APPENDIX A
POLICY COMMISION BLUE PAPER
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RESPONSIBLE BODY Policy Commission for Children and School Results |
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PROJECT NAME INVESTING
IN THE |
REFERENCE NUMBER SC01/06 |
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1 PURPOSE OF ENQUIRY AND PROPOSED OUTCOME The
Learning and Skills Council (LSC) had expressed a wish to modernise the
facilities at the Isle of Wight College and, in the light of the Island’s
relatively low standards at both GCSE and at A level; intended to include a
sixth form centre there. The
enquiry, agreed by the Policy Commission at its meeting on |
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2 RECOMMENDATIONS The LSC proposal is rejected in its current form and that an
alternative proposal is offered which seeks to create a new arrangement for
14-19 provision on the Island either in formal collaboration with IOW College or through a re-organisation of the current
school provision through a ‘trust’ arrangement. |
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This body of
work and the above recommendations were agreed and accepted by the Members of
the Policy Commission for Children and
School Results. Cllr Commissioner |
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3 BACKGROUND TO ENQUIRY THE NATIONAL CONTEXT: Local requirements are being reinforced by a drive
from national government through its’ 14-19 Implementation Plan to ensure every
learner aged 14-19 receives an entitlement. This entitlement should give
learners access to a broad and relevant curriculum and provide them with the
impartial advice, guidance and support they need to achieve well and be
successful in adult life. Broadening the curriculum from age 14 includes
increasing opportunities for work based learning and giving access to
fourteen specialised diplomas by 2013, following phased piloting from
September 2008. No one institution is going to be able to provide the full
range of courses that need to be made available to learners by itself. There is also a requirement to produce and maintain
an on-line Area Prospectus from September 2007 that outlines every course
that is available to young people. This requires Children’s Services, through their
Children’s Trusts, to be leading collaboration between the Local Learning
& Skills Council (LSC), High Schools, The College, Training Providers,
Employers and Universities. THE LOCAL CONTEXT: 14-19 Strategy The 14-19 Strategy sets the framework for developing
14-19 education and training as a single phase for the -
enjoy and achieve in education and training; - make
a positive contribution to society and achieve economic well being; -increase
their aspirations; -
raise their performance levels; -improve
their progression to further learning and/or employment.; The
Strategy sets out to achieve the above by : - supporting
funding and planning agencies, schools, the college and work based training
providers to work effectively together to meet the national and local agenda; -
developing and monitoring the implementation of a 14-19 Learner Entitlement; -
informing parents and learners of the choices available to them to ensure
learners are on appropriate
courses; - as part of the learner Entitlement,
broadening the curriculum to establish clear learning pathways at all levels
and covering all subjects; -implementing
a common progression system including one on-line application for post 16
provision; -implementing
a 14-19 quality assurance system. -supporting
workforce development through the provision of training for staff new to
vocational courses. Curriculum planning is being developed via two hubs
- the western hub (Carisbrooke High, Cowes High and Medina High) and the
eastern hub (Ryde High and Sandown High). The Joint
Area Review The JAR undertaken in June 2006 identified the need
for improvements in a number of areas (e.g. provision at level 2 post 16,
standards at key stage 4). It broadly supported the ‘direction of travel’ of collaborative
planning of the curriculum across two geographical hubs but was very clear
that the pace of change needed to be much faster. Faster pace
requires that the funding and planning of 14-19 provision is coherent and coordinated,
widens the choices and meet the needs of every learner, is of high quality
and provides value for money. Common timetabling across schools and the
college, common information for learners whatever their institution, sharing
good practice between providers to improve the quality of teaching and
learning and less duplication of provision would be some of the success
measures. In undertaking the enquiry the
Commission was mindful of its Corporate Priorities, the Community Strategy
and Every Child Matters. PROPOSAL
BY THE LEARNING AND SKILLS COUNCIL The LSC indicated that it was looking at a
proposal to invest in a 6th Form Centre on the The new centre would provide a range of A level
choices to 1200 students. It would permit a wider choice than any school
sixth form and enable academic and vocational programmes at various levels
together with an effective framework for the development of specialist
diplomas. The LSC investment would be approximately Ł25m. |
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· 4 CONSULTATION EVIDENCE ·
The consultation exercise between 8
September and 13 October led to 136 written submissions being made to the
Policy Commission. This not only included submission from all the relevant
key stakeholders but also included 95 from individuals who wished to express
their views on the proposals. The Policy Commission held formal sessions
at which key stakeholders were invited so that a range of issues raised in
written submissions could be expanded upon and clarified. The session on A further session was held by the Policy
Commission on All through the enquiry the Policy
Commission has stressed that it was not looking at the merits of a 2 or 3
tier educational structure for the In addition to the evidence sessions the
Commission had, on In
the evidence sessions held by the Policy Commission the following key issues
were highlighted by stakeholders – Learning
and Skills Council ·
Shared the ambition of the Council to raise
the level of attainment. ·
Wished to see improvements in the range and
breadth of courses for students. ·
There was a quality assurance system in place
to assist in the delivery of courses. ·
The LSC would work in partnership in the
delivery of targets within the Local Area Agreement and had been involved in
the formulation of the Council’s 14-19 Strategy and Action Plan. ·
The propose Centre would offer the potential
of greater choice for academic and vocational courses in group sizes that
were more economic and conductive to learning. ·
It was accepted that the Centre would put
the LSC in the position of monopoly provider. ·
Transport to the proposed Centre would
require consideration. ·
The LSC had the power to seek the closure of
a schools sixth form. This had to be submitted to the Secretary of State but
could only be done with the support of the Local Authority. IW
College ·
The College was in the top 10% nationally
for success rates. ·
Ofsted research indicated that the bigger
the group size for post 16 courses the better it was for learners. ·
Would only offer post 16 courses to those
students who were 14+. ·
The College would not place any student on a
course that they were not able to successfully complete. Sixth
Form Students ·
Concerned that lecturers would not be able
to support students as well as teachers in schools. ·
School community would be broken up. ·
The collaboration between High Schools helped
preserve the availability of minority subjects. ·
Students preferred small class sizes
particularly for science and languages. ·
Transition from High School to a Sixth Form
Centre would not be welcome as it took several months to become accustomed to
a new establishment and this would affect those taking examinations in the
following January. Connexions ·
The Education Maintenance Allowance had
reduced the number of young people moving into employment at an early age. ·
There were gaps in the provision of post 16
education for specific groups such as young offenders. High
School Heads ·
Recent inspections of 2 High schools by
Ofsted had been good. ·
Students felt safe and secure in their home
institution. ·
There were signs that attainment was already
improving. ·
Schools provided clear accountability for
students performance and this was recognised by parents. ·
No one institution would be able to deliver
the full range of courses and collaboration was the only way forward. ·
Schools would enable those more able students
to access courses according to ability rather than age. ·
Sixth form students played a vital
leadership role in schools. IW
Governors Association ·
Difficult to assess why schools were
underperforming. ·
May be of benefit having two or three post 16
Centres. ·
Not a single issue organisation and had left
Governing Bodies to respond individually. ·
Improvements in school attainment was not
about structures but the style of teaching ·
Consequence of proposal on overall school
structure should not be overlooked. Standards
Not Tiers ·
Clear mandate from the ·
Existing collaborative system gave students
and their parents choice which would not be available through one facility. ·
Need to stop ongoing rumours about changes
to the ·
College expectation of a mature approach to
learning. ·
There should be a range of provision that
met the needs of all students. ·
The Dioceses were looking at the provision
of a joint Middle School with a Secondary School a longer term aim but
without a sixth form. ·
A sixth form centre could offer the
potential for a wider ·
Any facility needed a place for quiet
reflection and prayer. Chamber
of Commerce ·
One facility would limit the opportunity for
students. ·
The delivery of Key Stage 3 should be under
the responsibility of one phase. ·
School improvement was about human interaction
and not about buildings. ·
Government focus was on 14-19 and schools
were in the best position to deliver this. Primary
Sector ·
Would add an additional transition. ·
Sixth form centre would make parent
engagement difficult. ·
Need to share good practice within schools. ·
Sixth form students played an important
inspirational role in schools. Middle
Sector ·
Larger schools enable greater flexibility in
delivering the curriculum and recruitment. ·
Disaffected students required a multi-agency
approach and schools were better placed to locate these. ·
Establishments needed good leadership
irrespective of structure. ·
The individual learning needs of each
student was the key factor for achieving an improvement in the level of
attainment. ·
Students were known to teachers and teachers
were known by students. ·
Delivery of lessons adapted to students
needs ·
Problems created by transferring to another
establishment Individuals 31
in support of a Sixth Form Centre. ·
Some preferred it to be sited at ·
Together with Primary phase from 5 to 11 and
Secondary from 11 to 16. ·
Centre would provide better resources for
students with specialist teachers. 66
against a Sixth Form Centre. ·
No evidence that it would lead to
improvements in attainment. ·
Loss of choice if there was a single
provider. ·
Sixth form students provide role models in
schools. ·
Add to traffic problems in The feedback can
be summarised as follows: •
The economy of size and greater diversity of vocational and academic
study on larger single campus •
The ambitions for a faith based 11-16 secondary school •
The history of poor collaboration between post 16 providers in the
past •
No guarantee that the ‘centre’ would improve attainment •
Potential for increased congestion due to additional traffic
converging on to the centre at the College site •
There was a mandate from the electorate to retain a 3 tier system •
The present 3 tiers with some modification mirrors the national 14-19
agenda •
Keeping learning and schooling as close to communities as possible •
The need to retain expertise and specialisms in high schools to
support developments in middle schools •
The need to keep strong role models and to extend further the
involvement of 6th formers in primary schools •
This is a seminal moment to be innovative and prepare for the future
rather than adjust for what has happened in the past •
There is a need to maximise the professional development/experience
to recruit and retain teachers of high calibre •
Personalised learning means accessing learning from a position of
attainment and readiness not age |
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5 ISSUES IDENTIFIED 5.1
FINANCIAL: There are a number of potential financial implications particularly for
the capital programme. The Council is in the latter phases of the Building
Schools for the Future (BSF) programme but has been successful in the “one
school pathfinder” bid ( There are significant surplus places in both the primary and middle
schools. A radical programme of re-assessing standard numbers in schools will
address this and will be undertaken in early 2007. This may release capital
receipts and reduce some building related costs. A major rebuilding programme is expensive – in the region of Ł25m per
high school; Ł18m for a middle school and Ł7m for a primary school. The BSF
funds will greatly assist in any rebuilding but are out of sync with the
likely timetable. Approaches may need to be made to Ministers to amend the
BSF timetable but the Council’s proposals would need to be innovative if they
are to be persuaded. 5.2
STRATEGIC: The Aim High strategy has an objective namely to
improve the outcomes for children and young people. 5.3
OPERATIONAL: The
Joint Area Review (May 2006) and the 14-19 Area Review (January 2004)
identified the lack of an effective 14-19 strategy with collaboration and
co-operation between institutions insufficiently embedded. 5.4
LEGAL: The
Education Act 2006 has placed decision making regarding school organisation
in the hands of the Schools’ Commissioner.
The Authority will need to convince the Schools’ Commissioner that the
principles of choice and competition are maintained through this
recommendation before submitting proposals for school re-organisation. 5.5
Section 17 Crime and Disorder Act 1998 Local
Authorities are required to consider the potential impact on crime and
disorder at any point in considering policy of strategy. The bringing together of all young people
aged 16-19 on one site for their education may lead in anti-social behaviour
or incite young people through peer pressure to commit misdemeanours. Evidence suggests that young people are
less likely to cause disruption or damage the environment if educated within
their local communities. |
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6.1 Option 1 - Accept LSC proposal Advantages •
Economy
of size and diversity on one site •
Links
to proposal re 11-16 faith based offer •
Addresses
history of post 16 collaboration •
Receipt
of capital investment •
Realisation
of capital assets (school sites) •
IOW
Council seen as taking positive action Disadvantages •
Reduction
of choice and diversity •
Cuts
across 14-19 agenda •
Removes
opportunity for local learning post 16 •
Loss
of older role models •
•
Staff
instability and low morale in all phases; loss of specialist staff within
schools •
Potential
increased transport congestion 6.2 Option 2 – Reject LSC Proposal Advantages •
Maintenance
of choice and diversity and learning post 16 within localities •
•
Staff
stability and use of high school specialisms within middle schools •
Retain
the role older models in High Schools Disadvantages •
Lack
of economy of size and diversity on one site •
Ignores
to proposal re 11-16 faith based offer •
Fails
to address history of post 16 collaboration and ignores 14-19 developments •
Loss
of capital investment •
Loss
of faith amongst HE providers that IOW situation will improve •
IOW
Council seen as avoiding difficult decisions 6.3 Option 3 – Recommend an
alternative i.e to establish a formal collaborative or federated arrangement
between the current high schools and possibly the College Advantages •
Maintenance
of choice and diversity and local provision post 16 •
Improved
economy re size and diversity than current •
Retain
the role older models in High Schools •
Possible
retention of capital investment and realisation of some capital assets •
•
Staff
stability in two phases •
IOW
Council seen as creative and innovative Disadvantages •
Costs
associated with extension of middle schools to take Y9 •
Ignores
to proposal re 11-16 faith based offer •
Some
limited re-organisation of middle schools •
Staff
morale and stability in high schools 6.3.1 6th Form
provision delivered by High Schools and College as one institution governed
by one body A single corporation replacing the college and the schools operating
on, say, 4 sites around the island; this would be organised on a collegiate
model similar to Oxbridge – there may be some technical difficulties with
this model. It potentially does not
meet the principle of choice and diversity. 6.3.2 6th Form
provision delivered at 3 or 4 sites, with College separate, in a Trust
Foundation under a single Governing Body Bringing together the current 5 high school provision under one
leadership and governance (the ‘Trust’).
The ‘Trust’ can be sponsored by both public and private sectors and
can offer different provision on different sites. This might mean the current 5 high school
reducing to 3 or 4 sites with each site offering the basic curriculum plus a
number of specialisms (linked to new diplomas). Learners would be able to access their
local learning site for pastoral support, guidance and the basic curriculum. Collectively the ‘Trust’ could offer the
International Baccalaureate, something which no single school will be able to
do. A single group of trustees will
provide governance with a principal and heads of learning for each site. 6.3.3 As 6.3.2 but with
each establishment retaining its own Governing Body responsible for provision A weaker version of the ‘Trust’ would be a federation between
separate 14-19 institutions with each site retaining some autonomy. This may not achieve the desired
collaboration or provide an effective diverse curriculum offer. 6.4 Summary of main themes
from evidence linked to recommendation
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8 Risk Assessment
Risk Scenario – CS5: School
standards and structure
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Description of Risk |
Consequences |
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The consideration of school structure issues detracts from the need to raise standards leading to inability of the council to provide leadership and demonstrate impact. |
§ The council and schools are subject to intervention by the DfES § Key staff in council and schools leave the system § Parental support and confidence in the educational system is lost § Standards plateau or fall |
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A
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II
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Timetable of events Responses by Correspondence: The following
organisations/bodies/institutions submitted written comments on the LSC
proposals :- 1) Learning and Skills Council 2) IW College 3) Southampton and 4) The five Island High School Heads 5) 6) 7) 8) 9) Catholic Diocese of 10) Anglican Diocese of 11) Head Boys and Head Girls of Island High
Schools 12) Connexions – South Central 13) South East England Development Agency 14) IW Chamber of Commerce, Tourism and Industry 15) Association of School and College Leaders 16) Standards Not Tiers 17) National 18) 19) 20) 21) 22) 23) 24) 25) Bembridge CE Primary School Governing Body 26) 27) 28) 29) St 30) 31) Nine Acres Primary School Governing Body 32) 33) 34) Sixth Form Students from all High Schools 35) 36) Northwood primary School Acting
Headteacher 37) Mayfield CE Middle Governing Body + 95
letters/e-mails from individuals. |
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Prepared by: Date: |
Cllr |