M12266 SOF Cover_Layout 1 10/09/2012 10:57 Page 1 Children and Families Setting and School Organisation Framework 2012 / 2013 www.milton-keynes.gov.uk Contents INTRODUCTION ........................................................................................................................................ 3 SECTION A: LEGAL AND NATIONAL CONTEXT ................................................................................... 4 A1 Early years education and childcare provision........................................................................4 A2 School provision .....................................................................................................................5 A3 The 14-19 reforms and 16-19 provision..................................................................................8 A4 Funding and land....................................................................................................................9 A5 Provision for children with Special Educational Needs .........................................................10 A6 Views of interested parties....................................................................................................11 A7 Rural schools........................................................................................................................12 SECTION B: LOCAL STRATEGIC CONTEXT........................................................................................ 13 SECTION C: THE CONTEXT OF MILTON KEYNES.............................................................................. 15 C1 The population of Milton Keynes ..........................................................................................15 C2 Organisation of early years education and childcare provision............................................17 C3 The organisation of school places ........................................................................................20 C4 The changing diversity of school provision...........................................................................21 C5 The historical demand for school places ..............................................................................22 C6 Meeting parental preference.................................................................................................25 C7 Pupil mobility ........................................................................................................................25 C8 Cross-border movement.......................................................................................................26 C9 Securing places for children with Special Educational Needs ..............................................27 C10 Ethnic groups .....................................................................................................................30 C11 Gender balance..................................................................................................................31 C12 Excluded pupils ..................................................................................................................31 C13 Education other than in schools .........................................................................................33 C14 Provision for the education of looked after children............................................................33 SECTION D: FUTURE DEMAND FOR PLACES .................................................................................... 35 D1 Early years education and childcare provision .....................................................................35 D2 The primary school sector ....................................................................................................37 D3 The secondary school sector................................................................................................39 D4 The special school sector .....................................................................................................40 D5 Future housing .....................................................................................................................41 SECTION E: MEETING FUTURE DEMAND FOR CHILDCARE, EARLY EDUCATION AND SCHOOL PLACES ................................................................................................................................................... 43 E1 Principles for addressing demand for early education and childcare provision.....................43 E2 Principles for addressing demand for new school places .....................................................44 E3 Principles for new primary school provision..........................................................................45 E4 Principles for new secondary school provision .....................................................................45 E5 Capital funding to support the provision of new school places .............................................46 E6 Planning to meet the demand...............................................................................................47 ANNEX A Housing sites planned from 2012 with projected number of additional pupils per year group 55 ANNEX B Planned new school place provision 56 ANNEX C Projected demand by liaison group 57 Introduction Welcome to the new edition of the Setting and School Organisation Framework 2012/13. This document seeks to outline Milton Keynes Council’s approach to managing settings and school organisation, in terms of: The statutory requirements placed on the authority The context of provision in Milton Keynes The process for assessing the demand for future provision, and Providing an outline of the future shape of settings and school organisation. This helps to form the basis of the council’s capital investment programme as well as providing a foundation for dialogue with elected members, senior officers, school leaders and developers. The effective and efficient management of the supply of school places is fundamental to raising children and young people’s achievement. The council’s ambition is to have the right number of schools, which are educationally and financially viable, of the right size and in the right locations. In Milton Keynes this is a particularly significant challenge as we have to manage near constant rising demand in the context of the government’s agenda for increasing school autonomy. We are committed to the principle of continuous improvement and always welcome comments. In order to inform the next edition of the School Organisation Framework (scheduled for publication in August 2013) we will be pleased to receive comments on the document until the end of December 2012. Marie Denny School Organisation and Planning Manager Milton Keynes Council 3 Section A: Legal and National Context The organisation of both settings and schools sits within an extensive legal framework, highlights of which are given below along with a brief synopsis of their national context. A1 Early years education and childcare provision A1.1 Childcare Act 2006 (including Education Act 2011 Amendments) The sufficiency of high quality childcare provision forms an integral part of the national strategy to alleviate child poverty and assist economic regeneration. The Childcare Act 2006 is a significant piece of legislation in terms of the professional nature of childcare provision and sets out the role of the local authority (LA) as a strategic market manager. The Education Act 2011 (EA 2011) sets out a number of minor amendments to this. Key principles of the Acts are: LAs and partners have to work together to improve outcomes of all children up to the age of five, reducing inequalities by ensuring integration of early childhood services The LA is the strategic lead for planning, supporting and commissioning childcare, and must assess the sufficiency of childcare provision LAs have a duty to secure sufficient childcare for working parents LAs have a duty to secure early years provision free of charge in accordance with regulations: Equivalent of 570 hours per year for children from the beginning of the term following their third birthday until statutory school age From 2013 this will include 570 hours per year for the 20% most disadvantaged children aged two From 2014 this will be extended to include provision for the 40% most disadvantaged children aged two 4 The introduction of the Early Years Foundation Stage framework supporting providers in delivering high quality early education and care for children from birth to five. A2 School provision Since 2010 two pieces of legislation have had a major impact on the relationship between a LA and a school and how new school places can be commissioned: the Academies Act 2010 (AA 2010) and the EA 2011. A2.1 Academies Act 2010 The AA 2010 enables schools to become academies via a new process that does not force the existing organisation to close. There are two distinctly different routes for schools to become academies. High performing schools can ‘convert’ to academy by choice as a result of a resolution of the governing body that the Secretary of State subsequently approves. Schools with a history of underperformance can be instructed to become ‘sponsored’ academies because the Secretary of State decides to make an Academy Order. The EA 2011 has amended the AA 2010 and these amendments include: 16–19 academies can be established Alternative provision academies can be established Academies are no longer required to have a specialism. An academy is an independent publicly funded school that