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									Education & Libraries Directorate




     Planning For Schools
           2005-10

            DRAFT
                       PLANNING FOR SCHOOLS

                               CONTENTS



                                                                   page

Part 1.      Introduction                                          03

Part 2.      Policy Framework                                      06

Part 3.      Context                                               19

Part 4.      Key Indicators and Planning Tools (Organisation and
             Capital)                                              31

Part 5.      Deliverability                                        40

Part 6.      Funding                                               44

Part 7.      Issues and Opportunities                              47

Part 8.      Achievements and Initiatives                          48

Part 9.      Conclusion                                            53

Appendix 1 Key indicators for school place planning

Appendix 2 Building condition data
               Repair and maintenance costs
               Suitability rating
               Total repair costs including backlog
               Rebuild cost – floor area x DfES cost guidelines

Appendix 3 Building energy costs

Appendix 4 Building sufficiency

Appendix 5 Map indicating City schools




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                       PLANNING FOR SCHOOLS

PART 1 INTRODUCTION

Planning for schools has existed and been legislated for, as long as there
have been publicly provided schools.

The (original) Scottish Parliament was the first legislature in the British Isles to
concern itself with such matters - in the 17th century. England, Wales and
Ireland were later. The National Schools of the 19 th century, the triennial
school building programmes of the post - 1870 school boards, and the
programmes of educational development that authorities were required to
produce between the two world wars, all bear witness to the need to plan a
system if it is to deliver coherent outcomes for children and young people.

More recently, School Organisation Plans have undertaken the same task, but
perhaps with a different emphasis. The school boards knew what they had to
do - to provide a universal entitlement to a school place and to reduce class
sizes. Where possible, old or unsatisfactory buildings needed to be replaced
or refurbished. This raison d'etre for school planning continued through to the
post 1944 Act era, almost until the late 1960's. Planning then became much
more about school mergers and closures and reorganisations at secondary
level.

We are now in a new era of “school commissioning " or will be if the white
paper, “Higher Standards, Better Schools for All " reaches the statute book.
The principle will, however, be essentially the same and, perhaps, rather
nearer to that governing the school boards who provided new schools, where
there was a deficiency in places offered by the other providers - principally the
Church.     Local authorities have never been exclusive providers and
Newcastle already has a mixed economy of voluntary aided, controlled, PFI
provided and community schools. An academy and replaced or refurbished
schools, delivered through a local education partnership, will soon join the
Newcastle family of schools.

Schools have never existed in a vacuum and it is now more than ever
important that a planned and responsive school system takes on board the
corporate regeneration context and the vision and priorities of elected
members. It is in itself a significant part of the Children and Young People's
Plan (CYPP). This way the outcomes envisaged in the Every Child Matters
framework can be achieved and schools, as institutions, can be major
contributors to the regeneration of the City.

The Corporate Vision
The City Council wants to create a vibrant, inclusive, safe, sustainable and
modern European City. It believes that improved educational standards are



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central to achieving this vision. The Council has a number of objectives to
deliver the vision, including:

       “To improve educational attainment and support all citizens to fulfil their
       aspirations and potential, to encourage everyone to learn, develop
       skills and build self-esteem”

The Children and Young People’s Portfolio
The priorities of the Children and Young People’s Portfolio are:

      To raise educational attainment
      To ensure inclusion both socially and educationally for every child and
       learner, with a focus on improving achievements and life chances
      To create positive learning environments by working with funding
       partners and communities
      To ensure the best possible start in life for children and their families
      To endorse the concept ‘Every Child Matters’ and work in active
       partnership to implement the provisions of the Children Act
      To increase employment prospects.

The Education Vision
The education vision is:

       “To raise the aspirations, opportunities and achievements of all
       Newcastle residents and create a culture of learning that enhances the
       creativity and the economic prosperity of the City”

The Education Strategic Vision supports the Newcastle Plan developed by the
Local Strategic Partnership, and the City Council’s Regeneration Strategy.
These strategies are centred on the development of sustainable communities,
that are economically viable, so that the decline of Newcastle can be
reversed. Newcastle City Council therefore recognises the value of a strong
educational resource to the wider community. Improving the quality of school
buildings through capital investment is seen to be central to its strategic aims.

The former school organisation plan and the separate education capital
strategy underpinned both the corporate and education vision for learners in
the city. ” Planning for Schools” will maintain and develop this role.

The statutory requirement to produce a school organisation plan has been
abolished along with the requirement to submit written asset management
plans to the Department of Education and Skills (DfES). These and other
plans have been replaced by the Children and Young People’s Plan. (CYPP)

The CYPP is a key element of the reforms underpinned by the Children Act
2004, and aims to bring key partners together to produce a single, strategic,
overarching plan for all local services for children and young people. It will set


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out the outcomes that we want for every child – that they should:

      be healthy
      be safe,
      enjoy and achieve,
      make a positive contribution to society
      achieve economic well-being.

The CYPP should include a ‘Strategic Plan for the Pattern of School Places’
and there is an expectation that a more detailed school-planning document
will sit beneath the CYPP. “Planning For Schools” will therefore support the
CYPP.

The education capital strategy, underpinned by the asset management plan,
supports and enables the delivery of the school organisation strategy and also
sits beneath the CYPP.

The joining up of these two strategies, into a single cohesive document
contributes to the City Council’s overall vision regarding assets:

“to ensure a coordinated and joined up approach to the use of resources to
best deliver strategic aims and priorities”.




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PART 2 POLICY FRAMEWORK

All planning for schools (i.e. school organisation and capital strategy) will now
have to take place within the context of the Government’s recent white paper
“Higher Standards, Better Schools for All”.

The proposals in the White Paper change the role of the local authority (LA)
from that of provider to commissioner of school places. Local authorities will
have a duty to promote choice, diversity and fair access to school places and
will have to act decisively where schools are failing and under-performing.
They will have to facilitate arrangements by improving access to free school
transport for parents who are on benefits.

In essence this means:

      It will be easier for new schools to be established where there is
       parental demand or demand from a particular faith group, for example;

      The School Organisation Committee will be abolished and its role
       transferred to the local authority. Any disputes at local level will be
       determined by the Schools Adjudicator;

      Local authorities will have to work with the new Schools Commissioner
       (similar to the Children’s Commissioner) to ensure more choice and
       diversity and easier access to disadvantaged pupils to good schools in
       every area; and

      There will need to be increased co-operation with the Learning and
       Skills Council (LSC) at local level in respect of 14-19 education.

These proposals will be underpinned by Building Schools for the Future and
targeted capital funds whose role will be to actually deliver new or refurbished
school places required by the Planning for Schools Strategy.

The final chapter of the White Paper which deals specifically with the new role
for local authorities, comments that:

      the local authority must become a champion of parents and pupils in
       their area, commissioning rather than providing education;

      the provision of new schools is opened up to greater competition with
       the expectation that all new schools will be either trust or foundation
       schools;

      all existing community and voluntary controlled schools will be able to
       acquire trust or foundation status, thus putting them on the same basis
       as voluntary aided schools;


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      local authorities will have new powers and duties to enable them to
       undertake the commissioning work ;

      there is a further reference to promoting choice, diversity and fair
       access.

      The local authority will also have a duty to map what is needed in their
       area looking at demographics, diversity and demand to ensure
       sufficient supply of places, letting popular schools expand or federate,
       closing schools that are poor or fail to improve within a year and
       running competitions to open new or replacement schools.

      Specify for new and replacement schools what the schools should
       provide, the community it should serve and how it should work in
       partnership with other schools and services;

      If the majority of secondary schools become trust or foundation
       schools, they will become their own admissions authorities so the local
       authority will acquire an objective role in providing choice advisers to
       advise parents as to what might be the most appropriate school for
       their child given their preferences and the ability and aptitude of a
       particular child.

The Planning for Schools Strategy will have to become an integral part of the
CYPP and all schools will have to have regard to that latter plan.

The effect of this is likely to mean very quick and radical changes to the
pattern of provision, with school expansions and school closures, to provide
more places in what are deemed good schools without merely increasing the
overall supply of places.

Another immediate effect of a rapid move to foundation or trust status would
be that secondary schools would become much less community based and
the existence of a nominal feeder school system would at any rate have to be
questioned.

The LA’s strategy for school place planning is underpinned by a number of
principles, which in turn support the government’s national priorities for
education and the City Council’s priorities and strategies.

Government Legislative Requirements
   Every Child Matters Outcomes Framework
   The 10 Year Strategy for Childcare
   5 Year Strategy for Children and Learners
   The Youth Green Paper
   Children Act 2004
   The White Paper, “Higher Standards Better Schools for All.”



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Local Authority Policies
   The Newcastle Plan
   The Corporate Regeneration Strategy
   School Improvement Strategy
   14-19 Education Strategy
   Special Educational Needs and Social Inclusion
   Partnership working and community cohesion

The Strategy also underpins the five key elements of The Every Child
Matters (ECM) Outcomes Framework
   Be healthy
   Stay safe
   Enjoy and achieve
   Make a positive contribution
   Achieve economic well being

The particular outcomes to which this strategy contributes are

3.4   Children and young people are enabled and encouraged to attend and
      enjoy school and achieve highly
3.4.1 There are sufficient, suitable and accessible school places
3.6   All children and young people can access a range of recreational
      activities, including play and voluntary learning provision
3.6.1 There are safe and accessible places where children and young people
      can play and socialise.

Government legislative requirements and local policies are looked at in more
detail below.

Government Legislative Requirements

The Five Year Strategy
The Five Year Strategy for Children and Learners sets out the Government’s
plans for a reformed system of strong autonomous schools and a modernised
role for local authorities acting as commissioners, rather than direct providers,
of services for children and learners in their areas. The recent white paper
develops this theme further. The strategy promotes:

Foundation Schools
Foundation status gives freedom for all community and voluntary controlled
secondary and primary schools to own their land and buildings, manage their
assets, employ their staff, become an admissions authority and forge
partnerships with outside sponsors and educational foundations. At present
one in three schools enjoys some or most of these powers. In future all
schools – except those which are failing – will have a right to take on all these



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powers. The government believes that independence will create far more
good local schools from which parents can choose. Foundation status would
put community schools on the same basis as voluntary aided schools.

The development of extended schools and the integration of children’s
services is also a key feature of government thinking. This will not be
facilitated by the increase in quasi-autonomous institutions that might not
necessarily co-operate. There is also no evidence as to how foundation
status will promote educational achievement

Currently no Newcastle school is known to be considering foundation status

Expansion of Successful and Popular Secondary Schools.
Every parent should be able to choose an excellent secondary school for their
child. One way of doing this is by increasing the supply of places at existing
popular/successful schools. There is no ‘surplus places rule’. All successful
and popular schools may propose to expand, where they believe they can
sustain their quality. The government has dedicated capital funding to
encourage expansion, and strong guidance has been given to local decision-
makers that they should allow expansion in all but exceptional circumstances.

Authorities are encouraged to organise provision in order to ensure that
places are located where parents want them. In the case of any unfilled
places at any schools, especially where these are increasing, the authority
should take positive action to remove those at schools where parents do not
choose to send their children, and which are least successful in raising
standards.

Competitions for New Schools
Competitions for new schools will be mandatory. This will enable parents’
groups and others to promote schools, including smaller schools. The leaders
and governors of successful schools will be encouraged to establish entirely
new schools and federations in response to parental demand.

Choice and Diversity
The Government believes that the way to transform secondary education is
                                                     is the development of
independent specialist schools in place of the traditional comprehensive.
Schools will differentiate themselves according to their individual ethos,
special character and areas of specialist expertise. Strong independent
specialist schools will also ensure that every pupil has the personalised
teaching they need to succeed.

Universal Specialist Schools
Every school will be able to become a specialist school with a mission to

take on a second specialism to develop their mission further. A school that



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builds                                   on   its




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individual strengths and develops a clear sense of its own ethos and
character is more likely to raise standards and to be successful. Schools
have the opportunity to work to their strengths, enabling them to take the lead
in their area of expertise and to drive innovation.

High-performing specialist schools will have the chance to become training
schools or leaders of partnerships; those without sixth forms will have new
opportunities to develop sixth form provision.

New providers
Choice also implies greater diversity of provision and providers. This will
mean actively encouraging a wider variety of providers in some localities and
sectors. It may mean lowering the barriers to new types of providers to enable
them to come into the system and to replace weak services. And choice within

some, real choice will be offered by information technology making it possible
for people to learn from home.

Traditional Partners
The authority has traditionally worked in partnership with the Roman Catholic
and Church of England Dioceses to secure and maintain a denominational
mix of education provision in the city. More recently it has established
partnerships with the University of Newcastle and the Academies Unit of the
DfES. The opportunity also exists for other independent promoters to make
proposals and develop partnerships with the authority, if there is any
deficiency in secondary school places that would require the establishment of
a new school.

Collaboration
The LA seeks to promote interdependence of schools through clusters and
partnerships, especially for exchanging good practice and to affect a range of
new school improvement activities, which create mutually supportive
networks. It supports clustering around common characteristics and needs,
e.g. benchmarking groups, schools in challenging circumstances, and builds
on the successes of EAZs, beacon schools, Excellence in Cities and
Specialist Schools and the Newcastle Learning Partnership.

Maintained schools will be encouraged to develop increased collaborative
arrangements with other maintained schools by joining together in a
federation. The government believes that federations have great potential to
raise standards by enabling schools to share and learn from their strengths,
share ideas and good practice, thereby enhancing the quality of teaching and
learning and leadership. Federated schools may have joint meetings of
governing bodies and joint committees. Some schools may wish to share
leadership across a number of schools or see increased collaboration as a
way of tackling inclusion issues such as provision for special educational
needs or hard-to-place pupils. Weaker schools and departments within



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schools will benefit from the influence of stronger schools and departments.

Community Cohesion
The areas which appear to be most successful in uniting different
communities are those which combine an emphasis on shared values and
common citizenship with a positive approach to celebrating diversity. Schools
have a key part to play in promoting community cohesion by providing
opportunities for young people from different backgrounds to learn from each
other: by encouraging through their teaching understanding of and respect for
other cultures and faiths, and by activities in the community which help to
build bridges between different ethnic groups.

Academies Programme
The government is seeking to expand the number of academies nationally to
200. All LAs must consider them as part of their BSF/School Organisation
Strategy. Academies operate as independent schools within the state system,
some will replace under-performing schools; others will be entirely new.

Building Schools for the Future

sevenfold increase in the schools capital budget since 1997, will give every
secondary and special school, the buildings, facilities and information
technology it needs to succeed. It will also drive reform in each locality,
including the expansion of popular schools, the closure of failing schools, and
the establishment of new schools and sixth forms.

Schools Workforce Reform
The remodelling agenda is strongly linked to the transformation of education
agenda which the LA is actively pursuing. Remodelling is therefore closely
aligned to Planning For Schools since it will lead to new approaches to
teaching and learning and the design of learning spaces.

Local Policy

The new Planning for Schools Strategy also sits within a number of other
policy framework areas which are prepared in partnership with key
stakeholders including Schools Forum, Learning and Skills Council (LSC),
Governors, Headteachers, Members, and Diocesan Representatives.

These are identified in the following paragraphs.

Supply of School Places
Newcastle City Council has a statutory duty to secure sufficient and suitable
school places and to keep all its educational provision within the area under
review to promote higher standards of attainment. This should be within high
quality, stimulating and successful learning environments.

The Local Authority (LA) is also committed to providing a broad choice of


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curriculum activity and to providing quality support services to schools. The
LA needs to identify what school places are needed at present and in the
future and how they will be provided. Discharging this duty may involve:

       opening new schools or adding places to existing schools where there
        is over demand.
       reducing in size or closing schools with surplus accommodation.

It is essentially responsible for the pattern of school provision as provided for
in the White Paper.

The challenge for the LA in attempting to secure “value for money” and good
quality education for all, is to provide the right number of places in the right
locations. This means:

       Reviewing the number of pupils that can be accommodated in each
        school (net capacity assessment)
       Reviewing projections of pupil numbers,
       Improving the quality and effectiveness of the education provided,
       Responding to parental preference,
       Identifying historic tends in population movement to and from other
        LAs, between different planning areas within the authority and the
        independent sector.

The number of pupil places available in each primary and secondary school is
determined using DfES net capacity formulae. These formulae calculate the
amount of accommodation in a school and hence the optimum number of
children that can be admitted into each year group.

School Performance
School performance is central to the authority’s approach to any alterations to
school provision. The LA is committed to providing the very best for its young
people; it wants to provide an educational system that has high expectations
of every learner, which builds self-esteem, life and learning skills, as well as
ensuring high academic standards. The LA works with its partners (schools,
communities, diocesan bodies, other learning providers) identifying what
needs to be done to build centres of excellence across the city. The LA is
committed to the principles of valuing diversity, reducing inequalities of access
and entitlement, and the promotion of social and educational inclusion

Special Educational Needs (SEN) and Social Inclusion Strategies
The strategy is based on a strong commitment to ensuring equal opportunities
for all learners to achieve their potential, and a belief that this outcome is as
dependent on the attitudes and approaches of educators as on their skills and
resources. The authority is strongly committed to the principle of inclusion.




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The strategy is based on principles of:
    entitlement: access for all to a rich, varied and challenging curriculum
       giving maximum opportunity to achieve their potential;
    meeting need: planning the curriculum to meet the needs of all
       learners, pre-empting areas of likely difficulty;
    high expectations: setting high and rigorous standards for the
       teaching and attainments of all learners;
    equal value: valuing, measuring, being accountable for, publicising,
       and celebrating the achievements of all learners equally;
    social and academic inclusion: each child has full access to the life
       of the school and community.

The LA’s Access Strategy is to ensure the accessibility, in its widest sense, of
all Newcastle Schools. This strategy will ensure that the LA will provide fully
accessible schools through a staged approach that takes into account
geographical spread, age appropriate provision, denominational and single
sex schooling as well as the incidence of pupil needs.

The City Council is committed to ensuring access to an appropriate curriculum
for all pupils, working in partnership with other agencies and voluntary bodies
to facilitate an inclusive approach, with strategies to reduce disaffection and
ensure the highest levels of participation in learning.

The City Council wants all learners to have access to its facilities; the LA will,
therefore, ensure all of its buildings used to deliver its services, are fully
accessible in line with Disability Discrimination Act.

The changing incidence of special educational needs, including revised
projections of future needs, has led to the identification of a need for
increased provision for children with autistic spectrum disorder (ASD).
Newcastle Schools PFI II project includes the replacement of Thomas Bewick
Special School, which will provide a fit-for-purpose school for pupils
diagnosed with ASD. This will be, to the LA’s knowledge, the first purpose
built school of this kind in the public sector in the country.

The City Council’s Building Schools for the Future proposals also include the
modernisation of the existing facilities for secondary students at Sir Charles
Parsons School and Trinity School. This will greatly improve the facilities for
students with profound learning difficulties, severe learning difficulties and
emotional, social and behavioural difficulties (ESBD).

The LA has adopted a broad definition of inclusion, seeing it as a means of
extending the effectiveness of comprehensive education, in challenging,
engaging and catering equally for all its students. This includes the
expectation in the Code of Practice for SEN that wherever possible students
with special needs or a disability should be educated in mainstream schools
and fully included in the life of the school.


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Pupil Behaviour and Attendance
The LA’s Behaviour Support Plan promotes positive behaviour and the social
inclusion of pupils. The plan involves multi-agency involvement in a wide
range of strategies and initiatives to support schools and individuals
experiencing behaviour problems.

The LA recognises the impact the building environment has on the behaviour
and learning of the individuals that populate them. Research from
environmental psychology highlights the effects of the built environment on
human behaviour. For example, conflict can be removed by removing ‘pinch
points’ in buildings, crowded environments are known to lead to detachment
and withdrawal and, positively, it is known that less informal breaks are taken
when working in a comfortable environment.

In schools, thoughtful design can remove bullying opportunities and the
provision of safe, pupil owned spaces reduces vandalism, promotes good
social behaviour and creates a positive learning environment. The strategy
will help to ensure that the new school designs create built environments that
promote positive behaviour and effective learning.

School Improvement Strategy (SIS)
The SIS is founded upon a small number of general principles:

      All schools are capable of improvement
      School improvement strategies are most effective when owned by
       schools and are based on accurate self evaluation
      Schools and the LA share responsibility for securing the entitlement of
       all pupils to good quality education
      The LA has a key responsibility to support and challenge schools in
       their quest for ever higher standards of achievement for all pupils (both
       personal and academic)
      Schools and the LA have a duty to respond to the external challenges
       offered by national initiatives
      School/LA relationships, grounded in mutual respect and
       understanding of their complementary but separate responsibilities for
       school improvement, are the ones most likely to sustain improvement
       and to achieve city-wide objectives
      School improvement measures embrace qualitative and quantitative
       dimensions. The development of a positive ethos, where all pupils’
       contributions are valued and encouraged will promote learning and
       achievement

Supporting schools causing concern
Where schools are identified as causing concern consideration will be given to
whether capital investment can improve specific curricular areas to support
the school improvement plan. For example, many of the schools in the


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second PFI project provide education in challenging circumstances and,
therefore, the new school facilities are seen as key drivers not only for
educational improvement but also wider regeneration.

14-19 Education
The 14-19 strategy is driven by the 14-19 City Board of Newcastle Learning
Partnership. The vision is a city with a vibrant, dynamic culture of lifelong
learning that provides diverse and flexible opportunities engaging all young
people in learning. The partnership has developed the following aims:
    To raise the aspirations and develop the entrepreneurial skills of all
       young people by working together to create a culture of learning
    To develop a broad range of visible and relevant learning pathways
       that are attractive to and accessible by all young people
    To engage all young people in appropriate learning by pursuing
       targeted strategies for inclusion
    To provide high quality teaching and learning in all schools, colleges
       and work-based learning providers to maximise attainment
    To provide excellent guidance and pastoral support for all young
       people
    To ensure robust collaborative arrangements are in place to secure
       effective implementation and maximum impact.

Primary Enrichment Strategy
The primary enrichment strategy sets the goal for every school to combine
excellence in teaching with enjoyment in learning. The vision is for a sector
where high standards are obtained through a rich, varied and exciting
curriculum which develops children in a range of ways and engages them
more effectively.

The support given to literacy and numeracy strategies is being extended to
modern foreign languages, PE and music with an emphasis on arts and
creativity. Excellent education will be tailored to each child’s needs, setting
them up to engage with their schooling and succeed in secondary education.

New school buildings and/or the opportunity to create flexible, multifunctional
spaces within existing schools will allow pupils to experience a range of
extended activities that will engage them better with their schools and provide
the facilities for schools to offer genuinely additional enrichment opportunities.

Extended Schools
Newcastle LA is seeking to develop extended schools at the heart of their
communities, as part of the citywide regeneration strategy. Extended schools




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bring together in a single locality, professionals from a range of services
including the provision of education, family support and health education and
promotion services. They focus on the needs of children and young people
and engage with families and the wider community.

Provision can also be made for a number of pre-school services, study
support schemes out of school hours and during holidays, sports facilities,
and adult learning and the school can be a focal point for the community to
engage in all aspects of lifelong learning and other council services such as
community libraries, leisure facilities and external services such as health
providers. It is firmly believed that the provision of extended schools will raise
attendance and cut truancy, which in turn will help raise standards. The multi
agency approach will also help to develop the whole child, whilst increased
community provision and support will help to develop the whole family and the
perception of the school as the heart of the community. This will maximise
the benefits to the whole community as it also allows appropriate partnerships
to be developed and ensures the longer sustainability of schools.

Further details will be set out in the Newcastle Extended Schools Strategy

Children’s Centres
Better outcomes for young children (0-5 years) and their families will be
delivered by the development of a network of children’s centres. The centres
will bring together, not necessarily in one building, locally available services
delivered by a range of different individuals working from the maintained,
private and voluntary sectors in health, education, social care and community
development.

Children’s centres and extended schools will work very closely together,
sharing information and making sure that everyone can have the support that
they need when they need it and from someone close by.

Further details will be set out in the Newcastle Childrens Centre Strategy

The Regeneration and Economic Well-being of the City
The City Council’s regeneration strategy aims to improve the quality of life for
its communities and play a leading role in the sustainable growth and
prosperity of the region by:

      Strengthening the economy
      Improving transport/access/connectivity
      Reinvigorating the housing market
      Transforming education and skills
      Promoting inclusion and community cohesion
      Improving health and well being

The Council believes that improved educational standards are central to the


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success of the City’s regeneration strategy and that successful and popular
schools are the heart of local communities.

The potential impact of the City’s regeneration strategies must be considered
when any changes to school organisation are proposed. Regeneration plans
could lead to both increases and decreases in school population and the
relocation of schools to match identifiable communities. New housing
developments such as Newcastle Great Park will also impact on school
provision in the city.

Health and Safety
The removal of serious health and safety concerns in schools and risk
management is paramount

The LA is committed to the removal of urgent work to prevent the immediate
closure of premises, and to address any items that pose an immediate high
risk to the health and safety of occupants, or remedy a serious breach in
legislation. Promotion of health and safety is a top priority in the Asset
Management Plan. Significant progress has been made to reduce the risk of
Legionella, and other water borne infections, the removal of asbestos, and the
reduction of backlog condition work in all schools in the LA.

The LA has had a robust security strategy in place for over ten years. This
has concentrated on physical security at school sites including fences and
shutters and other barriers to entry. Electronic security - alarms, CCTV, and
door entry systems, and improved fire safety have been added to provide a
high level of property protection.

The health and safety of pupils and staff is a top priority for the LA and
complements previous measures to improve physical security. The LA is
developing its policy to include the risks associated with people, as well as
service planning, finance, and management strategies. Individual risk
assessments of schools are conducted on an annual basis to maintain
information on the key risks in the LA’s assets; this informs the allocation of
specific risk management funding on a basis of prioritisation.

Risk Management
The LA‘s Risk Management Policy has been developed using a full risk
management audit of the LA by external consultants as a basis. This has
resulted in a risk management champion at a senior level within the
directorate. During 2005 a new officer was appointed to assist with the roll
out of risk management, which has been integrated into the service planning
process. The new appointment will also assist with ensuring the “corporate
approach” is embedded and in “raising awareness” across the service areas.

Physical Education and Sport Development
The Physical Education and Sport Development Plan is aimed at targeting



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funding to improve physical education and sports facilities and the quality of
the curriculum. This will include work to help address health issues,
especially to promote active lifestyles. The LA will allocate resources to
schools with regard to other funding sources such as PFI, Asset Management
Plan and the Social Inclusion Agenda.

Lifelong Learning
The LA believes that lifelong learning opportunities should be available for all
people and is developing partnerships with schools, libraries, early years
services, LSC, and the universities, so that a range of opportunities can be
provided from early years through to adult learning.

The Early Years Development Plan addresses childcare issues and the
expansion of free early education places in the voluntary, private and
maintained sectors. It also covers the provision of quality education for early
years learners and support services for parents to improve the health and well
being of children and families.

The LA will target capital resources to improve facilities for early years in its
nursery, primary and first schools. In addition, it will continue to work closely
with the Early Years Service and other partners, such as Sure Start and the
Neighbourhood Nursery Initiative, to ensure further projects can be
developed.

The LA promotes life long learning through its Learning City Unit. This
supports a range of life long learning opportunities both in schools, voluntary
and community buildings. In particular the City Council is rebuilding the City
Library through a PFI project and this will include provision of adult and early
learning.

The Education and Libraries Directorate have a corporate role in promoting e–
learning within the city. West Gate City Learning Centre is a new building
equipped with state of the art computer equipment. The LA’s plans have been
and continue to be ambitious, exceeding National Grid for Learning targets
(NGfL). For example, all schools have whole school local area networks and
are connected to a broadband wide area network.

The delivery of the wider education ICT strategy which is aimed at harnessing
ICT to motivate and engage young people, enhancing the skills of all
residents, modernising the learning environment in schools and supporting
the community use of schools. The LA has a comprehensive ICT strategy
that establishes appropriate links with ICT and e-government at a corporate,
regional and national level, using both schools and libraries.




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PART 3 CONTEXT

The following paragraphs set the context within which the strategy operates,
giving both statistics and narrative.

School Organisation and Planning Areas
In September 2005, there were 37,200 pupils in 98 schools in Newcastle.

                                                   Community Voluntary     total
                                                             Aided
Nursery   School/Early                       Years 7         0             7
          Centre
primary   First + nursery unit                       5              1      6
          First                                      2              0      2
          Primary + nursery unit                     35             12     47
          Primary                                    8              9      17
Secondary Middle                                     3              0      3
          11-18 years                                6              4      10
          13-18 years                                1              0      1
Special   Primary                                    1              0      1
          secondary                                  1              0      1
          5-19 years                                 1              0      1
          7-16 years                                 1              0      1
          hospital                                   1              0      1
Total                                                72             26     98


                                 Actual and Projected Pupil Numbers

                      37000
                      36000
   number of pupils




                      35000
                      34000                                              NOR
                      33000                                              CAPACITY
                      32000
                      31000
                      30000
                              2005   2006   2007   2008   2009   2010
                                              year




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                                  Actual and Projected Primary School Pupils

                       21500
                       21000
                       20500
   Number of Pupils



                       20000
                       19500
                       19000                                                      NOR
                       18500                                                      CAPACITY
                       18000
                       17500
                       17000
                       16500
                       16000
                                2005    2006   2007   2008   2009   2010
                                                  Year




                               Actual and Projected Secondary and Middle School
                                           Pupils (excluding 6th form)

                       15600
   numbers of pupils




                       15400
                       15200
                       15000
                                                                                  NOR
                       14800
                                                                                  CAPACITY
                       14600
                       14400
                       14200
                       14000
                                 2005   2006   2007   2008   2009   2010

                                                  year


Population Profile
The Office for National Statistics (ONS) population projections indicates that
the population in the City will continue to decline. Over the period 2003-11, a
2% decline is projected in the population of the City, from 266,600 to 261,700,
with more marked declines in the child population.

The Council’s aim is to turn around the trend of population decline. Under the
preferred population change scenario the population would rise to around
275,000 by 2021 and by 2011 would have risen slightly to around 268,500,
i.e. 2.6% above the trend-based projection. However, working on the
assumption that the age distribution of the population in 2011 will be as


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projected by the ONS, then the increase in overall population will not
compensate for the decline in the proportion of the population of school age.

School Age Population in the City

Age                  Population          Population     Percentage
                     2003                2011           change
0 to 4               14,000              13,100         -6.2
5 to 9               14,700              13,100         -10.7
9 to 14              15,800              14,500         -8.4
15 to 19*            19,400              20,100         +3.7
Primary school age   21,000              18,900         -20.1
Secondary     school 15,800              14,500         -8.4
age

*includes students moving into the City in increasing numbers.

School Age Population by Area
Area     Primary      Primary         %         Secondary        Secondary      %
         school       school          change    school           school         change
         population population                  population       population
         2001         2011                      2001             2011
Gosforth 2,700        2,600           -4.0      1,900            1,900          0
Inner    2,900        2,500           -14.0     2,500            2,100          -10.0
East
North    3,200        2,600           -19.0     2,300            2,000          -13.0
Central
Outer    3,400        2,900           -15.0     2,500            2,200          -12.0
East
Outer    4,400        3,600           -18.0     3,200            2,800          -13.0
West
Inner    5,800        4,800           -17.0     4,200            3,600          -14.0
West

Surplus Places
Overall there are, in each area of the city, sufficient school places to
accommodate the local children.

The level of surplus places across the city and all sectors at 11% is within
acceptable levels. However, in certain areas of the city the level of surplus
places is much higher. At individual school level the number of empty places,
in some instances, is in excess of 30%. Given the demographic trends across
the city, the number of surplus places is likely to increase in coming years,
unless action is taken to address this issue. The LA must consider ways to
reduce surplus places. This does not necessarily mean closing schools, but it
is essential that financial and educational stability are maintained.



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Secondary School Sector
At 6% (4% excluding 6th form), the number of surplus places in the secondary
sector is low. This does not give much flexibility within the system and,
therefore, reduces the opportunity for parents to have some choice of school
for their children. The surplus places in the system have been reduced in
recent years and this has led to an increase in the number of admission
appeals. Several schools have overcrowded year groups. Surplus places are
projected to increase slightly in the city over the next few years.

The number of surplus places in secondary schools are not evenly spread
across the city. With the exception of the Outer East no area has more than
10% surplus secondary places. There are more empty places in the voluntary
aided and voluntary controlled schools than in the community secondary
schools. The percentage of empty places reduces in all areas if 6 th form
numbers are excluded, with the exception of the Outer East where they
increase to 15%. By 2010, the percentage of surplus places in North Central,
Inner West and Outer West are projected to remain at similar levels. In the
Inner East and Outer East they will rise, with the steepest increase in empty
places being in the Outer East.

Surplus places in Gosforth high and middle schools are also projected to
increase unless the numbers of pupils generated by the new housing in the
Great Park materialise. Evidence, to date, shows that the Great Park
development has not has a significant impact on schools in Gosforth.

Primary School Sector
With 14% surplus places overall in the primary sector the number of empty
places is acceptable. There are significantly more surplus places in
community schools (16%) than the voluntary aided sector (8%). There are
currently 15 primary schools with more than 25% surplus places and a
number of these have more than 30% surplus. Half of the primary and first
schools in the city (39) have more than 10% surplus places, and 20 of these
have 20% or more. With the exception of Gosforth and North Central, all
areas of the city have more than 10% surplus, with the outer east having the
highest percentage of empty places.

The number of surplus places in the primary sector are expected to increase
in coming years in most areas of the city.

Nursery Sector
16% of maintained nursery places are surplus. 17% in nursery classes and
12% of nursery school places are empty. One third have in excess of 20%
surplus places.   Only 30% of nursery classes and schools are fully
subscribed.




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Actual and Projected Pupil Populations by Area
For purposes of school place planning the LA has designated planning areas.
The city is divided for the most part by geographical areas similar to the
community planning areas. School pyramids are also taken into account for
community schools. Voluntary aided secondary schools take pupils from
primary schools across the city. As stated earlier in this document the City is
faced with a general population decline in primary and secondary schools
owing to high mobility from the City and a general overall population decline.


GOSFORTH AND NORTH NEWCASTLE

sector               number              capacity        no. on roll    surplus
                                                                        places
First                      7                   1592              1421          171
VA First                   1                    140               148           -8
VA Primary                 2                    420               419            1
Middle                     3                   1410              1309          101
High                       1                   1563              1682         -119
Nursery                    6                    156               116           40


                  Gosforth & North
            September 2005 % surplus places




                                           % surplus places




  -10      0    10    20       30   40
        percentage surplus places



        There are sufficient places within the existing schools in all sectors to
         accommodate local pupils. A significant number of pupils within the
         Gosforth schools live outside the area – more than 50% of pupils in
         some schools.

        The numbers of surplus places are projected to increase even with a
         forecasted rise in the number of pupils from the Great Park entering the
         Gosforth school pyramid. The impact of Great Park residents on the
         school system, to date, has been negligible. The opening of a new first
         school in September 2007, in the Great Park may add to the number of
         surplus places elsewhere in the system, although it will provide an
         essential focus for the new community of the Great Park.


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        One community first, the voluntary aided first and both Roman Catholic
         primary schools are very popular and regularly oversubscribed. The
         RC schools serve three parishes and the vast majority of their intake
         are catholic pupils from these parishes. One first school is regularly
         under subscribed.

        There are sufficient places in the middle schools to accommodate
         pupils transferring from the first schools, and in the high school for
         pupils moving from middle school.

        Two of the middle schools are very popular and are regularly
         oversubscribed, the other is regularly and significantly under
         subscribed in year 5 but attracts pupils from other areas of the city who
         fill the empty places in years 7 and 8.

        The intake to the high school is filled, in the main, from pupils
         transferring from the feeder middle schools.

        Pupils from the school in the Great Park will transfer into the middle
         school sector. There are, at present, sufficient places in Gosforth West
         to accommodate these pupils. In the future, consideration may need to
         be given to increasing the number of places if the forecast number of
         additional pupils materialise. This will lead to a reduction in the number
         of year 7 places available to pupils transferring from other areas of the
         city and will, ultimately, impact on the high school

NORTH CENTRAL

sector               number              capacity        no. on roll    surplus
                                                                        places
Primary                 9                      2758              2449          309
VA Primary              1                       210               213           -3
Secondary               1                      2198              2040          158
Nursery                 10                      286               275           11

                    North Central
            September 2005 % surplus places




                                           % surplus places




  -10      0    10    20     30     40
        percentage surplus places




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        There are sufficient places within the existing schools to accommodate
         local pupils and a number of the primary schools have 10% or more
         surplus places. Surplus Places are projected to increase, particularly
         in the primary sector.

        Within this area, are two of the most popular community primary
         schools, both of which are regularly oversubscribed. There is one
         Roman Catholic primary school. This is also oversubscribed but non-
         catholic pupils form a significant part of their intake.

        Kenton School is very popular and is regularly oversubscribed. Its
         intake does not consist solely of pupils from its feeder schools. Pupils
         living in the Inner and Outer West and Gosforth areas are regularly
         admitted to the school. One of Kenton’s feeder primary schools is in
         Fenham ward and, therefore, not within the North Central area

        It has been assumed that pupils living in the Great Park will be
         educated within the Gosforth pyramid. However, some pupils will live
         considerably nearer Kingston Park and may opt to enter the 2tier
         system.

INNER WEST

sector               number              capacity        no. on roll   surplus
                                                                       places
Primary                 9                 3095                2561       534
VA Primary              7                 1641                1603        38
Secondary               1                 1587                1464       123
VA Secondary            2                 2690                2501       189
Nursery                 16                688                 559        129



                  Inner West
        September 2005 % surplus places




                                           % surplus places




  -10      0    10    20     30     40
        percentage surplus places




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      There are sufficient primary school places to accommodate local
       pupils. Half of the community primary schools in this area have a
       significant number of surplus places (more than 20%) and the majority
       of schools are regularly under subscribed.

      There are 7 voluntary aided primary schools – one Church of England
       and 6 Roman Catholic schools. With the exception of St Joseph’s, the
       voluntary aided schools are very popular and regularly oversubscribed.
       Non-Catholic children do make up an increasing number of the intake
       to the majority of the Roman Catholic schools.

      If all the pupils attending West Gate Community College’s 10 feeder
       schools chose to transfer to the college there would not be enough
       places to accommodate them. This may potentially be an issue for the
       Academy in the future.

      A significant number of pupils from the Inner West opt to transfer to
       schools in other areas of the city (Gosforth, Outer West and North
       Central Areas).

      West Gate Community College remains popular with many parents in
       the Inner West but has been under subscribed in the last couple of
       years.

      The two Roman Catholic high schools both have sufficient places to
       accommodate catholic pupils transferring from their feeder schools.
       They are both regularly oversubscribed. In recent years, non-catholic
       pupils have formed part of the intake of both schools but the numbers
       do not reflect the Catholic/Non-Catholic intake in the primary schools.

      Pupil numbers in this area of the city are not forecasted to decline at
       the same pace as those in other areas of the city. Numbers are
       projected to remain similar to current levels in the next 5 years.




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OUTER WEST

sector                  number           capacity        no. on roll   surplus
                                                                       places
Primary                   13              3756                 3160      596
VA Primary                4               666                  593        73
Secondary                 1               1895                 1862       33
VC Secondary              1               1150                 984       166
Nursery                   12              429                  353        76


                     Outer West
            September 2005 % surplus places




                                            % surplus places

  0        10      20          30   40
       percentage surplus places



        There are more than enough places in schools in the Outer West for
         local pupils. The population in the Outer West is spread across a wide
         area and, on the whole, the primary schools tend to serve discrete
         “village” areas.

        A significant number of pupils attending Outer West schools live in the
         Inner West and North Central areas of the city. 40% of pupils attending
         All Saints College live outside the Outer West.

        Six community primaries and one voluntary aided primary school have
         in excess of 20% surplus places.

        The majority of schools in the area are under subscribed, with the
         exception of two community and one voluntary aided primary school
         which are very popular and are regularly oversubscribed.

        There are sufficient places in the two secondary schools to
         accommodate pupils transferring from their feeder primary schools.




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        The recent reorganisation makes it more difficult to accurately forecast
         pupil numbers as the school population needs time to adjust and settle.
         Current projections suggest that numbers in both the primary and
         secondary sectors will continue to decline. Over time it is hoped that
         the fall in numbers will reduce with less pupils transferring to
         neighbouring authorities.


INNER EAST

sector               number              capacity        no. on roll   surplus
                                                                       places
Primary                    6              2656                2233       423
VA Primary                 3              560                 471         89
Secondary                  1              1962                1896        66
VA Secondary               1              1152                943        209
Nursery                    6              225                 197         28


          Inner East September 2005 % surplus
                         places




                                           % surplus places




  0       10    20    30       40   50
       percentage surplus places



        There are sufficient places in the primary sector to accommodate local
         children.

        One community primary school is regularly oversubscribed as are both
         Roman Catholic schools.         The number of non-catholic children
         attending these schools are increasing. The Church of England
         primary and the remaining community schools are under subscribed
         and 4 of them have in excess of 20% surplus places. Surplus places
         are projected to increase slightly in coming years.

        Heaton Manor School is significantly and regularly oversubscribed. In
         recent years, the authority has been unable to offer places to all
         applicants attending its feeder schools. Up to 40% of pupils attending
         Heaton Manor do not live in the Inner East.



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        The voluntary aided secondary school is regularly under subscribed. A
         significant number of pupils attending this school are non-catholics.


OUTER EAST

sector                number             capacity        no. on roll   surplus
                                                                       places
Primary                  6                2395                1883       512
VA Primary               4                837                 738         99
Secondary                2                2446                2211       235
Nursery                  10               442                 398         44


                         Outer East
               September 2005 % surplus places




                                           % surplus places




  -10      0     10    20     30    40
        percentage surplus places



        There are more than enough places in all schools in the area to
         accommodate local children.

        The majority of the primary schools are regularly under subscribed.
         Five primary schools have in excess of 20% surplus places. Both
         secondary schools are regularly under subscribed.

        The level of surplus places in the Outer East is higher than in any other
         area of the city and are projected to increase in coming years.

        The majority of the pupils attending the two secondary schools are
         from the Outer East area; more than 90% of pupils at Walker School
         live within the area.

        There is a mismatch in the feeder school links in the east end of the
         city. The reduction in feeder links to one of the secondary schools has
         not necessarily been beneficial in maintaining the intake numbers.




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Educational Attainment in Newcastle-upon-Tyne
Although attainment in Newcastle Schools remains below the national
average, the percentage increase (6%) over the last 5 years of those pupils
achieving a level 4 plus in English and Maths for KS2 is higher than the
percentage increase for all schools in England over the same period. This is
also true for the percentage increase (8%) of pupils obtaining a level 6 or
better in Science over the last 5 years.

Results for KS3 indicate that the percentage of pupils achieving level 6 or
better in Maths has increased by over 10% over the last 5 years, against an
increase of 9% nationally.

Similarly, those pupils achieving a level 5 or better in Maths has increased by
7% over the last 5 years, in comparison to 5% nationally.

GCSE results improved in 2005, with a significant increase of 13% in the last
five years in the percentage of pupils obtaining 5+ A*-C, in contrast to a 7%
increase nationally. However, the percentage of pupils achieving 1+ and 5+
A*-Gs remains below the national average.

Post 16 qualifications continue to improve, with A-Level passes close to the
National average. Subject level results have shown that 72% of Newcastle
pupils obtain a grade A-C in English, compared to 70% nationally. This is also
the case in ICT, with 56% of pupils attaining a grade A-C, compared to 49%
nationally.

Similarly the percentage of pupils obtaining grade A-E in Maths and ICT have
proved to be better than the national average, with 98% and 100%
respectively (97% and 96% across England).




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PART 4 SCHOOL PLACE PLANNING

To assist with the delivery of the Planning for Schools Strategy a number of
comprehensive indicators, tools and considerations are used to facilitate the
process and these are identified in the following paragraphs. They support
the decision making process for determining both school place planning and
capital investment and programming

Key Indicators for School Place Planning
The LA has developed a set of criteria that includes the key data used to
provide an assessment tool for considering the viability of existing schools.
Together with the demographic information they are the starting point for
formulating specific school organization proposals.

In summary the factors that will be considered for each school are:

      School standards, management and school performance
      School Organisation - schools with a significant amount of surplus
       accommodation or where demand exceeds supply, schools which are
       overcrowded, schools that fall below or above an appropriate size
      Buildings - schools in accommodation that is not up to the standard
       required to deliver a curriculum for the 21st century.
      Budget – financial viability
      School Community – schools supported and popular within their local
       community

The key factors are considered in more detail below

The Size and Financial Viability of Schools
The number of pupils that can be accommodated in a school is calculated
using the primary and secondary net capacity assessment formulae. These
formulae also give an indicated number of pupils that can be admitted into
each year group in a school. The net capacity figure is used to determine the
level of occupancy of a school – the number of surplus places or if the school
has more pupils than it can satisfactorily accommodate i.e. it is overcrowded.

It is essential to ensure that schools are financially viable so they can be
staffed and resourced and organised adequately in order to maximize
opportunities for all their pupils. The DfES suggests that a primary school
should have at least 210 pupils on roll. The LA believes that 2 forms of entry
(420) is ideal but accepts that this may not be achievable in every area.
Obviously this is not always possible in schools that serve discreet
communities or to maintain a denominational mix of schools in an area. In the
case of voluntary aided schools, which serve a specific parish, the diocesan
authorities consider one form of entry can be appropriate.




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Primary schools in Newcastle range in size from less than 100 to more than
600 pupils.

The LA considers that for a secondary school six forms of entry is the
minimum size, i.e. 180 pupils per year group (900 plus 6th form). Newcastle
secondary schools range in size from just under 1000 pupils to 2000 pupils.
The national average size is 900 pupils.

Surplus Places and Overcrowding
The authority is required to complete a surplus places return. The information
in this return is published and is monitored by the DfES and Audit
Commission. As a general guide, the DfES consider that 10% surplus is
acceptable and schools with an excess of 25+% surplus places have an
unacceptably high level of unfilled places. The authority is required to provide
an explanation of what action it is taking in respect of these schools. This
does not necessarily mean closure but might include extended school
development for example.

Some level of surplus places is necessary to maintain flexibility within the
system and to cater for changing parental preferences. Reducing surplus
places reduces opportunities for parents to make meaningful choices. A large
number of surplus places across the city can also alter the pattern of
schooling.

The LA aims to provide primary school pupils with access to a local school.
The DfES guideline of an acceptable distance for primary aged pupils is within
2 miles “as the crow files” (3 miles for secondary aged pupils). The majority of
parents in the city have access to a number of primary schools that are
considerably nearer to their home than this. With a significant number of
schools having surplus places, many parents can and do choose to send their
children to schools outside of their local area. In some schools, less than
50% of their pupils live in the surrounding area. Government legislation does,
however, encourage LAs to organise their school provision to reflect parental
preferences.

A number of schools have pupils on roll in excess of their net capacity.
Whereas there are no guidelines on acceptable levels of overcrowding,
increased pupil numbers lead to larger teaching groups, shortages of
equipment, space and lack of rooms which will ultimately affect pupils’
likelihood of accessing their full curriculum entitlement. Unless there are
exceptional circumstances the LA will not admit more pupils into a school than
it can satisfactorily accommodate. This situation can be exacerbated by the
appeals process.

Overcrowding is not necessarily an indication of a deficit in the number of
school places in an area, more a reflection of the relative popularity of a given
school over its neighbours at any point in time. Relative popularity of schools



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in successive years does not necessarily remain the same. Popularity should
not, therefore, be regarded as the decisive definition of a successful school.

Expansion on Demand
Government legislation advocates expansion on demand, with schools being
able to put forward their own expansion plans. Schools putting their own
expansion proposals forward will make it more difficult for the authority to plan
provision across the city. They would however still require the cooperation of
the authority in assessing capital.

Expanding certain schools could lead to less choice for parents and less local
schools by increasing surplus places in less popular schools. Although there
is “no surplus places rule” the authority must take action in respect of schools
that have a significant number of surplus places. Schools with excessively
high level of unfilled places incur disproportionately high costs. For the
authority to provide cost effective and efficient education it is important that
surplus places are removed where practicable.

Successful and popular schools may very well experience a decline in their
popularity if they expand beyond an acceptable size. There is some evidence
to suggest that pupils’ pastoral and social development may suffer in
excessively large schools.

There is already recognized pupil drift from certain schools into others in the
city. This causes organisational difficulties for the schools losing pupils
(mixed age classes) and for those who have excessive demand on their
available places (overcrowding, large classes and lack of resources).

Feeder Schools and Admission to Schools
Newcastle operates a secondary school admissions policy based on a feeder
school system. Each primary school is linked, in the main, to its nearest
secondary school. Pupils attending a feeder school have priority when places
are allocated to pupils transferring to the next stage of their education.

Changes to the feeder school system in recent years mean that not all
secondary schools can satisfactorily accommodate all pupils transferring from
their feeder schools and some schools are heavily undersubscribed due to a
reduction in their feeder schools and in the numbers attending these schools.
There is a mismatch between the number of places in secondary schools and
the number of pupils in the feeder schools.

Operating feeder schools in a school system with a large number of primary
school surplus places can perpetuate the move away from a local pattern of
schooling. It can also be detrimental to new residents moving into an area.
Operating catchment areas (or giving higher priority to the distance a pupil
lives from a school) can be a more effective way of ensuring places in local
schools for local residents.



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A community secondary school that changed to foundation status could have
a significant impact on the feeder school system. Foundation schools will
operate their own admission arrangements. They could, therefore, determine
to alter their feeder schools or not operate a feeder system at all.

These will be issues for the Authority, and the Admissions Forum to consider
in the future.

Voluntary Aided Roman Catholic Schools
There is a mismatch between the number of Roman Catholic primary school
places and the number of Roman Catholic children in the city. Also, faith
schools must admit pupils who are not of their faith if they have empty places.
This means that a significant number of non-catholic parents can and do opt
to send their children to Catholic primary schools. This has a negative impact
on neighbouring community schools. It also causes difficulties for pupils at
transfer age as the majority of the Catholic secondary school places are taken
up Catholic pupils.

Specialist Schools
The growth of specialist schools has been supported by the city council and
the majority of secondary schools in the city have specialist status, with a
number taking on a second specialism. Specialist schools can opt to select
up to 10% of their intake on aptitude for their chosen subject. This may
genuinely give parents greater choice of school but may, in some schools,
exclude pupils from feeder schools. No secondary school in the city currently
makes use of this option.

Historic Trends in Pupil Movement
Newcastle LA has 3 immediate neighbouring LAs and there is cross border
movement of pupils. This is particularly significant in the outer west of the city
where pupils move into Northumberland schools. In some Northumberland
schools, up to 50% of entrants are Newcastle pupils. This has a negative
impact on losing schools. It is anticipated that the recent 3 tier to 2 tier
reorganisation will help to arrest this drift and ultimately lead to a rise in
standards. Some Newcastle pupils also attend schools in North Tyneside and
some North Tyneside pupils apply at transfer age to enter the Gosforth school
system, and the Outer East secondary schools. The Roman Catholic
secondary schools also take catholic pupils from outside Newcastle – from
North Tyneside and Northumberland.

There are a number of independent schools in Newcastle and a significant
number of pupils from maintained sector move into the independent sector
each year. Around half of the pupils in independent schools are thought to be
resident in the city.

Pupil population movement between different areas of the city also impacts on



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school organisation. There are a number of parents every year who choose
to move their children from schools, especially in the west end of the city, to
schools in Gosforth. This movement is particularly apparent from years 4 and
6. The difficulties that this movement causes at school level are exacerbated
by the fact that pupils are moving from a 2 tier education system to a 3 tier
system. This means that losing schools have reduced class sizes at the top
end of their school and middle schools are substantially oversubscribed in
years 7 and 8.

The LA has a significant transient population. Pupil turnover is highest in the
primary sector, although markedly lower in the voluntary aided schools. High
levels of surplus places enable far greater movement between schools. The
impact of an unstable school roll varies widely but analysis has shown a
correlation between the instability of the school roll and levels of attainment.

Asset Management and Capital Investment
The City Council’s overall vision for Asset Management is:

       “To adopt a strategic and managed approach to the
       acquisition, disposal and investment in assets to ensure that
       the best value for money is obtained from the allocation of
       resources available to the Council.”

The state of school buildings and how they are used affects, not only the day
to day running of the school, but also the expectations of the school
community in its most inclusive sense. Good quality buildings boost pupil
performance. Poor facilities and poor access are seen as barriers to
achieving. The modernisation of school buildings through capital investment,
including the development of ICT and new technologies, has been shown to
have a positive effect on schools and directly on the quality of education.
Where schools are causing concern, consideration will be given as to whether
capital investment can be targeted to improve specific curricular areas.

A key aim of the LA is to modernise all schools so that all learners can be
taught in a 21st Century environment. The LA has established a successful
and ambitious capital strategy, which has seen a number of major
modernisation schemes across the City. This supports a general policy from
the LA where capital investment and good design quality are improving the
general quality of all schools across the LA.

Strategic objectives include the rationalisation of surplus sites to reduce
revenue costs and increase capital receipts, as well as maximising external
funding opportunities. The capital element of this strategy will support the
delivery of modern state of the art facilities in which learners of all ages will
enjoy and achieve.

The following diagram illustrates how the process generates the capital



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    programme. The list of plans and strategies on the left of the diagram is not
    exhaustive.




                                                             Newcastle Plan



                                                                Regeneration



               School                                            Corporate
               Organisation                                       AMP

           SEN
           Strategy
                                                               Educational
    BSF14-19
                                                               Attainment
    Plan


Access                                                          Education
Strategy                           LA priorities                                      Capital
                                                                AMP                   Programme
 Behaviour
 Support Plan

                                              Consultation
            Risk and                          with
                                                                               Data
            Security                                            Strategic      Management
                                              schools           Priorities
                                              and
                      Curricular
                       Plans
                                              stakeholders




    Asset Management Plan Background
    The Government first published provisional guidance on the use of Asset
    Management Planning Frameworks for Schools in August 1998. Following
    consultation with Local Education Authorities and other stakeholders, this was
    implemented nationally in 1999/2000. The LA has since been required to
    produce asset management plans (AMPs) for all of its schools.

    The rationale behind the implementation was the need for robust property
    information systems and school premises data, to aid decision-making on the
    use and organisation of these premises and to ensure efficient and effective
    management of capital assets. Capital funding is allocated to LAs on the
    basis of needs identified within the AMP data submitted to DfES.

    The City Council subsequently adopted this process for its wider corporate


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asset management planning, to address the needs of the non-schools
building stock.

Structure of the AMP
The AMP considers the following three main sets of premises data: -

      Condition – how good is the physical infrastructure of buildings, what
       are the backlog repair needs and, what are the lifecycle costs including
       energy consumption.

      Suitability – the ability to deliver the national curriculum and other
       issues that impact on the authority’s role in raising standards and
       reducing disaffection thus ensuring the highest levels of participation.
       These include accessibility, security and layout.

      Sufficiency – This section of the AMP relates most directly to the
       review of school places, considering space, and pupil numbers. It
       focuses on the quantity and organisation of school places within and
       across schools.

AMP Outcomes
A major output of the capital strategy is the reduction of the gap between the
LA, national and statistical neighbours’ level of performance in all subjects.
The modernisation of schools will better allow schools to make use of
specialist functions and underlines the general strategy of using capital
investment in education as a key driver for raising educational attainment and
in the wider regeneration of the city.

The asset management planning process has enabled the LA to rank schools
with the most pressing needs, determine its priorities and to target specific
funding streams, to deliver national and local objectives.

The AMP provides the foundation to prioritise projects for funding. This is
then overlaid by the strategic context of those themes identified in Part 2 of
this document (Policy Framework). This forms a model to determine which
schools will benefit the most from capital investment, and ensures capital
investment in schools is targeted to projects which represent the best
strategic fit.

Partnership working has been developed with the Diocesan Authorities so that
those voluntary aided schools with the most urgent priorities are similarly
targeted.

Wherever possible, to minimise disruption, make the best use of resources
and maximise the impact of funding the LA joins up funding streams from a
variety of sources and groups projects under single procurements. The
overall aim of the LA is to arrive at whole school solutions so that all condition,


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suitability and sufficiency issues can be resolved within a single project. For
example, the LA has recently replaced temporary accommodation at five
schools which addressed both condition and suitability issues.

In addition, the LA continually explores alternative procurement models to
ensure best value and effective delivery.

AMP Progress
In Newcastle the initial process highlighted a large school condition backlog,
in excess of £72m. Transparent and rational programmes to tackle this
situation were established which included plans for the efficient procurement,
management and improvement of capital assets.

The City Council completed works totalling £10m from the New Deal for
Schools Condition and Modernisation programmes between 2001-2004. In
addition, £6m has been made directly available to schools through Devolved
Formula Capital over the same period. These resources were allocated to
target the most urgent condition works identified in the AMP.

The effect of school re-organisations and the capital investment through the
PFI projects are also contributing to the substantial reduction in the condition
requirements in schools.

By 2009 Building Schools for the Future (BSF) effectively addresses the
condition, suitability, and sufficiency needs of the secondary and special
school estate.

The current repair backlog now stands at £61.9 million. Building Schools for
the Future will remove a significant amount of backlog. Future funding has
yet to be identified for £17m of repairs.

               Tackling the Education £62m Backlog



                                                     Future Funding
                                                     DFC Works
                                                     BSF
                                                     PFI 2
                                                     Work in Progress
                                                     NDS Modernisation
                                                     TCF




Further funding is required to complete: -
    Asbestos Surveys, to comply with the Control of Asbestos at Work


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       Regulations 2002,
      Legionella remedial works identified from Risk Assessments,
      Energy Improvements to schools.

A bid to the Corporate Good Stewardship Fund 2005/6 has been submitted to
assist with these works.

The Primary Modernisation Programme
The LA’s strategy for 2005-2010 is to modernise a fewer number of primary
schools but complete all the works in a structured way, rather than by the
elemental repairs needed to tackle the maintenance backlog. This will be
done by targeting money on specific schools and adopting a whole school
approach. For example, modernisation to raise standards and remaining
fabric repairs can be combined into one building programme, which achieves
best value and avoids repeated disruption to the student’s education.

Further work on the Primary Strategy is planned to respond to the National
Primary Schools for the Future Programme, which is due for consultation in
Spring 2006.




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PART 5 DELIVERABILITY

Deliverability
A number of principles support the management and delivery of the capital
programme. These are detailed as follows: -

      Project Management
      Option Appraisal
      Design Quality
      Sustainability
      Procurement
      Best Value
      Post Project Evaluation
      Partnership and Consultation
      Delivery
      Life Cycle Costing
      Funding

 Project Management
A project management methodology based on Prince 2 has been adopted
across the City Council. This is used for all education capital projects with
the support of appropriate software and training for identified project
management staff.

Option Appraisal
The LA undertakes option appraisals for capital projects taking into account
the following: -

      Initial capital costs
      Projected Lifecycle maintenance costs
      Projected Facility Management costs
      Projected Income
      Project Capital Receipts
      Educational Impacts
      Social Impacts
      Environmental Impacts
      Deliverability

All options are explored to ensure the best possible solution for the school is
developed and to ensure that the best use is made of capital investment. By
taking lifecycle costs into consideration the best value solution can be
achieved that represents value for money.

A similar option appraisal exercise is undertaken when evaluating education
projects against other directorates’ proposals, to inform the investment


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decisions made by the City Council from its corporate resources.

 Design Quality
The LA is keen to ensure that all projects delivered through Targeted Capital
Funding, Modernisation, PFI and BSF are of a high design quality. To meet
the LA’s and individual schools’ needs the designs of the buildings will need to
take into account fitness for purpose, including appropriate flexibility, and the
whole life costs of the building. All output specifications introduce a ‘threshold
of design quality’ that will set the City Council’s minimum attainment level by
reference to good design guidance, including the DfES Exemplar designs and
other projects that demonstrate the quality of building required. Reference is
made to the relevant DfES Building Bulletins.

Sustainability
The LA will seek to ensure that it delivers buildings of a high quality design
which promote sustainability and good environmental practice. This policy will
be achieved by: -

      The use of exemplar designs
      Briefing documents that require a Breeam assessment
      Partnership working with school’s which link to both environmental
       education and LA21 themes.
      Use of the Corporate Good Stewardship fund

The LA will benchmark its energy consumption with other LAs and has set
itself targets to reduce energy consumption, annually, in its schools. Capital
investment will be allocated to those schools that demonstrate particularly
high levels of energy consumption.

In addition to measures to ensure good design, the LA offers a raft of energy
saving and environmental schemes to schools as detailed below: -

Project “Light switch”. This involves automated switch off of lights in rooms
not occupied by passive infra red detectors. 60% of schools have benefited
from this programme.

Project Display. By 2006, all buildings will display an energy performance
label (sign) at the building reception, which indicates the environmental
performance of the building.

School EMS Controls. This involves a 50/50 partnership with schools to
replace heating control systems. This has been popular with schools.

Project “Green Electricity”. Green electricity is procured for all the schools in
Newcastle.

Local Agenda 21 (LA21) Schemes.          The Newcastle Plan has a target of


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assisting community projects each year in environmental challenges and
campaigns to deliver local environmental improvements. Schools are directly
involved in some of these projects.

Procurement
In line with the City Council’s Procurement Strategy the best value
procurement option is selected for each project. A variety of routes are
explored including traditional procurement, design/build partnering and
strategic partnerships with external providers. A mixed economy of provision
for education projects has, therefore, been developed.

Following the LA’s successful bid and selection for the first wave project in
BSF, the Newcastle Schools PFI 2 and BSF will be delivered under a single
project management and procurement process. This may also allow the LA to
develop a longer term strategic design and construction partnership to provide
a best value framework for the delivery of all future education capital
programmes.

Through the procurement and contract management of its schools and
libraries PFI projects and other large scale projects, the LA has now
developed a high level of public procurement expertise and, in particular,
construction procurement.

Best Value
The LA will target resources to areas of greatest need and to where the
highest impact can be achieved. It will ensure the most appropriate funding
and procurement route is employed. Capital will be allocated effectively to
ensure the best management of the City Council’s assets and to ensure the
best use is made of revenue expenditure.

Partnership and consultation
In addition to the partnership working with schools, the LA consults and works
in partnership with its key stakeholders to ensure that shared objectives are
delivered. In particular the LA works closely with the Diocesan Authorities,
Early Years and the Learning Partnership.

Delivery
Newcastle City Council LA has developed a high level of in-house knowledge
and expertise to ensure it can lead the development and delivery of major
capital projects. The LA has already successfully completed one schools’ PFI
procurement, reaching financial close in April 2002, 13 months after ITN
issue. Building work on all school sites was completed in September 2004.

The Council has a team of suitably qualified and experienced staff that
understands the challenges of public sector procurement, and have a working
knowledge of construction procurement.




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Life Cycle Costing
Life cycle costing exercises help the LA to develop a structured, strategic
approach to building with regard to decision making when considering the
options of renovation, refurbishment, modernisation, and new build.

The LA has in place a methodology and framework to estimate the total costs
of alternative design solutions, and how this will affect design decisions in
terms of capital and running costs.

Significant factors to be considered will be: -

      Building Life (assumptions)
      Discount rate (appropriate rate to be determined)
      Categories of cost and value such as capital costs, financing costs,
       energy costs, cleaning costs, insurances, rates, maintenance, residual
       values, and demolition.

Due consideration will be given to best value, build ability, sustainability,
aesthetics and creativity when making assumptions and forecasts so that the
LA will be successful in creating a good quality learning environment,
improved pupil performance and staff morale, delivering modern curricula
facilities which will enhance the standing of schools within their communities.




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PART 6 FUNDING

To date, the LA has been very successful in securing funding from a variety of
sources. This, allied with increases in DfES allocations, has seen the capital
programme treble in size from £18m in 2002/03 to over £57m in 2003 /2004.
The successful BSF bid makes available a further £150 million, giving a likely
capital programme of £260 million from all sources between 2005 and 2010.
This could increase further following the Government’s anticipated
announcement of capital funding for primary schools.

Capital Funding
The table below identifies the various funding streams available to finance the
Capital Programme.

Funding
LA Formulaic Capital     Includes; Modernisation,       Annual value currently
Allocations              Schools Access, Basic          £3.8m
                         Need, Extended Schools
                         Funding
Schools Devolved         Passported direct to         By 2007-08, these
Formula Capital          Schools                      figures will rise to
Allocations                                           £34,250 for an
                                                      average Primary
                                                      School
Targeted Capital Fund    Open for LA’s to bid to DfES Single bid up to £6m
                                                      every 2 years for BSF
                                                      Wave 1 LA’s
Corporate Resources      Includes; Developer
                         Contributions, Capital
                         Receipts, Borrowing.
External Funding         Includes Big Lottery, NRF, Bids as appropriate
                         ERDF etc
Primary Estate           The DfES are to make an
Rebuilding Programme     announcement on the
                         nature and level of proposed
                         funding by December 2005
PFI                      A further 16 Schools will be
                         rebuilt or substantially
                         refurbished under the PFI2/
                         BSF project


The DfES pie chart below illustrates the trend towards greater devolution of
funds direct to schools, and the creation of more strategic programmes for
LA’s. This will replace numerous and disparate grants as identified in the
wheel diagram on page 46. It will, however, remove the flexibility that the LA



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currently has and will, to some degree, dictate future capital plans.

DfES Plans for Investment
The following diagram represents the intentions of the DfES as to how future
capital funding will be allocated. The emphasis will be on more funding being
directly devolved to schools, with wider strategic programmes (such as BSF)
being available for LA’s to bid into.


T
                                        Devolved
                                             43%




    Targeted
       21%
                                         Strategic
                                               36%




School Funding
The below wheel diagram is a snapshot from financial year 2004/05. It shows



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how complex school funding can be, each spoke listing a separate funding
stream. In total there were 54 different sources of funding going into schools.
This covered, not just mainline capital programme allocations but, external
funding and the many and varied standards fund grants.

It is clear that schools need LA support to maximise funding opportunities
given the complexity of joining up disparate criteria and timescales




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Part 7 ISSUES and OPPORTUNITIES

Whilst developing any strategy the opportunities which conversely, often,
create issues must be considered, for example:

HMR Pathfinder
The Bridging Newcastle Gateshead Regeneration policy is supported
corporately and has many cross cutting benefits resulting from the planned
strategic approach. However, one negative impact has been that the
development of surplus sites lying outside of the identified areas has been
severely constrained. This precludes the maximising of capital receipts,
effectively devaluing the land bank, and brings a revenue burden through
security and maintenance.

Site Disposal Strategy
The Disposal Strategy is further complicated by the need to take account of
the corporate strategy for the provision of community facilities. Whilst
corporate asset management planning is in place and methodologies for
dialogue at directorate level exist, there can frequently be demand at ward
level for the retention of assets as community facilities. The need for local
level decision-making is clear, but there is potential for this to be detrimental
to the wider strategic planning process.

The 5 year strategy
The move from LA as provider to commissioner of services, which will flow
from the White Paper Oct 05 (Higher Standards, Better Schools For All. More
choice for parents and pupils) will impact on future strategy and delivery.
Foundation status, academies, and diversity of choice will bring further
challenges.

Interface with the Local Education Partnership (LEP)
The scope of services to be provided by the LEP is not fixed and will remain
flexible. There is potential for many services currently provided by the LA to
be delivered through the LEP. Future strategic planning will need to allow for
a mixed economy of providers and address any interface issues.

Conflicting Government Policy
The role of Sport England with the single focus of playing pitch protection has
already hampered the development of schools in the City. Other examples
are evident in the tension between transportation issues at schools and
promotion of wider choice of schools.




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PART 8 ACHIEVEMENTS AND INITIATIVES




No strategy would be complete without mention of the substantial number of
achievements and initiatives already in place. The following paragraphs give
a flavour of the LA record in recent years.

      The LA has approved plans to modernise all its secondary schools by
       2009. Before Building Schools for the Future was announced, £134m
       had been secured for secondary schools through a combination of
       funding sources including PFI, Targeted Capital Grant, Section 106
       (developers contributions), Fresh Start Grant and Supplementary
       Credit Approvals.

      In February 2004, the City Council received approval to its proposals
       for a further £148m financed through Building Schools for the Future,
       (BSF). This funding will complete all the capital requirements for all
       secondary schools in Newcastle and will provide a network of fit for
       purpose schools for all pupils at secondary age. Bids have now been
       returned, and it is anticipated that a preferred bidder will be selected by
       February 2006. Rapid progress is being made in this regard, resulting
       in the LA being re-designated from Wave 1 to Pathfinder status.

      PFI in Newcastle has seen the replacement of two primary schools.
       Further funding has been secured for an additional four new primary
       school buildings.

       Investment will improve the non-teaching areas in schools. Areas used
       by teaching and support staff will be designed to provide appropriate


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       facilities for preparation, training and planning. The LA will improve
       ICT facilities for staff as well as students, enabling more flexible use of
       space and ensure sufficient office provision.

       Several of the schools in this project provide education from more than
       one building, resulting in curriculum inefficiencies and lost teaching
       time. Better designed buildings with an appropriate hall, classrooms
       and other accommodation will eliminate the need to move between
       buildings and will contribute to improving conditions for staff. It will also
       ensure that staff time can be used to best effect, rather than having to
       ‘trouble shoot’ due to building constraints.

       To support this, the LA will be looking at capital investment around the
       modernisation of school buildings, including ICT and new technologies,
       to create a climate for learning that promotes positive attitudes and
       behaviour and improves the motivation of staff and pupils. The non-
       teaching areas in schools, particularly those used by teaching and
       support staff, will be modernised using the Modernisation and
       Standards Funds.

      The completed PFI project has been regarded as a model of good
       practice both in terms of stakeholder involvement and treatment of
       workforce issues. The LA has developed a great deal of expertise and
       experience from the procurement of this project and this expertise is
       now being used in the development and management of other capital
       education projects as well as on other PFI projects being developed by
       the City Council.

      In November 2003, the City Council project to rebuild the City Library
       and four branch libraries was approved by the Project Review Group.
       Although not directly aimed at schools, this project will support the aims
       of the LA and the City Council in encouraging lifelong learning and
       supporting education achievement.

      In December 2003, the LA received approval to its Outline Business
       Case for a second grouped schools PFI project. The project will
       replace six schools that demonstrate the most need through the AMP
       process. New facilities will be provided for a 1900 place secondary
       school, four primary schools, and a special school. It is estimated that
       construction will begin during 2006.

      A new city academy (though funded separately) is to build as part of
       the BSF bid package approved in February 2004. This will replace
       West Gate Community College.




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In addition to PFI funding, the LA has also been successful in attracting the
following: -

      In 2002, Newcastle LA was designated a pathfinder for both the Local
       Government Association and the DfES for the development of Montagu
       Primary as a full service school. Capital funding was provided by the
       North West Partnership, Sure Start, DfES and ERDF for a purpose built
       facility from which a wide range of services would be delivered. The
       building opened in April 2004 and has been visited by Margaret Hodge,
       Minister for Children. In July 2003 the LA was successful in attracting
       funding via Excellence in Cities linked to the Behaviour Improvement
       Programme, to enable the development of Benfield School along the
       extended model.      Benfield and Montagu are now established, (Feb
       2005) and work has commenced to roll out and develop the concept in
       schools across the city.

      The LA has significantly improved sports provision at Benfield School
       and Westgate Community College, funded through Sports Lottery.
       Sports facilities at five other schools have been improved through the
       Space for Sports and Arts Fund.

      Funding from the Big Lottery Fund (BLF) PE and Sports Programme
       has been secured for four schemes. The schemes involve rebuilding
       the swimming pool at Sir Charles Parsons School; a partnership
       scheme to provide purpose built residential accommodation at an
       outdoor activities centre in Kielder Forest, an enhanced sports hall at
       Kenton School and new playing pitches at Walbottle Campus.

      A successful targeted capital bid of £5 million for St Cuthbert’s Catholic
       High School. Work has started and is due to complete in 2006. The
       work was to demolish a 1922 building and re-furbish other parts of the
       school to a high standard.

      A further £4.6m has recently been secured through the Targeted
       Capital Fund to rebuild/refurbish Knoplaw and Milecastle Primary
       Schools.

      Funding from the New Deals for Schools Modernisation Fund enabled
       the removal of old timber mobiles at Kenton Bar Primary, Broadway
       East First School and Gosforth Park First School, suitability issues at a
       number of sites, and to extend two school’s in the outer west.

      Section 106 Developers Contributions of £1.85 million will be made
       available for a new first school in Newcastle Great Park. This is likely to
       open in 2007.



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      Excellence in Newcastle is a four-year programme to improve the
       education of city children. West Gate City Learning Centre is available
       to both the school and the general public. It complements the
       Governments e-learning agenda having modern high specification
       computer facilities with fast Internet access. The components of
       Excellence in Newcastle are: -

             City Learning Centres
             Specialist Schools
             Gifted and Talented Children
             Beacon Schools
             Learning Mentors
             Learning Support Units
             Education Action Zones
             Excellence Challenge

      The potential to create an “Education Village” involving all of the local
       schools in extended developments exists at All Saints School in the
       Denton Ward of the City. This will serve to enhance, and link into,
       existing and future non-education development opportunities planned
       for the area.

Where appropriate, capital investment will be targeted to support initiatives
such as Excellence in Newcastle and the Education Village. Furthermore,
when building new schools through PFI and BSF, the LA will ensure that the
design represents the local ethos of each school and its community, to ensure
that there is a vibrant mix of school provision across the City and that all
communities’ needs are catered for.

      Further school improvement projects in the primary sector are currently
       at feasibility stage and will be funded from a variety of sources within
       the AMP including Big Lottery Fund, Modernisation and Devolved
       Formula Capital.

      In consultation with the Schools Forum an accessible web-portal is
       currently being developed which will be piloted by the first schools in
       December 2005. The portal will contain all the available premises
       related data, inspections and AMP information in a single location. It
       will allow each school remote access; enabling prioritisation of works at
       the school level, and allowing feedback from schools to surveyors for
       updating AMP data once works are completed.

      The LA issues written guidance to all schools on the use of devolved
       formula capital, and provides each school with data as to its most
       pressing condition and suitability needs. Advice on procurement,
       preventative maintenance, and on managing contractors is supplied to



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       schools.     Yearly visits to schools ensure that headteachers are
       targeting funds and achieving best value

      A capital receipt of £2 million was received in 2004/05 from the sale of
       Jesmond Dene House. Further receipts are due from the sale of other
       buildings and land in subsequent years. This is net of adjustments to
       preserve amenities, in line with the Governments commitment to retain
       playing fields. A number of mitigation packages have been agreed with
       Sport England as part of PFI land deals in accordance with the LA’s
       commitment to improving sporting facilities

      Prudential Borrowing has been conservatively assumed to start in
       2006/7 with an estimated permission sought for £3 million, followed by
       £5 million the following year.

      In total, more than £11m external funding has been secured in the last
       2 years. The size of the capital programme for schools in 2005/06 is
       £27m excluding PFI2/ BSF.




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PART 9 CONCLUSION

‘Planning for Schools’ is a strategic document. It provides a context and
framework within which future school planning decisions can be made and the
need for capital funding assessed. It is supported by a wealth of data held by
the Education and Libraries Directorate and it supports and forms a subset of
the Children and Young People’s Plan.

Both ‘Planning for Schools’ and the Children and Young People’s Plan exist
within a corporate citywide context. The regeneration of the City – its
environmental, social and economic infrastructure – is perhaps the most
significant element of that corporate context.

From ‘Planning for Schools’ will flow an annually updated action plan. This
will encompass specific school organisation proposals made by the City
Council, proposals made by other bodies, including schools themselves, and
details of the capital resources available to fund the proposals in that year.
This action plan will require Executive approval. The annual update will allow
the flexibility that is necessary to take account of new legislation and, in
particular, the move from a providing to a commissioning and regulatory role.
It will also be able to include the most up-to-date indication of resource
availability and chart the progress of proposals and schemes underway. The
first action plan will appear during the first half of 2006.

It is believed that the strategy outlined and the annual action plan will put the
supply of school places on a structured and robust footing. This will enable
the schools service to play its part in delivering the outcomes for children and
young people and to contribute to the development of the City over the years
to come.




Planning for Schools Group
Education Policy and Capital Team
22 November 2005




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