Education, Leisure & Lifelong Learning Service
Strategic School Improvement Programme
CONSULTATION DOCUMENT
Proposal to amalgamate Central Infant School, Theodore Road, Port
Talbot and Central Junior School, Broad Street, Port Talbot by closing
both and establishing an ‘all through’ (3-11) community primary school
on the same sites
This document is available in a different format
please contact ssip@npt.go.uk with your request
Contents
Page
1.
Background
3
2.
The proposal and why the change is being proposed
4
3.
Impact of the proposal
6
4.
Options that have been considered
9
5.
Details of the schools affected
10
6.
Quality of teaching and learning
11
7.
Pupil numbers
8.
The proposed primary school
15
9.
Financial Appraisal
16
10.
Equality Impact Assessment
17
11.
Consultation Details
17
12.
The legal process
18
14
Appendices
Appendix A
List of Consultees
20
Appendix B
Comment Form
22
2
1.
Background
The Council is committed to providing high quality education for all children and young
people across the County Borough. It has implemented a Strategic School Improvement
Programme (SSIP) that will help ensure that the right schools are in the right places and
that they are capable of delivering an education fit for children and young people in the
21st Century. The Strategic School Improvement Programme (SSIP) informs the
planning and decision making processes that will enable the Council to secure first class
schools, delivering high standards of teaching and learning - for now and into the future.
At the heart of the programme is the delivery of quality educational experiences that
encourage and support pupil development - experiences that meet the aspirations of
young learners, enhancing and enriching their lives and their life opportunities.
Implementing the Strategic School Improvement Programme (SSIP) involves reviewing
existing educational provision and determining the number and type of schools needed to
deliver education effectively and efficiently across the County Borough. As a result of
this there will be changes which will involve opening new schools, closing existing
schools, merging or amalgamating schools, federating schools and promoting new
initiatives that support collaborative working between schools. The changes will be
necessary to improve standards of education, reduce surplus places, reduce large building
repair bills and ensure the right schools in the right places for both English and Welsh
medium education, together with provision for those pupils with special educational
needs/additional learning needs.
The Council has decided to review its educational provision on the basis of:
a.
educational standards
b.
the need for places and the accessibility of schools
c.
the quality and suitability of school accommodation
d.
effective financial management
The Council’s executive has approved the development of a structured programme for
change, including ‘all through’ (3-11 years) primary education in place of infant and
junior schools. The need to integrate separate infant and junior school provision was
cited in the Strategic School Improvement Programme Principles Paper of September
2008. Approval to consult, specifically in relation to Central Infant and Central Junior
schools was sought in a subsequent report dated 30th July 2014.
Unless stated otherwise, the sources for pupil numbers, financial figures and school
capacities quoted in this document are: the January 2014 PLASC statistical return; the
2014/2015 school budget allocations; and the 2013 school accommodation schedules
respectively.
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2.
The proposal and why the change is being proposed
It is intended that the proposal will take effect on 1st September 2015.
The proposal
It is proposed to amalgamate Central Infant school and Central Junior school by closing
both and opening an ‘all-through’ primary school for boys and girls aged 3 to 11 years.
Currently, Central Infant and Central Junior are two separate schools with two groups of
staff, two separate school budgets and two governing bodies. The schools are on separate
sites although the two sites are a relatively short distance from each other (approximately
0.3miles). The two schools already share a headteacher.
The new primary school will be established on the existing sites, using the same
buildings and serving the same catchment area. It will have capacity for 420 full-time
and 100 part-time (50 a.m./50 p.m.) pupils. There will be one headteacher, one group of
staff, one governing body and one school budget.
Why the change is being proposed?
The Council has a policy to move towards ‘all-through’ primary schools across the
County Borough, rather than continuing to maintain separate infant and junior schools.
The amalgamation of the two schools to form a primary school will provide the
opportunity for children to remain in one school from age 3 until age 11.
The retirement of the former headteacher of Central Junior provided the opportunity to
initiate discussions with Central Junior and Central Infant on options for developing ‘allthrough’ (3-11 years) primary education provision. Shortly afterwards, the headteacher
of Central Infant applied and successfully obtained a new post within the Authority.
With the view to becoming one school at some point either through amalgamation or
federation, the infant and junior school governing bodies agreed to a shared headteacher
arrangement across the two schools.
The benefits of amalgamation include:
- Educational provision from age 3 to 11 at one school, with a single vision and ethos
- A single governing body, headteacher and management team providing leadership
across the full primary age range, using consistent policies and practices
- Opportunity to build on the educational standards already achieved by the infant and
junior schools
- Ease of transition from Foundation Phase (Infant) to Key Stage 2 (Junior), with any
potential dip in pupil attainment commonly associated with school transfer being
offset
- Access to a wider range of staff expertise
- Greater opportunity for curriculum development
- Older or younger brothers and sisters being able to attend the same school
4
- Parents with children previously in separate infant and junior schools only having to
deal with one headteacher, one governing body and one group of staff
- Pupils and parents being able to build longer-term relationships with school staff
- Better staff development and career opportunities through broader experience
- The headteacher and governing body having more flexibility in the organisation of
classes and deployment of staff and resources
- Efficient and effective use of resources - saving money through economies of scale
- Removes the need for parents to apply for a place for their child at transition from
Year 2 – Foundation Phase (Infant) to Year 3 – Key Stage 2 (Junior)
Advantages of an ‘all-through’ primary school in terms of continuity and progression
in children’s learning
- Strategic planning for school improvement facilitated and guided by a single School
Improvement Plan, resulting from collaborative whole-school self evaluation
- Promotes a continuum of teaching and learning for all pupils. Greater opportunities to
plan strategically for whole-school improvement and to secure consistency in all
plans, priorities and policies relating to improving pupil outcomes. A single school
will allow planning across the whole primary age range; whereas having separate
infant and junior schools requires maintaining a strong commitment to collaborative
working between the two schools to achieve similar outcomes
- Greater consistency in recording and reporting to parents the progress of children from
Foundation Phase through to Key Stage 2. This, in turn, should provide parents with a
clearer picture of the development of their child and enable them to support the
learning of their child more effectively
- Easier to track individual pupil progress, including baseline assessment on entry to
school and the assessment process across the Foundation Phase and Key Stage 2. This
will help to identify the ‘value added’ gained by each pupil and will improve the
development of target setting both at individual pupil and whole-school level
- Easier to plan and monitor to meet the academic and personal development needs of
individual pupils
- Easier to secure an effective transition from the Foundation Phase to Key Stage 2 for
children with additional learning needs, including children who have a statement of
special educational needs. In addition, the single primary school may have
opportunities for more effective and flexible deployment of support staff across the
Foundation Phase and Key Stage 2 to support the learning of those with additional
educational needs
Possible risks/disadvantages of the proposal
- Change can create a degree of anxiety
- The process requires the closure of the existing schools in order to open a primary
school in their place, as a result of closure the school staff will no longer be employed
at the existing schools.
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- It could be perceived that there would be a loss of identity at each establishment as a
single school ethos is developed.
- There could be a perception that pupils would not get the same level of individual
attention and support in a larger school.
- One governing body will have to manage a school where currently there are two.
- One school across two sites, a split site could provide logistical issues which would
need to be carefully managed.
3.
Impact of the proposal
Impact on pupils and parents
Both pupils and parents at the two existing schools have strong, positive relationships
with staff and there is currently a single headteacher for the two schools. With increased
learning experiences, access to a wider range of specialist teachers, facilities and pastoral
support structures, the primary school will offer pupils improved learning opportunities,
together with the benefits set out above.
There should be no adverse impact on pupil journeys to school as the new primary school
will utilise the current sites and buildings of the existing schools.
The after-school clubs and extra-curricular activity currently provided at the two schools
will be preserved if the proposal goes ahead.
Impact on pupil admission
Implementation of the proposal will mean that, as from 31 st August 2015, Central Infant
and Central Junior schools will close and the catchment area for both schools will be
served by the new primary school which will open on 1 st September 2015. Full-time
pupils currently on roll at Central Infant and Central Junior schools will automatically
transfer to the roll of the primary school, subject to the wishes of parents and Y6 pupil
transfers to secondary education. Prospective pupils (that is those not on roll at the point
of transfer to the new school), including nursery pupils transferring to full-time
education, will need to apply for a place at the new primary school in line with the
Council’s Admission Policy.
Parents may, of course, express a preference for an alternative school. In seeking a place
for their child in a Neath Port Talbot maintained school the Council’s admission
arrangements allow parents to apply to a school of their choice. A place will be made
available where there is a suitable vacancy. For parents seeking a placement at a school
other than a Neath Port Talbot maintained school the relevant authority’s admission
arrangements will apply.
It is not proposed to change the arrangements for transfer to secondary education.
Therefore, as is the case with the current infant and junior schools, the primary school
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will continue the partner school arrangement with Glanafan Comprehensive School until
2016 after which the partner school arrangement will transfer to Dyffryn School. It is the
case that already a significant number of pupils transfer to Dyffryn School for their
secondary education. In September 2014, approx. 82% of Year 6 pupils from Central
Junior school transferred to Dyffryn School.
The Council’s school admissions policy can be viewed on the Council’s website
www.npt.gov.uk
Impact on travel arrangements
This proposal does not change the current provision of home to school transport. In line
with the Council’s Home to School Transport Policy those pupils who meet the eligibility
criteria will receive assistance with travel between home and school. No additional travel
or pupil journey times result from this proposal.
Under the School Travel Plan requirements all schools, together with the Council’s Road
Safety Team, are committed to:
 improving road safety within the local community
 raising awareness about travel issues
 encouraging walking, cycling and public transport for the school journey where
applicable
 encouraging independent travel where applicable
The Council’s Home to School Transport Policy can be viewed on the Council’s website
www.npt.gov.uk
Impact on school staff
The potential teaching and learning benefits for staff working at an ‘all through’ (3 -11)
primary school are set out in section 2 of this consultation report.
The proposal will mean changes that impact on school staff employment. Both the
existing schools will close on 31st August 2015. Upon closure all staff will cease to be
employed by Central Infant school or Central Junior school.
In relation to the posts of headteacher and deputy headteacher the Council’s policy is for
these to be advertised nationally.
A temporary governing body will be established before the opening of the primary
school. The temporary governing body will have the responsibility of appointing a
headteacher. Once the headteacher has been appointed that person will, together with the
governing body, be responsible for determining the staffing structure for the primary
school.
7
The primary school will open on 1st September 2015 and school staff will be employed
by the new governing body for the primary school (albeit appointed by the temporary
governing body).
Throughout the process the Council will be working with the headteacher, governors and
the teacher associations/trade unions to secure the employment of staff from the existing
schools. The Council has a proven track record for supporting staff in such situations.
Impact on governors
When the two schools close (31st August 2015) both existing governing bodies will cease
to exist. Prior to the new school opening (1st September 2015) a temporary governing
body will be established to oversee arrangements for setting up the new school to ensure
the processes and procedures required are undertaken. Once the primary school is
operational a governing body for the new school will be appointed.
The temporary governing body is likely to be made up substantively of existing
governors from Central Infant and Central Junior schools, as this ensures continuity and
helps achieve a smooth transition to the new school for pupils, parents and staff. It will
take important decisions about the new school, including the appointment of a
headteacher, agreeing a staffing structure and adopting operating procedures.
Both Central Infant and Central Junior schools will continue to exist, managed by their
existing governing bodies, until both schools are closed. During this period the existing
and temporary governing bodies will undertake their duties in parallel. When the new
school is opened it will continue to be managed by the temporary governing body until a
permanent governing body is established.
Impact on the community
A Community Impact Assessment has been conducted and found the following.
Central Infant school pupils enjoy a range of school based extra-curricular activity and
school clubs but there is little community activity beyond the school day. In the past
there has been community use including ‘English as a Second Language’ classes having
been trialled successfully for the Minority Ethnic Groups in the area.
In Central Junior school the pupils partake in extra-curricular activity and after school
clubs that feature an extensive range of sport (rugby, football and netball), keep fit,
gardening, choir and chess. ‘Playworks’ have successfully trialled very popular open
access play sessions in the past (50 -60 pupils in attendance).
The Community Impact Assessment recognises the importance of both Central Infant
school and Central Junior school in providing a venue for school based events and extracurricular activity. Following evaluation, it has been assessed that under this proposal it
8
is important that existing community/school interaction is retained, preserved and
enhanced as appropriate with no loss of amenity to the wider community. Community
provision will not be lost from the school in its amalgamation and hence there are no
plans to mitigate the loss. The existing modest community use of the two schools needs
to be further developed.
There is a welcome and general acceptance of the amalgamation proposal within the Port
Talbot Ward. It is intended that existing school/community facilities and activities are to
be retained as part of the proposal to amalgamate. There is no adverse effect upon
community provision if the Infant and Junior school were to amalgamate.
Local residents should not be subjected to any additional school traffic as pupil numbers
for the primary will be the total number of pupils currently attending Central Infant and
Central Junior schools.
4.
Options that have been considered
Option 1 – Status quo: maintain Central Infant and Central Junior schools on the current
sites as separate schools, in the current school buildings, serving the existing designated
areas.
On the grounds of school improvement and the efficient use of public money, the current
arrangement cannot be supported and alternative arrangements are necessary. The
Council has determined to develop ‘all-through’ (3-11) primary schools. The benefits of
this proposal are set out in this consultation document and not to proceed would mean
that those benefits would not be realised.
This option is not recommended.
Option 2 - Federate Central Infant and Central Junior schools
The potential teaching and learning benefits and funding efficiencies that can arise from a
federated arrangement do not outweigh the benefits gained through the amalgamation of
the two schools. Amalgamation provides long-term stability, whereas federation does
not. Federation does not achieve efficiencies through removing duplication, for example,
both schools would be inspected separately by Estyn. The proximity of the two schools
(they are a relatively short distance from one another) also supports the establishment of a
single school. The Council has already made the decision to move to ‘all-through’, (311) primary education across the County Borough.
This option is not recommended.
9
Option 3 – Close Central Infant and Central Junior schools and open a primary school on
the same sites, using the same buildings with effect from 1st September 2015.
The opening of a primary school should have a positive impact on school improvement
and teaching and learning. It should not cause disruption to current pupils as the new
school will open on the existing sites with the existing buildings and serve the same
catchment area. The Council has already made the decision to move to ‘all-through’, (311) primary education across the County Borough. Amalgamating the schools brings
long-term stability, reduces bureaucracy and removes duplication, for example, there will
be one Estyn inspection.
This option is recommended.
Preferred Option (subject to the outcome of consultation) Option 3
Having considered information gathered over time on the two schools and weighed this
against the evidence of the educational and financial cases for change, the proposal to
amalgamate Central Infant and Central Junior schools and to open a primary school to
serve the same area is recommended as the basis for consultation
The proposal also conforms to the Council’s decision to establish ‘all-through’, (3-11)
primary education across the County Borough.
5.
Details of the schools affected
Central Infant School, Theodore Road, Port Talbot SA13 1SP
Central Infant School is an English-medium, co-educational, community school for
pupils aged 3-7 years. As at 8th October 2014 the school has 172 pupils on roll plus 63
nursery pupils. Nearly all the pupils (97%) transfer to Central Junior school for Key
Stage 2 education.
The most recent building condition assessment states the buildings are in fair to good
condition requiring only remedial works. Overall, the site is graded ‘B’.
Central Junior School, Broad Street, Port Talbot SA13 1SF
Central Junior School is an English-medium, co-educational, community school for
pupils aged 7-11 years. As at 8th October 2014 the school has 215 pupils on roll.
The most recent building condition assessment states that the building will require
refurbishment within the next 5-10 years. Overall, the site is graded ‘C’.
The proposal is not intended to address surplus places or building condition, although a
single school will enable more flexible use of existing accommodation to meet
10
fluctuations in pupil numbers across the 3 – 11 age range and to provide some scope for
potential growth in pupil numbers.
Capital build does not form part of this proposal. Building repair and maintenance
requirements will be dealt with as part of the Council’s programme for maintaining
schools and from the school’s delegated budget responsibilities.
6.
Quality of teaching and learning
The following information is an overview of the teaching and learning at the schools that
are the subject of this proposal. Full Estyn reports are available at:
http://www.estyn.gov.uk/english/inspection/inspection-reports
Outcomes
Both Central Infant school and Central Junior school have been judged as being good
schools by ESTYN ( Central Junior school in 2010 & Central Infant school in 2011), and
this could be further strengthened and developed through becoming one school with a
shared approach to teaching and learning.
At Central Infant school the most recent Local Authority Autumn Core Visit ( December
2013) determined that learner outcomes were adequate and the school’s capacity to
improve was good. Consequently the school was judged to be a ‘School that needs to
improve outcomes’ within the context of the following categories of schools: Good and
Outstanding Schools/ Schools that need to improve outcomes/ Schools that need to
improve aspects of leadership and / or provision, or Schools Causing Concern.
When compared with similar schools across Wales (2012-13 data), the school is
performing lower than expected for the Foundation Phase Outcome Indicator (FPOI).
Lower by 10% when compared with the family of similar schools, by 7% compared to
NPT and by 8% compared to all Wales.
Language, Literacy and Communication (LLC), Mathematical Development (MD), and
Personal and Social Development (PSD) at Outcome 5+ are all below the average levels
for the family, Neath Port Talbot and Wales, but at the higher Outcome 6 pupils at the
school perform significantly better in MD, - 4% above the local authority and Wales, and
9% above schools within the family.
At Central Junior school the most recent Local Authority Autumn Core Visit in
December 2013 determined that learner outcomes were adequate and the school’s
capacity to improve was good. Consequently the school was judged to be a ‘School that
needs to improve outcomes’ within the context of the following categories of schools:
Good and Outstanding Schools/ Schools that need to improve outcomes/ Schools that
need to improve aspects of leadership and / or provision, or Schools Causing Concern.
11
Results at the end of Key Stage 2 over three years (2012-13 data) indicate that the
performance of the school is adequate, with the percentage of children reaching the Core
Subject Indicator being lower than expected and lower than the family of schools, schools
across the local authority and schools across Wales as a whole. Data also indicates that
the school is not performing as well when compared with the family, Neath Port Talbot
and Wales in English both at level 4+ and the higher level 5+, but pupils attain generally
better results in Science at both level 4+ and level 5+.
Recommendations from the Autumn Core visits report that both schools need to further
improve outcomes for children - amalgamation would enable infant and junior staff to
work together to develop a consistent approach to curriculum planning and assessment.
Both schools recognise the need to further raise levels of attainment for pupils in the core
subjects to equal or improve their end of phase/key stage results. Working together to
address common areas for improvement can lead to more effective use of resources and
training to better support pupil progress.
Standardisation would become more meaningful across both phases with shared
understanding by staff of both Foundation Phase outcomes and National Curriculum
levels, helping to develop high staff expectations and a shared drive to improve
standards.
Transition would become less of a challenge with one leadership team, avoiding any
potential slowing of progress in Year 3. Policies and practice would be consistent across
both sites and staff would become more familiar to children across the phases enabling
children to feel more secure through transition periods.
Care and support for pupils could be further developed through a shared ethos made
possible through amalgamation, with consistent expectations and systems in place.
Communication can be improved when both formal and informal information sharing is
able to take place on a regular basis ensuring that all staff have a good understanding of
individual pupil needs right across the school.
Both schools are currently working on raising attendance levels. Ensuring consistent
systems are in place from nursery to Year 6 would strengthen this work, making sure that
expectations are constant and providing clarity for pupils and parents /carers.
Provision
The schools are located on separate sites which can be a challenge. Despite this,
amalgamation could lead to more effective transition working between Foundation Phase
and Key Stage 2. In a primary school opportunities would exist to enable children to
benefit from a more flexible curriculum, for example more able infant pupils could access
12
Key Stage 2 work while some junior pupils could possibly benefit from an extension of
Foundation Phase provision.
Combining the staff from both schools gives the opportunity for greater sharing of
curriculum responsibilities enabling more effective development of subject specialism.
This could also increase the opportunities for extracurricular provision, providing pupils
with a wider range of available activities and the chance to work cross phase.
The need to embed tracking systems to ensure that all pupils are making appropriate
progress has been noted as an area for improvement in both schools. Amalgamation can
enable seamless transition from Foundation Phase to the end of Key Stage 2, ensuring
that the same systems are in place and are being used consistently to monitor and track
pupil progress.
Leadership
The headteacher of the junior school is currently also the acting headteacher of the infant
school. Becoming one school would mean that a single governing body and senior
management team would work alongside one headteacher, creating a single vision and
ethos and strengthening the purpose and aims of the school.
Consistent practice in monitoring, evaluation and review systems would ensure that selfevaluation for the whole primary range is more robust and would enable the development
of a collaborative approach to strategic school improvement.
A single senior management team across both primary stages would enable more
effective scrutiny of pupil work and monitoring of the whole curriculum, ensuring that
aspects in need of improvement are identified and addressed, and areas of good practice
are shared with others.
More opportunities exist for staff development and training in a primary school. Staff
would be able to work across the primary age range developing expertise in management
of different aged pupils, curriculum planning and provision, and developing subject
coordinator skills, leading ultimately to greater career opportunities.
Greater flexibility in the deployment of support staff could help to ensure that pupils with
additional learning needs are supported effectively as they move from Foundation Phase
into Key Stage 2.
One headteacher, one governing body and one senior management team would make it
easier for parents and other partners to communicate with a primary school as there
would be one point of contact rather than two. A consistent approach to dealing with any
situations arising would be beneficial and could be possible under one leadership team
across both sites.
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Strategies, including the National Literacy and Numeracy Framework, can be more
effectively implemented when staff share the same aims and targets, and workload can be
better distributed amongst a larger staff.
7.
Pupil Numbers
In relation to Central Infant school, the latest statistical return (January 2014) indicates
that there were 172 full-time and 70 part-time nursery pupils on roll. With the physical
capacity to accommodate 180 full-time, the school is 4% under capacity or 8 full-time
pupil places. The nursery can accommodate 100 (50 a.m./50 p.m.) part-time pupils.
Full-time
Part-time
(Nursery)
School capacity
180
100
Central Infant School
Jan 2014
Actual. Pupil Nos.
Surplus places
172
8
70
30
Jan 2019
Projected Pupil Nos.
169
74
In relation to Central Junior school, the latest statistical return (January 2014) indicates
that the school has 211 full-time pupils on roll. With the physical capacity to
accommodate 239 full-time pupils, the school has a surplus capacity of 12% or 28 fulltime unfilled pupil places.
Full-time
Part-time
(Nursery)
School capacity
239
0
Central Junior School
Jan 2014
Actual Pupil Nos.
Surplus places
211
28
0
0
Jan 2019
Projected Pupil Nos.
224
0
The table below indicates the pupil numbers over a 5 year period for both Central Infant
and Central Junior schools.
School Census Data Jan 2010 –
2014 & current school roll
Central Infant (excl. nursery)
Central Infant ( nursery only)
Central Junior
January
2010
174
61
202
January
2011
167
73
212
January
2012
166
69
223
January
2013
160
83
225
January
2014
172
70
211
October
2014
172
63
215
The following table shows a 5 year forecast for pupil numbers in respect of Central
Infant, Central Junior and the proposed primary school.
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January
2015
167
74
216
457
383
Central Infant (exc nursery)
Central Infant Nursery only
Central Junior
Primary School (inf+jun+nur)
Primary School (exc nursery)
8.
January
2016
169
76
215
460
384
January
2017
168
73
214
455
382
January
2018
169
74
227
470
396
January
2019
169
74
224
467
393
The proposed primary school
The primary school will be an English-medium, co-educational, community school for
pupils aged 3-11 years. The school will be located across the two existing school sites at,
Theodore Road and Broad Street, Port Talbot, utilising the existing buildings and
facilities. It is not proposed that there will be any adaptations made to these buildings or
facilities.
The proposed admission number for the primary school will be 60. It will have capacity
for 420 full-time and 100 part-time (50 a.m./50 p.m.) pupils. This should meet forecasted
demand for places at the school without creating excess surplus places.
School capacity
Full-time
Part-time
(Nursery)
420
100
(50 am/50 pm)
Central Primary School
Jan 2015
Projected Pupil
Surplus places
Nos.
383
37 (9%)
74
26
Jan 2019
Projected Pupil Nos.
393
74
Admission to the primary school, including nursery pupils transferring to full-time
education will be in line with the Council’s Admission Policy. However, current fulltime pupils on roll at Central Infant and Central Junior schools will automatically transfer
to the roll of the primary school, subject to parental preference and Y6 pupil transfers to
secondary education.
Home to school transport arrangements will be in line with the Council’s Home to School
Transport Policy. There will be no change to pupil walking routes and journey times as
the primary school will utilise the existing sites and buildings.
Standards and quality of education at the new primary school will be built upon the
successes of the existing two schools. Realising the benefits of amalgamation as outlined
in this consultation report will support school improvement and help achieve even better
outcomes. The primary school will extend good practice in the full delivery of the
curriculum from Foundation Phase through to Key Stage 2.
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Both Central Infant and Central Junior schools teach Welsh as a second language in line
with the National Curriculum. The Council is satisfied that the provision at the new
primary school will be comparable with the provision currently offered at Central Infant
and Central Junior schools.
Neither Central Infant School nor Central Junior School has a specialist unit for children
with statements of special educational needs. Both schools support pupils with additional
learning needs, including children with statements of special educational needs, in a
mainstream setting with appropriate funding for this purpose. The new primary school
will continue to offer this level of support.
9.
Financial Appraisal
For the financial year 2014/15, Central Infant school receives £3,321 per pupil, which is
5% lower than the average for primary schools in the County Borough.
Per pupil funding
Financial year 2014/15
Central Infant
Primary Sector average
£3,321
£3,499
Lowest funded
£2,863
For the financial year 2014/15, Central Junior school receives £3,004 per pupil funding,
which is 14% lower than the average for primary schools in the County Borough.
Per pupil funding
Financial year 2014/15
Central Junior
Primary Sector average
£3,004
£3,499
Lowest funded
£2,863
A school’s ‘per pupil’ funding figure is calculated by dividing the school’s budget share
by the full time equivalent number of pupils at the school and is, therefore, an indicator of
the level of financial support the school receives.
Travel arrangements at the existing sites will remain unchanged, therefore there is no
change in travel costs incurred as a result of this proposal.
Financial Benefits
The primary school will provide 420 full-time and 100 part-time (50a.m./50p.m.) pupil
places, equivalent to the combined capacity of the existing infant and junior schools.
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Most of the income of the two schools is generated by pupil numbers, the primary
school’s budget will be based on the combined pupil roll. Savings will occur as the
primary school will have one headteacher and one management structure. There will also
be opportunities for cost efficiencies through removing duplication of tasks.
In the table below, the status quo position (a) shows the combined current school budgets
of Central Infant and Central Junior schools, rolled forward five financial years. The
financial effect of the proposal is represented as an illustrative budget for the primary
school based on current budget data including staffing costs, again rolled forward five
financial years.
2015/16
(7/12ths)
Financial years
2016/17
2017/18
2018/19
k
k
K
2019/20
k
5yr effect
2015-19
K
K
Status quo (a)
£775
£1,336
£1,358
£1,368
£1,373
£6,210
Proposal effect (b)
£726
£1,252
£1,272
£1,282
£1,287
£5,819
Efficiencies (b-a)
£49
£84
£86
£86
£86
£391
NB: The figures in the table above are notional as annual budget allocations are dependent on the
Council’s revenue support grant allocation; the amount of money set aside for schools (the individual
schools budget); and the formula for allocating that money to individual schools.
Per pupil funding for the Central Infant and Central Junior schools is below the primary
sector average. Notional per pupil funding (2015/2016) for the new primary school is
£2,982.
Any saving arising from this proposal will be reinvested in the general education budget
for the benefit of teaching and learning.
10. Equality Impact Assessment
An equality impact assessment has been carried out and found that the amalgamation of
the two schools should have no adverse effect on any particular group. The process has
checks and monitoring in place to ensure any unmet need is identified and any potential
adverse effect is fully evaluated and impact mitigated.
11. Consultation Details
The purpose of this consultation document and the meetings being held with interested
parties is to provide information and to invite views on the Council’s proposal to
amalgamate Central Infant school and Central Junior school by closing both and opening
an ‘all-through’ (3-11) primary school utilising the existing sites and buildings.
Those being consulted are the pupils, parents, governors and staff of the two schools, as
well as other interested parties who have been provided with a copy of this consultation
17
document (including all those required in accordance with the School Organisation Code
2013 as shown under Appendix A).
Consultation will take place during the period: 20th October 2014 to 30th November 2014.
Views can be expressed in writing either by letter, e-mail or completion of the comment
form attached to this document. Responses are to be received no later than 30th
November 2014 and should be sent to:
Aled Evans, Director of Education Leisure and Lifelong Learning, Civic Centre, Port
Talbot SA13 1PJ (marked for the attention of Debora Holder) or e-mail to
SSIP@npt.gov.uk
The following consultation events have been arranged which will provide an opportunity
to ask questions about the proposal:
Tuesday 21st October 2014 @ 4.00pm at Central Infant School - joint meeting of
Infant and Junior School Staff
Tuesday 21st October 2014 @ 5.00pm at Central Infant School - joint meeting of
Infant and Junior Governors
Wednesday 22nd October 2014 @ 4.00pm at Central Infant School - joint meeting
of Infant and Junior Parents
Pupils will be consulted during the course of the school day at a time which causes
least disruption to teaching and learning.
12. The legal process
Neath Port Talbot County Borough Council is the proposer and the Council wishes to
hear the views of all interested parties before deciding whether to progress its proposal.
All responses to this consultation will be considered when making its decision and a
consultation report will be published following the end of the consultation period. The
consultation report will summarise each of the issues raised by consultees, together with
the Council’s response. The consultation report will also set out Estyn’s view on the
proposal.
Having considered the views expressed by interested parties, if the Council decides to
proceed with the proposal, it will publish a Statutory Notice. This notice will be
published on 5th January 2015. Once the Statutory Notice is published there will be a
period to respond in writing from 5th January 2015 to 1st February 2015, known as the
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‘objection period’. The Council’s executive will only consider objections submitted
during this period.
Please note that only written objections submitted during the statutory notice period
will be considered. Interested parties are advised that any comments submitted as part
of the consultation period will need to be re-submitted in writing during the statutory
notice period if they are to be considered as objections.
If there are no objections, the proposal will be implemented on 1st September 2015. If
objections are received, an objection report will be published following the end of the
objection period. The report will summarise each objection raised and provide the
Council’s response to any objection.
If objections have been raised, the Council is required to determine the proposal and the
matter will go before the Council’s executive for determination. In its decision making,
the Council’s executive will give due consideration to any objections raised alongside the
arguments in favour of the proposal. (The proposal will be determined in line with the
requirements of the School Standards and Organisation (Wales) Act 2013 and associated
School Organisation Code 2013).
Process timetable
The table below sets out what will be happen and when it will happen.
What
Consultation period
When
20 October 2014 – 30th November 2014
Consultation Report published
w/c 15th December 2014
Decision to publish proposal
17th December 2014
Publication of Statutory Notice
5th January 2015
Period for submitting objections
5th January 2015 – 1st February 2015
Objection Report published
w/c 9th February 2015
Determination
11th February 2015
Proposed Implementation Date
1st September 2015
th
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Appendix A - List of Consultees
Pupils
- Central Infant School
Parents
Prospective nursery parents
School Staff
Governing Body
School Community Groups/users
________________________________________________________________________
Pupils
- Central Junior School
Parents
School Staff
Governing Body
School Community Groups/users
________________________________________________________________________
All other NPT schools
________________________________________________________________________
Bordering Authority - Swansea
Bridgend
Carmathenshire
Powys
RCT
________________________________________________________________________
Diocese
Diocese of Menevia
Swansea
CIW -
Diocesan Director of Education, Education Office,
Vale of Glamorgan.
________________________________________________________________________
Trade Unions Regional Organisers for: 3 x Non teaching & 6 x Teaching
________________________________________________________________________
NAASH (Secondary Schools Forum)
LLAN (Primary Schools Forum)
________________________________________________________________________
MP (for Aberavon) Hywel Francis
________________________________________________________________________
AM (for Aberavon) David Rees
________________________________________________________________________
Regional AMs
(South Wales West) Peter Black
Byron Davies
Suzy Davies
Bethan Jenkins
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____________________________________________________________________________________
NPT Elected Members
________________________________________________________________________
WG Schools Management Division
________________________________________________________________________
Estyn
________________________________________________________________________
Regional Education Consortium (ERW)
________________________________________________________________________
NPTCBC Integrated Transport Unit
________________________________________________________________________
Police & Crime Commissioner
________________________________________________________________________
Children & YP Partnership
________________________________________________________________________
Communities First Partnership
________________________________________________________________________
NPTCBC as the maintaining authority NPT Senior Management (Education)
NPT Admissions Officer
NPT ERW Officer
NPT Education Psychologists
NPT ALNST
NPT Governor Support
NPT Human Resources
NPT Legal Services
NPT Planning
NPT Property Management
__________________________________________________________________________
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Appendix B - Comment Form
Please provide your comments on the proposal to:
 Amalgamate Central Infant school and Central Junior school and open an ‘all-through’
(3-11) primary school on the same sites and utilising the same buildings.
Your comments/suggestion of alternatives
Alternatively, you may wish to indicate which of the following reflects your views:
Please tick
I do not feel strongly one way or the other
I support the proposal
I do not support the proposal
Please confirm that you are:
School Staff
Central Infant □
Governor
Central Infant □
Parent
Central Infant □
Central Junior □
Central Junior □
Central Junior □
Other (please state)____________________________________________________
Please tick the box if you wish to be informed that the consultation report is available: □
Name
____________________________________ Date ________________________
E-mail
_________________________________
Address
_________________________________________________________________
Please detach this form and return to:
Director of Education Leisure and Lifelong Learning, Civic Centre, Port Talbot SA13 1PJ
(marked for the attention of Debora Holder)
or you can e-mail your comments to: SSIP@npt.gov.uk
All comments must be received by no later than 30th November 2014
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