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Support-for-School-Modernisations

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Support-for-School-Modernisations

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									Support for Primary School Modernisations
A. Context: North Somerset LA has a vision to provide the best learning opportunities for the children and young people in our communities. In response to certain triggers, the LA is currently working with a number of schools including:     Opening new schools Amalgamating/extending the age range of Infant, First and Junior schools Closing schools with a significantly falling roll Modernising schools as part of the Primary Capital Programme

It is important that effective support for these changes is provided so that the learning outcomes for children and young people are protected during the change process. B. LA Support: The LA has recently clarified the support from officers for schools. In general, there will be a Task Group to support the school led by a School Organisation officer. The following teams will also provide support: 1. School Organisation Team:
School Organisation will lead any statutory change process. For an amalgamation, for example, the process would be:

Consultation

Secretary of State Approval to consult (if applicable)

Publication

Representation

Decision

Likely to be between 1 and 2 new school terms

Up to 6 weeks and only if the decision to close both schools and open a new school is adopted

1 Day

6 Weeks

Up to 2 months (longer if referred to the adjudicator)

2. Nature of School Improvement Involvement The School Improvement Team, usually through the Locality Adviser, will provide support and advice to the school leadership on:      Managing the change process Developing a Vision for learning to underpin the change process, Keeping pupil learning and achievement at the heart of the agenda Workforce reform issues, in conjunction with CPD and HR colleagues Leadership and governance, in conjunction with Governor Support Services and other LA officers

3. Nature of Finance Involvement

The school finance team will provide support and advice in relation to setting and managing the school budget during this process. This will include support with the development of a new staffing structure and with accessing any necessary short term additional revenue funding to support the amalgamation and transitional phases. Where necessary, the team will also support with the set up of the new accounting framework and the closure of the financial records.. Some of this will be delivered through of the normal service level agreement but a significant amount of additional support will also be provided. 4. Nature of Asset Management Involvement If there are opportunities for remodelling or rebuilding a school, then the role of Asset Management will include:      Feasibility study of the site based on agreed briefs Plan and oversee the possible re-siting of class bases and other essential rooms during any building works Involvement in the translation of the educational vision for the school into its building design Oversee of planning permission approvals Procurement and oversee of consultants to manage the design and build of the school

The above constitutes the main requirements of the project only. A full P.I.D. will need to be submitted to Capital Board for approval in any project.
5. Nature

of HR Involvement

The schools HR Team will provide advice and support to the Governing Body and Schools Leadership team on all relevant staffing matters. This could include; guiding the school through the staff consultation process, any necessary restructuring programmes and the resulting ring fencing, recruitment and if necessary redundancy processes. The team can also provide a link to the Professional Associations and Trade Unions for any required consultation. 6. Nature of Workforce Remodelling Involvement In context with: Workforce Reform, the National Agreement and the changing and developing roles of teachers and support staff.
    

provide advice on changing workforce structures and practice in line with legislation and innovative good practice consider potential leadership and management structures (also with input from School Improvement Team) explore emerging support staff roles and responsibilities examine how existing and future structures match up to potential opportunities consider how re-modelled staff structures can help deliver support to pupils parents and the wider community within the extended schools context (also with input from Extended Schools Team)

7. Nature of Diocesan Education Department Involvement The Diocesan School Improvement Adviser will work with the schools to develop their vision within the Christian context and will offer support to the schools to ensure the best educational outcomes are achieved. The School Development Adviser will work with partners to develop the design of the school and ensure that it reflects its distinctively Christian nature, looking at the relationships with the church and wider community and insuring that the tenets of the trust deed are upheld. They will also oversee the legal implications of any changes and ensure that trustees and the charity commission requirements are fulfilled. 8. Nature of Governor Support Involvement North Somerset Governor Services will offer support and guidance to the governing bodies, advising on the necessary procedures for enabling change and working to ensure that high standards of leadership and management are maintained throughout the process. Training will be provided where appropriate and support given for all governor led activities relating to the proposals. 9. Nature of Extended Services Involvement The school modernisation process provides an opportunity to embed and strengthen existing extended services provision. This might include: o Improved facilities for childcare provision, before and after school o School grounds which can be used for free-play and as outdoors classrooms o Creation of dedicated spaces for parents o Creation of flexible teaching spaces that can also be used for adult and family learning, creating stronger links with the community surrounding the school o Supporting this with remodelled staffing structures, for example, to provide support for parents and pupils, playworkers for lunchtimes and after-school and more flexible premises management Schools within the Primary Capital Programme may also be strong candidates for the inclusion of Children’s Centre facilities and/or facilities to support locality working, basing other kinds of specialists closer to children, young people, their parents & carers. In many cases, an approach can be taken that supports a number of complementary programmes. For example a carefully designed space in school for parents could be also used as a o break-out space during the school day o a base for school-based and locality staff supporting parents and families o location for an after-school club o location for adult learning in evenings and at weekends Understanding the nature of extended services support required by the school and wider community is essential to planning the best mix of services. This can then be used to determine the physical space and layout required.

The Extended Schools team can support this planning though your cluster’s Extended Schools Development Co-ordinator, Children’s Centre Development Manager and Locality team staff. We will also be able to support schools to use the Training Developments Agency’s School Improvement Planning Framework as a means of identifying priorities with stakeholders and developing appropriate responses.

C. School Support: It is clear that school leadership also needs to be enhanced to ensure that the change process can be managed effectively. Whilst each situation will be different and require a tailored package of support, the following general principles are proposed: a) New Schools –  The designate Headteacher should be appointed and in role for four terms prior to the opening of the school.  In addition, an administrator should also be available during this period.  Funds should be made available to support the purchase of teaching & learning resources to support the provision of high quality learning from the opening of the school.  Mentoring and/or coaching support should be made available to the Headteacher.  Funding should be provided in the short term to fund at least one teacher ,regardless of pupil numbers.  Funding should be available to support general resource needs to support the change process such as costs of a temporary (shadow) governing body, new school prospectus etc. b) Amalgamations –  The Headteacher for the “new” school should be appointed and in role for two terms prior to the amalgamation. If this Headteacher is already the Headteacher of one of the schools involved, then interim operational leadership should be enhanced during the above period.  Additional support for leadership should be provided for two terms following amalgamations.  Support should be provided for the visioning process for the new schools  Where possible, both schools should have the same SIP before amalgamation. SIP reports (and other relevant reports) should be made available to the executive Headteacher during the change process.  Coaching support should be made available to the Headteacher designate.  Counselling support should be made available to any staff adversely affected by the change process  Additional school closure days should be allowed for at the end of the final school year

c) School Closure –    Support for the Headteacher should be provided to support the closing of the school and the re-distribution of resources to other institutions. Counselling support should be made available to staff and families Additional school closure days should be allowed for at the end of the final school year

D. Funding Principles: Funding for school modernisations could come from a number of sources: 1. Revenue savings from school modernisation Some modernisations, such as an amalgamation, will create revenue savings. SSF agreed in October 2006 that resources saved from the amalgamation of schools would be re-invested into capital projects at the amalgamated school (in the first instance) to address accommodation suitability issues and, where necessary, to provide some short-term additional revenue funding to support the management of the amalgamated school. The revenue savings, available in the short term, will be the first port of call for providing support to schools post modernisation. The type and amount of support funded will be agreed on a school by schools basis by SSF based on the schools needs. 2. The schools budget Where a new schools is created (not due to the reorganization of existing schools) the SSF set aside additional resources. This is will include the formula allocation to the school in the financial year in which it opens and leadership capacity for a period before the school opens. 3. Elements of Primary Capital Programme funding can be used to support project management by the school leadership. This will be agreed on a school by school basis according to the scale of the building programme. 4. DCSF standards fund grant The LA receives a standards fund grant for school changes resulting in improved outcomes. In each of financial years between 2008-2011, this grant is £53,900 for North Somerset. It is proposed that this grant should be used for:  Additional interim leadership capacity before a modernisation has been agreed  Additional interim leadership capacity for schools once a modernisation has been agreed (except for amalgamations and/ or capital projects – see 1 & 3 above)  Contribution to new resources for schools changing their age range

  

Additional LA support to a school e.g. additional support from SIP, L&T Adviser and other support services Support for visioning process Coaching or counseling support

The following levels of support will be available: Pre – Agreement to change Amalgamation / hard federation Leadership Support 1 day per month supply cover per existing school to support task group meetings (standards fund) Support Provided 1 day per week of leadership capacity* (standards fund) Period of Support Support for Resources Maximum of 12 n/a months

Post – Agreement to change Change of age range

Period of Support Resources 2 terms before change and 2 terms after £5k for resources per new Key Stage (standards fund) £5k for general resources in the financial year before and of change (standards fund) £5k general resources in financial year before and of change (standards fund) £5k for resources per new Key Stage (standards fund) £5k general resources in financial year before and of change (standards fund)

Amalgamation

2 days per week of leadership capacity for the amalgamated school* Request for support for specific requirements 1 day per week of leadership capacity* (capital programme)

2 terms before change (standards fund)

New build

Academic year following change (revenue savings) 2 terms before build and duration of build

New school

Headteacher and administrator in post (schools budget)

4 terms before school opens

1 Class Teacher (schools budget)

4 terms after school opens

Hard Federation

2 days per week of leadership capacity for the amalgamated school*

2 terms before change (standards fund)

£5k for general resources in the financial year before the change (standards fund)

No addition funding is provided post the change * This is based on the assumption of a senior leader at spine point L9 There may be occasions where a school facing modernisation will be in need of support beyond that detailed above, and other funding automatically generated through the schools formula, e.g. where a school has a significant falling roll or is closing. Where this is the case the school can apply for additional support either through the task group or using the form below. Requests for additional support will be considered on a case by case basis by the SSF.

North Somerset Council Application for additional support for School Modernisations
School: Context of Modernisation:

Funding Requested: Purpose of additional funding:

Support from School Resources:

Headteacher signature: Date: Chair of Governors signature: Date:


								
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