008 Chief Children’s and commitment carried out in schools in the School Organisation Services Officer Borough and that the Executive Member for Plan and other relevant (Quality and Children and Young People seeks to promote planning/policy Improvement) the following ethos in schools in the City to documents. encourage the take up of places in Wolverhampton schools: self discipline, respect, self respect, self worth, strong expectations from staff and pupils.