North Lincolnshire Council School Organisational Needs Assessment (SONA) 2016 People Directorate Capital Team 01724 297893 www.northlincs.gov.uk Contents Page Part 1: Introduction to SONA Appendices 1 Glossary and technical terms 88 Part 2: Primary schools’ estate needs assessment 13 2 Photograph credits 89 2.1 Overview of the primary school s’ estate 14 3 Maintained schools /academies sixth form census data 90 2.2 Barton District planning area 22 4 Special schools census data including sixth form 91 2.3 Brigg and District planning area 26 2.4 Barton Town planning area 30 2.5 Burton and Winterton planning area 34 2.6 Isle North planning area 38 2.7 Isle South planning area 42 2.8 Scunthorpe North planning area 46 2.9 Scunthorpe South planning area 50 2.10 Scunthorpe North and South adjacency analysis 54 Please contact us to discuss school organisation & Part 3 Secondary schools’ estate needs assessment 55 place planning issues 3.1 Overview of the secondary schools’ estate 56 People Directorate 3.2 Scunthorpe planning area 64 Capital Team 3.3 Brigg planning area 67 Hewson House 3.4 Barton planning area 70 Station Road 3.5 The Isle planning area 73 Brigg 3.6 Kirton planning area 76 DN20 8XB 3.7 Winterton planning area 79 Sandra Burniston (Access Manager – Capital and Visits) [email protected] Part 4: Proposed actions based on needs assessment 82 01724 297893 www.northlincs.gov.uk 4.1 Primary schools’ estate action plan 83 4.2 Secondary schools’ estate action plan 85 Control version 18.08.v1 Foreword North Lincolnshire’s Education and Skills Plan sets out the shared ambitions for educating children and young people in North Lincolnshire. The plan focuses on three overarching outcomes, which are: children to feel safe and are safe; children to enjoy good health and emotional wellbeing and children to recognise and achieve their potential The Education and Skills Plan acknowledges the importance of school place planning in achieving these outcomes through the: effective supply of mainstream places to meet community needs; creation of a sustainable and coherent estate for life-long learning; development of an infrastructure in which all providers can quickly adapt to new opportunities and New modern ‘teaching wall’ installed at Grange Lane Primary School provision of choice of high quality educational establishments for all our children and young people We know from talking to children and head teachers that providing modern and vibrant learning environments helps foster a sense of pride and has a positive impact on learning and behaviour. This is why we have invested over £85m in developing the schools’ estate over the last three years, which includes £45m Priority School Building Programme funding (PSBP) and £26.6m on the Building Schools for the Future project. As part of PSBP seven schools and academies will be rebuilt, which means that over 3,630 pupils will be attending a brand new school or academy by September 2017. Working in close partnership with school leaders, North Lincolnshire has an excellent track record of offering parents their first preference school. Despite increased pressure on school places in the primary sector, North Lincolnshire was ranked 11th best authority in England in 2016 for offering parents their highest preference school. I would like to thank school leaders for their help in achieving this positive outcome for all our children. We will continue to invest in our schools’ estate and use our funding to make sure we have a sufficient supply of school places in the right locations. If you have any thoughts on school organisation proposals, local authority officers will be pleased to discuss these with you. Cllr David Rose Cabinet Member for Children Families and Learning Executive summary Primary School Estate: Over recent years we have experienced growth in demand for primary school places. The total number of pupils in the primary sector has risen steadily from its lowest point in 2010 (12,348) to date (13,552), representing a growth of 1,204 pupils or (10%). Looking beyond 2016, growth in pupil numbers is expected to increase until 2018. Thereafter there will be a slight decrease over the following 3 years. In addition to population growth there are 72 approved strategic housing allocations / approved planning applications which could yield up to 1,600+ additional primary school places in existing planning areas; and the creation of new planning areas (Lincolnshire Lakes) could yield up to 1,500+ additional primary school places. Although it is proposed that three new primary schools will be built to meet demand for the Lincolnshire Lakes development, it is likely the nearby Scunthorpe primary schools will be required to accommodate additional pupils during the early phase of house building, prior to the new schools opening. The Scunthorpe planning areas are currently experiencing pressure on school places and consideration of further basic need investment is required. Barton Town has sufficient capacity to meet overall demand, but individual year groups are oversubscribed and the proposed housing developments will put further pressure across the planning area’s estate. Consideration of further basic need investment is required. Secondary School Estate: The anticipated total number on roll in North Lincolnshire is set to rise from 8,849 in 2016 to 9839 in 2023 (990 increase). The recent growth in numbers in the primary sector will start to feed through to the secondary sector and increase pressure on places. In addition to larger year groups, inward migration as a result of major housing developments will increase the demand on school places. Currently there are 72 identified strategic housing allocations / approved planning applications that could yield a further 1,300+ places and the Lincolnshire Lakes Development could yield a further 1,200+ pupils. It is proposed that existing local secondary schools will be expanded to meet increasing demand from the housing developments (including Lincolnshire Lakes). The Scunthorpe planning areas are currently experiencing pressure on school places and consideration of further basic need investment is required. Even without the housing developments, the equilibrium between supply and demand will be reached in 2020 and then be exceeded in future years. The Humber UTC opened in September 2015 for year 10-13 pupils (published admission number of 150). The anticipated admissions to the UTC for September 2016 into Y10 and Y12 is lower than the 2015 figures. The lower cohorts choosing to transfer to the UTC in year 9, means it has little impact on contributing to the solution for larger cohorts moving up from the primary sector. John Leggott College is in the process of establishing a 14-16 provision for September 2016 which may impact on future year 10 and 11 pupils in the local secondary schools. Similarly to the UTC, this will not impact on the solution for children moving into year 7. 1.1 Introduction The aim of the School Organisational Needs Assessment (SONA) is to help the local authority (LA) and the wider community understand the future demand for mainstream school places. The document provides the essential data-sets to help support and justify options for developing the schools’ estate. The plan itself does not routinely identify individual schools for change, but considers the future needs on a planning area basis. Where necessary, detailed option appraisals / feasibility studies may be developed thereafter. This assessment sets out the framework within which the LA will consider the organisation of school places and helps evidence the need for capital investment. The assessment includes detailed demographic information, and identifies a number of other issues that may have a significant impact on the need for school places. The information within this document is based on 2016 data, and will be updated annually. The document presents planning data over the longest possible planning horizon so that the LA, schools and other key stakeholders are able to take well informed, long-term, strategic decisions, aimed at securing the best possible outcomes for all our children. The requirement for a clear, over- arching organisation plan, whilst not statutory, is certainly important. A series of fundamental changes in legislation and national policy have changed the role of the local authority from being the sole provider of services to schools, to being both a provider and commissioner of education and children’s services. Our strategic aim is for all children and young people to have access to a good quality school place within their catchment area. 1.2 About this document The phrase ‘school organisational needs assessment’ refers to the process which is undertaken to map out how the local authority is able to match the ever changing demands for school1 places to our current supply of school places. Where the assessment identifies an imbalance between supply and demand, action is proposed to identify suitable solutions. The document is organised into the following four parts: Part 1: Background: The first part of the document describes the key factors relevant to place planning. Part 2: Needs assessment primary school place planning: The second part of the document looks at the 8 primary school planning areas with the aim of identifying whether there is sufficient number of school places to accommodate forecasted pupil numbers. 1 The word ‘school’ is generally used through this document to refer to any approved provider of mainstream school education, whether an academy or maintained schools. Where it is deemed appropriate to draw a distinction between academies and schools, then the appropriate category has been applied. 1 Part 3: Needs assessment secondary school place planning: The third part of the document looks at the 6 secondary school planning areas with the purpose of identifying whether there is sufficient number of school places to accommodate forecasted pupil numbers.