Asset Management Plan

Statement of Priorities

2003 - 2006

Education & Leisure Directorate

Director: Jill Baker

Education Office, Minerva House,

Pendlebury Road, Swinton,

Salford, M27 4EQ

Statement of Priorities

SECTION

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INDEX

/ PAGE NO
1. / Context / 1 - 6
2. / Strategic Priorities / 7 - 20
3. / Basic Principals Underlying Capital Investment and Making Best Use of Available Funds / 21 - 24
4. / Timescale / 25 - 26
5. / Schools Capital Programme and Capital Funding Sources / 27 - 29

APPENDICES

Appendix A / Salford LEA’s School Strategy
Appendix B / Summary of the Education Capital Programme

Statement of Priorities 2003-2006

Section One

Context

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Statement of Priorities 2003-2006

SECTION 1.Context

Our Statement of Priorities is produced to assure the DfES that overall, our AMP process is robust. The Statement will allow schools, Dioceses and other local partners, as well as the DfES to have a coherent view of local priorities. It will also help to show the link between needs, funding, the prioritisation process and the resultant capital programme and its outputs.

1.1Aims

1.1.1The Strategic aims of the LEA are:-

  • Maximising educational achievement for all
  • Promoting partnerships
  • Achieving excellence
  • Improving communications
  • How we will achieve these aims
  • The LEA will work in partnership with schools and other local partners to raise standards of achievement for all young people in the City. There are four main principles that will guide the work of Salford LEA. These are to:-
  • aim for the highest possible level of achievement for all pupils;
  • ensure that all pupils and students are given an equal opportunity to succeed;
  • ensure that all pupils and students receive high quality standards of teaching and learning in all schools; and
  • keep abreast of the changing needs and expectations of both the local community and national government initiatives.
  • The City Council’s Community Plan sets out the overall vision for Salford and has been drawn up by the City’s Local Strategic Partnership. Seven interrelated thematic priorities have been identified which focus on creating:-

1)A Healthy City – led by the Joint Commissioning Forum.

2)A Safe City – led by the Crime and Disorder Partnership.

3)An Inclusive City with Strong Communities – led by the Social Inclusion Forum.

4)A City where Children and Young People are valued – led by the Children Services Planning Forum.

5)An Economically Prosperous City – led by the Economic Development Forum.

6)A Learning and Creative City – led by the Lifelong Learning Partnership.

7)A Sustainable City – led by the Living Environment Forum.

This plan formalises partnership arrangements across the City ensuring a consistency across a range of other plans that the Council can influence including:-

The Health Improvement Programme

Local Agenda 21

Education Development Plan

Lifelong Learning Framework

Crime and Disorder Strategy

1.2.3These aims are at the heart of the Council’s Community Strategy, which cites building local communities through partnership and opportunities as a key objective. This is also linked through the Corporate Asset Management Plan, which identifies one of the Authority’s Pledges as Better Education for All: We want every child to get the best start in life.

1.2.4The Council encourages the joint use of facilities, an example being the new Beacon Resource Centre and a public library on the same site as our new Secondary School, The Albion High, which will be the model for our full service schools.

1.2.5Of the core capital schemes identified in the Corporate Asset Management Plan - Capital Strategy, five relate to education – 2 PFI Schemes, 2 Targeted Capital projects and 1 traditional Surplus Place Removal scheme (SPR). One of the PFI proposals, along with the two Targeted Capital projects are interlinked and relate to the removal of surplus places in the secondary sector. The second PFI relates to the replacement of our three Special High Schools. The traditional SPR project was to remove surplus places in the secondary sector by closing two schools and building a new school on an alternative site. This new school, The Albion High School, opened in September 2003.

1.2.6It is also noted in the Corporate Asset Management Plan - Capital Strategy, that “Salford City Council is seeking to be in the vanguard of the DfES’ major capital investment ‘Building Schools for the Future’.”

1.2.7Due to the high levels of deprivation and low educational standards the BSF bid indicates that Salford comprises one geographical area.

1.3Key local factors

1.3.1Salford is a city of contrasts, ranging from a dense urbanised core at the heart of the Greater Manchester conurbation to the east, through established suburban housing areas, to areas of high value housing and green belt to the west. It is a thriving city with major successes to its name, but with significant issues still to overcome.

1.3.2The city has transformed itself in recent years. The redevelopment of Salford Quays has created a world-class business and cultural area of great national and regional significance. The 2002 Commonwealth Games offered a wealth of opportunities in terms of job creation and raised the profile of the city. The continuing improvements, for example in the Chapel Street and Seedley and Langworthy areas, will enhance the city’s reputation for innovation in urban renewal.

1.3.3However, amidst these exciting developments there still exist severe pockets of deprivation, and overall Salford is one of the most deprived areas in the country. In summary, Salford has:-

  • The third highest rate of looked after children nationally, indicative of increasing levels of social decline and family breakdown in many communities;
  • a significant rise in asylum seeking families representing a wide range of languages spoken;
  • a very high standard mortality ratio compared to England, indicating significant levels of ill health in many communities;
  • a high rate of teenage pregnancies: the rate is 23% higher than the North West average and 33% higher than the national rate;
  • a high level of crime, though this shows signs of reducing dramatically since the Crime and Disorder Act was introduced in 1998;
  • relatively poor educational performance at secondary level, compared to national standards;
  • a significant number of people on low incomes and benefits, together with high numbers of lone parents signifying growing social inequalities;
  • many areas with poor standards of housing and environmental conditions;
  • a drop in overall population with people migrating from the traditional inner city areas, leading to significant numbers of vacant properties in some communities;
  • high level of surplus places in the primary sector.
  • Surplus Places

(Extract from School Organisation Plan 2003-2008)

1.4.1Secondary Schools

Salford has made significant strides forward with the rationalisation and development of school place provision in the last five years. This progress has included:

  • Replacement new premises for all three special high schools via PFI - Irwell Park, Oakwood and New Croft - to be completed for summer 2004.
  • Amalgamation of two high schools into one new high school - The Albion - in new premises which opened in September 2003.
  • Amalgamation of two high schools into one new high school - Harrop Fold.
  • Closure of one high school and expansion of two popular schools - Buile Hill High and Hope High.

These actions will take the levels of surplus places to 8% in secondary schools when fully implemented. Over half of the community secondary schools in Salford are now either in new premises or in the process of procuring new premises.

1.4.2There are some residual issues left in one or two schools regarding small surpluses and five community secondary schools still require significant investment to upgrade the quality of their accommodation. A feasibility exercise has been undertaken to explore the possibility of these schools being replaced in the first phase of the Government’s ‘Building Schools for the Future’ programme. If our bid is successful this will raise all secondary school premises to 21st century standards over the next 10-15 years. Any remaining surplus place issues will be addressed as part of that programme. The Roman Catholic Voluntary Aided schools are part of this local bid. Canon Williamson, Salford’s Church of England Voluntary Aided High School, is also included, however, this school is also currently exploring Academy status with a private partner and the Church of England Diocese, supported by the LEA.

1.4.3Primary Schools

The current level of surplus places in the primary sector is 14%. The number of pupils in the primary sector is predicted to reduce by about 7% over the next five years. The LEA has undertaken a comprehensive citywide review of primary school places. Assuming the implementation of the proposals to reduce surplus places in primary schools, which were approved by Cabinet in May 2003, this would result in a total projected level of primary surplus places in the region of 12% overall, with 9.7% surplus places in Community and Controlled Primary schools by September 2005. However, the current demographic profile is for decline in pupil numbers and therefore review will be on-going, to match available places to pupil numbers.

  • Details of proposals are as follows:

-to close Alder Park Community Primary School and enlarge Westwood Park Community Primary School to accommodate Alder Park pupils.

-to amalgamate Radclyffe and St Clement’s Church of England Community Primary Schools in a new building on a new site.

-to commence the process involving the schools’ adjudicator regarding the further reductions in admission numbers and building alterations to 18 primary schools.

The building alterations will be funded by a combination of funding streams, details as follows:

-Staff Workspace funds

-Revenue budget contributions

-New Money contributions

-Schools Access Initiative funds

-Expansion of popular schools

-Standard Fund - NDS Condition

-Modernisation Funds

-Standard Fund - Seed Challenge

-Standard Fund - Devolved Formula Capital

  • In addition, rationalisation of all three primary special schools into one special primary school in new purpose built accommodation at Springwood School has already taken place. This school opened in 2002.
  • We have also submitted a bid in October 2003 for funds to remove surplus places at three RC primary schools as part of the Targeted Capital round 2004/2005.
  • The City Council is involved with a proposal to close two other RC primary schools and build one new school on a new site which will also remove surplus places, be part of a regeneration initiative in the Seedley/Langworthy area of the city and improve employment prospects.
  • Modernisation of the Primary and Special School Stock

In relation to all our special schools action has already been taken to replace all primary and secondary school provision via traditional capital and PFI.

For those schools who do not form part of the Primary Review process (as indicated above) the LEA’s intention is to use all our annual formulaic allocations, annual TCF bidding round and potential joint-venture arrangements with the private sector to refurbish/replace our primary schools.

1.4.5Area reviews

The Corporate AMP sets out the principle of reviewing areas of the City as distinct communities and is one that will be continued as part of our review of surplus places within the primary sector. This allows education proposals to link with other neighbourhood renewal issues in order to regenerate a whole community and gain from the benefits of joining-up initiatives. This should protect the education investment, deal with many of the underlying factors to educational achievement in certain areas, such as low expectations, and use the school as the focus of the community regeneration. A bonus to education may be access to other funding sources. Education will work closely with Housing, Health, Cultural and Social Services in developing proposals which provide the maximum synergy between different service areas, and will seek to encourage community developments associated with schools in all areas.

1.5Performance of Schools and Raising Standards

1.5.1Primary and secondary education are critical stages in young peoples development - they shape them for life. Primary education provides the essential tools for learning as well as the excitement of creativity in the arts and sporting activities.

1.5.2Secondary education builds on this and is about developing young people’s self confidence and self esteem as learners, maturing socially and emotionally, being imaginative in all aspects of the curriculum and developing higher outer thinking skills.

1.5.3There is a recognition that standards need to be raised through a curriculum which is more engaging, motivating and challenging for all young people. Salford’s goal is to raise standards by combining excellence in teaching and learning with a creative and stimulating curriculum. We want to establish high achieving, strong, viable schools of sufficient size with stable pupils intakes and financial stability that teaches them to plan and manage with confidence.

1.5.4Although the performance of Salford’s schools is generally in line with that found in similar authorities, aspects of attainment are below the national average at all Key Stages. This is most marked at the higher levels of attainment particularly in secondary schools.

1.5.5The LEA’s 2002 targets were ambitious and not met and many targets for 2004 could be deemed unrealistic given current levels of attainment. The LEA and schools have robust plans in place and in development to make a significant impact on this situation. This has to stand alongside a recognition that virtually every secondary school Ofsted report makes reference to extremely poor facilities for the schools across both condition and suitability factors and identifies these as significant contributors to underachievement.

1.5.6Supported by the DfES Salford has made a significant impact on this situation, having secured funding to replace 60% of our community secondary schools. However, this issue remains an urgent priority for those schools which are still to be addressed and particularly those schools who fall into the ‘weak and failing’ category.

1.5.7School performance in its widest sense is considered through monitoring of a range of data - SATs and GCSE outcomes, attendance and exclusion rates, budget performance, staffing issues, governance and management issues as well as Ofsted reports. Difficulties are identified and the schools’ capacity to improve is considered as a preliminary to drawing up a programme of action in partnership with the school to move it forward. This process is outlined in the LEA Schools Causing Concern Policy.

1.6Local Public Service Agreements

1.6.1Salford City Council’s Local Public Service Agreements with the Government are a set of demanding performance targets aimed at further improving services to local people by March 2005.

1.6.2The targets around the work of the Education and Leisure Directorate are:

Target 1:to improve the educational attainment of children and young people in care

Target 2:to increase the percentage of pupils obtaining five or more GCSEs at grade A*-G (or equivalent)

Target 3:to increase the attendance rate in Salford secondary schools

Target 4:to increase the number of young people aged 6-16 years participating in sporting activities

Target 5:to increase the proportion of Year 11 school leavers going into further education

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Statement of Priorities 2003-2006

Section Two

Strategic Priorities

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Statement of Priorities 2003-2006

SECTION 2.Strategic Priorities

2.1Priorities of the LEA

2.1.1The majority of the LEA’s strategic priorities are the direct consequence of issues detailed in a number of plans, which detail the LEA’s proposals for local delivery of national priorities. A number of significant issues are included where specific funding sources have been made available but part of the programme is funded through joining-up DfES with other Government Department funding sources to achieve the LEA’s strategic objectives. Specific areas of work are included in the programme arising from the condition and suitability surveys, however, they will be integrated with other works where possible to avoid a patch and mend approach. Major projects resulting from the following priorities are identified in section 5; School Capital Programme.

2.1.2The LEA considers that, in general, its highest priorities are:

  • to replace (via BSF) or refurbish (via other capital funds) the whole school estate;
  • satisfying its statutory duty with regard to school places;
  • the elimination of serious health and safety concerns and reduction to the backlog of condition; and
  • dealing with schools causing concern and raising standards in schools.

Interwoven into these priorities will be a security strategy for schools and ensuring buildings are fit to deliver the curriculum. The review of primary school places will encompass a wide range of priority areas, is a major standards project and as such is a high local priority.

2.1.3This Statement of Priorities summarises the LEA’s strategic priorities which are, where possible, closely linked to government priorities. It also details the use of funds available to the Authority and its schools for work on school buildings, which will deliver our educational objectives, over the period 2003/2006. Proposals have been developed in consultation with the Property Matters Consultation Group (PMCG), which includes Headteacher, Governor and Diocesan representatives, and the principles will be revised annually. Outputs for each year will be evaluated against the targets set. Future targets will be adjusted and/or AMP priorities changed as a result of the evaluation, to ensure progress against national as well as local priorities.

2.1.4Salford LEA’s School Strategy has been captured pictorially in Appendix A.

2.2The School Organisation Plan annually reviews the overall demand for school places.

2.2.1There is a statutory requirement on every LEA to provide sufficient and suitable school places. Discharging this duty involves opening new schools or adding places to existing schools where extra capacity is required. It also means reducing in size or closing schools with surplus accommodation. The challenge for the LEA, in attempting to secure ‘value for money’ and good quality education, is to provide the right number of places in the right locations.