ACADEMY TASK GROUP – DRAFT SCOPE OF REVIEW
What is
review?
the
origin
of
this - Children’s Services Scrutiny Committee’s consideration of a report written for the 27.2.07 Cabinet
meeting (attached for ease of reference), seeking approval of the Expression of Interest stage of the
Academy project
Scrutiny Committee decision:
that, whilst in support of Cabinet’s approval of the Expression of Interest to build an Academy to
replace Castledown Secondary School at Ludgershall, to:
(a) commission a scrutiny task group to examine the risks and benefits of this project as it moves
through its feasibility phase; and
(b) to seek further reassurance that the Academy will work with the local community and that it will
facilitate and encourage community use of its premises
What will be the main sources of evidence for the review?
•
•
•
•
Council reports
National guidance / research
Comparisons with other authorities both in the South West region and beyond
Liaison with Castledown School, Wellington College and DFES
Who are our end users?
-
•
•
•
Castledown School community, including parents and governors etc
Schools and 6th form colleges in the South East of the County
Ludgershall and the surrounding area (the Tidworth Community Area)
What are the objectives of the review
•
•
To evaluate the risks and benefits of the project
To influence the feasibility phase of the project for the benefit of all concerned
1
Item 4
E:\modernGov\Data\Committ\Intranet\Academy Scrutiny Task Group (WCC)\20070510\Agenda\Item No. 04 - Draft Scope of Review0.doc
Who will be expected to implement
scrutiny
recommendations?
•
•
•
•
DFES
Castledown School
Wellington College
Cabinet Member / Department for Children & Education
Who will be affected
recommendations made?
by -
•
•
•
•
Castledown School community, including parents and governors
Schools and 6th Form Colleges in the South East of the County
Ludgershall and the surrounding area (Tidworth Community Area)
School organisation planning officers and policy makers in WCC
Who is the executive member for the review and how will she
be involved?
•
•
Mrs Nancy Bryant (Education & Youth Development)
Provide written and verbal information and attend task group meetings/visits
Who are the lead scrutiny members for the review?
•
Patrick Coleman, Tony Deane, John English, John Hawkins (teacher representative), Jacqui
Goodall (secondary Headteacher representative), Bill Moss, Michael Thompson (RC
Diocesan representative)
What level of support is needed for the review?
•
•
Scrutiny officer support
DCE officer support
What is the timescale for the review?
•
Four months approximately
How
will
monitored?
•
Progress Monitoring report to the Children’s Services Scrutiny Committee, including update of
the Academy Project as it moves from its feasibility stage to implementation stage and
opening
progress
be -
E:\modernGov\Data\Committ\Intranet\Academy Scrutiny Task Group (WCC)\20070510\Agenda\Item No. 04 - Draft Scope of Review0.doc
2
WILTSHIRE COUNTY COUNCIL
CABINET
27 February 2007
AGENDA ITEM NO. 9
Proposal to develop an Academy in the South East of the County
Purpose of Report
1.
This report sets out the background to the proposal to build an Academy to replace Castledown
Secondary School at Ludgershall. As this is the first Academy proposal in Wiltshire the process
of establishing an Academy is set out below. The draft Expression of Interest to be submitted
to the Department for Education and Skills (DfES) by 26 February 2007 is included as Appendix
2.
4.
3.
2.
Academies were introduced in March 2000 as a way to achieve transformational change in
educational standards in the most deprived inner city areas and as a development of successful
City Technology Colleges. The principle behind the academies’ programme is to raise
standards in state of the art, latest technology, buildings in areas where schools struggle to
enable pupils to reach their potential. Where there is low attainment and schools in Special
Measures (failed Ofsted inspection), pupils are given a Fresh Start. Academies focus on
raising standards with a commitment to social equity and equal opportunities. They provide the
very best opportunities for all young people to achieve the five Every Child Matters outcomes of
being healthy, staying safe, enjoying and achieving, making a positive contribution and
achieving economic well-being.
Academies are a type of independent state school, sponsored and managed by independent
sponsors and their annual revenue funding comes entirely from the Government at a level
comparable to other local schools. No fees are paid by parents. Each Academy is unique and
so is its sponsor. Until 2006, sponsors needed to provide £2 million towards capital costs in
order to draw down £18 million from the DfES to build or refurbish a secondary school. Now a
sponsor has to provide a £2 million charitable contribution to establish an endowment fund for
the Academy from which annual revenue income is drawn. This endowment is used over the
lifetime of the Academy to benefit the students and the community to counter the educational
impact of disadvantage. This important change to the academies’ programme was to prevent
bricks and mortar discussions dominating and to concentrate on the vision to raise aspirations
in community areas. More sponsors have emerged due to this changed policy.
The DfES first approached the Local Authority (LA) in the autumn of 2003 with a suggestion for
one Academy made up of students from Avon Valley (Community) College at Durrington and
Castledown Secondary (Foundation) School at Ludgershall. At that time the attainment of
pupils in both schools was low. Castledown was in Special Measures between September
2003 and June 2005 and Avon Valley College,
formerly known as Upper Avon, had also
been in Special Measures between September 2000 and February 2002. Consequently both
schools were struggling to retain student numbers. The DfES was unable to secure a suitable
sponsor at the time so the initiative was put on hold.
Background
5.
Academies are normally located in areas of disadvantage and where schools are achieving less
than 25% 5 A*-C at GCSE over the last 3 years. Castledown, in 2006, achieved 53.7% 5 A*-C
at GCSE (2006 National figure is 58.5%). Academies cater for all abilities of pupils and they
have independent status. They are state funded, sponsor driven, multi specialist schools.
Academies are subject to inspection by Ofsted but can be innovative with the curriculum,
buildings, governance, structure of the school year and day, teaching and learning. Academies
are not selective, City Technology Colleges or free to act as they wish on admissions,
exclusions or Special Educational Needs (SEN) legislation. The DfES has a target of
1
developing 200 academies by 2010 and they are already exceeding this target. There are 46
academies already open although not all schools are yet in new buildings and there will be at
least 60 academies in London by 2008.
6.
Academies are attractive places for parents to choose to send their children. The average
increase in GCSE results between 2004 and 2005 was three times the national average
increase. In 2006, Academies reported striking improvements at KS3. English was up by 8%,
mathematics up by 10% and science up by 13%. Academy results show some of the most
rapid rates of improvement ever seen nationally. One academy receives 1,200 applications for
180 Year 7 places annually. Another academy found that attendance at parents’ evening went
from 40% to 80% in the first year that the academy opened. In 2003, PricewaterhouseCooper
(PwC) was commissioned by the DfES to conduct a five year evaluation of the academies’
initiative in terms of their contribution to educational standards. The Key Findings from the
latest report in 2006 are in Appendix 1. Two broad types of sponsorship and governance
models are emerging for academies. The first is where a sponsor is responsible for only one
academy and where the local Governing Body is responsible for the strategic and operational
decision making. These academies tend to be more innovative. The second type is where a
sponsor supports a number of academies and the strategic governance is collective and day to
day decisions only are taken locally. A more traditional model is emerging from this type,
where there is less collaboration with other local schools. Wiltshire’s Academy proposal is for
the first type with a single sponsor.
Opening
The process of establishing an Academy’s governance model consists of five key
phases:
Implementation
7.
Academy Governance Process
Feasibility
8.
During the Brokering Phase the DfES works with the Sponsor and the LA to develop the vision
for an Academy. During the Expression of Interest (EoI) Phase the partners agree the details
of the EoI, which takes about six months. The EoI outlines the Sponsor’s vision for the
Academy including information on its ethos, specialism/s, proposed size, and age range. The
EoI needs to ensure that the needs of the local community are reflected in the plans for the
Academy and that plans are in line with the LA’s educational vision. When the EoI is approved
funds are released to begin exploring the feasibility of the project.
Expression
of Interest
9.
With the support of a project team the Feasibility Phase takes about 9 months. This is when
plans for the management and operation of the Academy are explored. The Sponsor is
responsible for the preparation of the Funding Agreement, which is a legally binding document
that sets out the boundaries for the funding and operation of the Academy. The sponsor will
receive funding to appoint a project manager. An investment strategy is prepared and a Deed
of Gift detailing the terms of the financial donation to the Academy Trust and the way in which
this investment is to be used is established. When the Funding Agreement is signed this marks
a joint commitment between the Academy Trust and the Secretary of State to establish the
Academy. Also during this feasibility phase the Sponsor and LA work together via a design
group on the development of the Academy’s building designs. The initial design work is funded
by the LA drawing down funds from the overall capital funding for the building from the DfES.
Brokering
10.
The Implementation Phase takes between 12 and 15 months. In this phase preparations are
made for the opening of the Academy, including finalising leadership and staff appointments,
agreeing the curriculum, developing marketing and collaboration activities and developing a
school improvement plan. Early in this phase, the Academy’s Principal Designate is appointed
who is responsible for the start up activities. The level of start up grant and revenue budget
from the DfES is established at this stage. At the end of this phase the DfES signs off the
2
15.
14.
13.
12.
11.
The DfES asked the LA to consider in its plans for an Academy: provision for children to board,
a focus on armed and other uniformed cadet activities and they were determined to establish
the first rural Academy. Meetings between March and December 2006 were between the
DfES, Wellington College as the potential Sponsor, Castledown, Avon Valley College schools
and the LA with a view to establishing a single Academy made up of pupils from both schools
but on two sites, one in Durrington and the other in Ludgershall. This was an attempt to ensure
educational provision for both communities although there were reservations about the
feasibility of this arrangement from the Sponsor, LA and the DfES.
In March 2006, the DfES approached the LA again saying that a Sponsor had been found to
establish an Academy. Wellington College, an independent (mainly) boarding school, in
Crowthorne, Berkshire, for boys and girls is Wiltshire Academy’s potential Sponsor. Nearby is
Sandhurst Military College. Anthony Seldon the new Master (Headteacher) of Wellington
College is keen to break down the barriers between the independent and maintained sectors.
He and his Governors also want to return the College to its original charitable purposes, which
were to educate the sons of men who had died in the service of their country. Wellington
College has only admitted girls in the last couple of years. There is a genuine desire to link with
an area that shares a military presence.
Following the FBC approval the construction phase will start. The LA enters into a contractual
relationship with the construction partner, as the client, for the building project. Sponsors have
a limited role during the construction of the Academy but will be kept informed through regular
meetings of the Design Group. The construction phase ends with the LA and the Academy
Trust jointly signing off the building works as complete in accordance with their contract, and
the land and assets being transferred to the Trust. The opening of an Academy as an
institution and its transition to new or refurbished buildings may take place independently of one
another. Where new buildings are required these are usually provided within 3 years of the
Academy opening.
The proposed Academy for Wiltshire is pre our BSF wave so it will be delivered using the
Partnership for Schools (PfS) National Framework. PfS is a non-Departmental Public Body
responsible for the BSF programme and for procuring all Academy buildings. In addition, the
DfES provides 10 days support to LAs from the Commission for Architecture and the Built
Environment (CABE) to advise on best practice in the design of the buildings. The PfS National
Framework includes 6/7 Design and Build contractors with a local supply chain in the South
West. Once the EoI is approved, a Design Group is set up by the LA including the Sponsor,
Academy Trust and Principal Designate, when appointed. The LA is the construction client for
the Academy. The Design Group works with the LA to select 2 potential private sector bidders
from the Framework and works with them separately during the tender stage. The Design
Group and the LA select the preferred contractor. The LA submits the Final Business Case
(FBC) to the DfES so that the contract is awarded.
The Academies building programme is integrated closely into Building Schools for the Future
(BSF). This is the government’s major initiative to renew all secondary school buildings in
England and Wales. Wiltshire is part of the final BSF wave of development in 2016. During the
BSF programme, LAs are expected to work with a Private Sector Partner (PSP) to set up a
Local Education Partnership (LEP) as the delivery mechanism for the redevelopment
programme in the County. The PSP provides the construction expertise and carries the risk for
design defects and budget overruns.
educational plans and approves the Academy for opening as an institution. In the final phase of
Opening the Academy, the Sponsor provides ongoing challenge and support to establish the
vision and deliver sustainable improvements in educational standards.
16.
It was clear from the outset that Castledown was keen to join the debate but Avon Valley
College had a number of reservations. They were not convinced that a single headteacher
overseeing the work of the Academy to connect both communities, some 11 miles apart, would
be practical. They felt that their present buildings were acceptable with minor repair and could
3
19.
18.
17.
We know that a number of students that should go to Castledown are across the County border
at schools in Andover, Hampshire and many go to Cricklade College in Andover for post 16
education. Proposals are underway from Hampshire to merge Cricklade College with Sparsholt
College, Hampshire. These proposals will be considered in April 2007. The merger document
states that the College estate in Cricklade is of poor quality due to longstanding financial
issues. There is insufficient provision for young learners at Levels 1 and 2. Rationale for the
merger include; performance of Year 11 pupils at Key Stage 4, the narrow range of post 16
vocational provision at Levels 1 and 2, low aspirations, post 16 vocational participation rates
below the national average, the size of the NEET (Not in Education, Employment and Training),
an under-developed apprenticeship offer and unsatisfactory academic Level 3 success rates for
16-18 year olds. As there is currently no sixth form provision at Castledown and considering
the current level of provision at Cricklade College; provision for local young people post 16 is
inadequate. A substantial 6th Form at the proposed Academy in Wiltshire could help to meet
students’ needs more fully.
Detailed work on pupil numbers at Castledown between now and 2010 have shown 180 pupils
per year group to be as accurate a forecast that we can make at this time. This takes into
account pupils transferring from Castle Primary, Clarendon Junior, Zouch Primary and
Collingbourne Primary as usual. It also allows for the return of 2RTR primary aged pupils, the
building of new houses at Tidworth and Ludgershall and the return of 2 regiments of 500
families and 1 regiment of 200 families, which takes effect from 2008. We are aware of the
numbers of pupils from the Castledown area that attend other local schools such as Pewsey
Vale (47), Stonehenge (16) and Avon Valley College (33).
Since January 2007, the LA, the DfES, Wellington College and Castledown Foundation School
have worked together to establish the Expression of Interest. This draft can be seen at
Appendix 2. It establishes the vision for the Academy, key statistics and basic characteristics of
Castledown and outlines the Academy proposal. We are planning for the Academy to open in
2009 although it will not be in new buildings at that time. The plan is for 6 forms of entry (180)
pupils per year group with provision for 300 students in the sixth form. Total size 1,200
students. Where an Academy is developed from an existing school, such as in the case of
Castledown, the Transfer of Undertakings Protection of Employment (TUPE) will apply.
Wellington College wants to call the school the Wellesley Academy, after Arthur Wellesley,
Duke of Wellington.
see little benefit to a new build. As a Sports College, Avon Valley College was concerned that
they would not be able to meet those specialist sports targets related to their local community
from a site some 11 miles away. They had concerns that a single governing body could not
represent the views of both communities.
They had established good partnership working
with other local schools on the Plain in relation to 14-19 provision and so the Governing Body
decided that, for many reasons, they did not want to be part of the Academy explorations.
20.
Academies are not restricted to just one or two types of specialist status. Castledown currently
does not have a Specialist Status category. Within the Academy proposal it is seeking
Business and Enterprise and Wellington College as the Sponsor is seeking Languages
Specialist Status.
An in principle agreement to support the Academy proposal was minuted by Castledown
School at its Governing Body meeting on 18 October 2006, subject to the following issues:
Main Considerations for the Council
21.
a) That concerns over the level of local representation from the community on the GB is
taken into account.
b) That the transfer of land for Castledown from the ownership of the GB to
Wellington
College includes a covenant stating that the site must be used for secondary education in
perpetuity.
4
c) That if Academy status is pursued, staff will be kept informed of developments
on a
regular basis in the lead up to new status and are transferred at the time of the change on
TUPE terms.
d) That the number of Looked After Children boarding at the school should not exceed 20
and that no more than 6 such students should be in a single year group at any time.
e) That continued community use of the sports centre be maintained and greater
community use of the school site be offered (Lifelong Learning)
f) Most importantly, what is proposed in the EoI must be more beneficial for the future
students of the Tidworth Community Area than the school could provide.
The GB will make a final decision on Academy status when it has seen the draft EoI, prior to it
being submitted to the DfES.
(Please note that the DfES advises that it is not lawful to limit the number of CLA as in d)
above)
Risk Assessment
25.
24.
23.
If the new building is to be positioned on the Greenfield space of Castledown School then the
‘decant costs’ associated with a phased demotion and rebuild, and the impact on the operation
of school during this period may be significant and will need to be built into the project plan.
Section 4.3 of the EoI raises a number of site issues. The LA will need to meet the cost of any
off-site works that may be associated with the development of the Academy. This cost will not
be known until the feasibility stage has been completed; it will then need to be built into the
Council’s capital programme together with an allowance for meeting any cost over-runs.
There is a risk that the Sponsor is unable to secure the finances required. This is a matter for
the DfES in discussion with the Sponsor as the LA is not involved in these negotiations.
22.
Risks are related to school organisation planning for other local schools in the area.
Academies will be part of the Local Authority’s ‘family of schools’ sharing their facilities and
expertise with other schools and the wider community. However, some secondary schools are
already vulnerable due to the small size of their numbers on roll.
532 (September 2006 NOR was 446)
382 (September 2006 NOR was 389)
779 (September 2006 NOR was 770)
631 (September 2006 NOR was 645)
Local Schools’ Number on Roll – Forecasts for September 2008
Castledown
Pewsey Vale
Stonehenge
Avon Valley College
26.
The County Council is currently managing a large capital programme with new buildings and
road projects. The addition of the Academy to this programme may create capacity issues in
several departments, although it is acknowledged that the DfES will release funds for project
management.
The BSF programme for secondary schools in Wiltshire for 2016 will need to rationalise pupil
numbers prior to any commitments to rebuilding/refurbishments.
27.
Project management and off-site costs, together with the overall level of DfES funding, will be
assessed during the feasibility period. This analysis will be critical in resolving the risks
identified above, prior to the County Council entering into any legally binding agreement. It
should be noted that the EoI, whilst indicating a strong commitment on behalf of the County
Council, is not a legally binding document.
The funding to build an Academy comes from the DfES and the Sponsor. Most costs are
contained within the allocation, with the exception highlighted in paragraph 24 above.
Financial Implications
28.
5
30.
29.
In addition to the formal transfer of funds in respect of the predecessor schools, the authority
will also lose DSG in respect of any pupils who attend the academy in place of other Wiltshire
schools, in the same way as it would for any other overall reduction in pupil numbers. This will
be more difficult to predict in estimations of DSG in future years.
The revenue costs of an academy are funded directly by the DfES. The pupils would not be
counted within the Dedicated Schools Grant (DSG) settlement for the authority. In the year in
which the academy opens an adjustment is made to the January pupil count in respect of the
pupil numbers for the predecessor school(s). This reduces the amount of grant received by the
authority by this number of pupils multiplied by the unit of resource for DSG (£3,553.70 in
2007/08). The adjustment takes out the whole unit of resource despite the fact that the LA
retains responsibility for support to some pupils within the school, for example, SEN funding for
named pupils. The rationale behind removing the full amount is that, in the DfES’ view, the unit
costs of the predecessor schools would have been higher than average because of the
challenges it had been facing. In the case of Castledown school this can be demonstrated to
some extent by the fact that it is a small secondary school and also receives additional funding
through the Wiltshire formula to recognize the additional costs associated with being a service
school.
Recommendations
31.
That Cabinet notes the content of this paper and approves the Expression of Interest subject to
clarity and affordability related to any off site costs, in order that the Academy proposal for the
South East of the County moves into the Feasibility Stage. The next stage will be an update to
the School Organisation Committee (SOC) and eventual closure of Castledown Secondary
School and approval for the opening of the Academy. The SOC is due to be abolished in May
2007 in line with the Education & Inspection Act 2006 and this duty will transfer to the Local
Authority.
Carolyn Godfrey
Director, Department for Children and Education
Report author: Stephanie Denovan, Assistant Director Ext: 3838
6
PricewaterhouseCooper’s Evaluation
APPENDIX 1
Academies are improving results at a faster rate at the crucial Key Stage 3 than other
schools facing similar challenges.
Evidence shows strong leadership by principals, who are focused on raising pupil
aspirations.
The vast maority of pupils say their work has improved since joining an Academy.
Absences at Academies have gone down by 1.7 percentage points, outstripping the
national schools’ figure of 0.5 percentage points.
84 per cent of Academy pupils think ‘the principal makes sure pupils behave well’.
82 per cent of Academy parents think ‘the principal is really interested in how much our
child learns at the Academy’.
82 per cent of pupils said they had good equipment to use in class and 90 per cent said
using computers in lessons made work more interesting.
Sponsors give good support to principals and parents and staff welcome the resources and
expertise sponsors bring.
The latest annual report was published in July 2006 and showed that Academies are making a
real difference to our education system in the most deprived areas of the country. The report
demonstrated that:
•
•
•
•
•
•
•
•
The fourth annual report will be published in the summer of 2007.
The full report can be downloaded at www.teachernet.gov.uk/publications
7
Wellesley
ACADEMY
IN Wiltshire 16.207
EXPRESSION OF INTEREST FOR AN ACADEMY
This form should be used alongside the following documents, which are available from the Department
for Education and Skills website (www.dfes.gov.uk) or from your Expression of Interest Consultant.
1. The Expression of Interest Guidance (* = Please refer to guidance)
2. Establishing an Academy: An Overview for Sponsors
3. Delivering Academy Buildings through PfS
Section 1: Executive Summary
1.1 Please provide a brief summary of the project:
The Academy will be in South East of Wiltshire based on the predecessor school, Castledown
Foundation School, Ludgershall, Andover, SP11 9RR. The age range will be 11-19 with six forms
of entry (180 in each year group), together with post 16 provision for 300 making a total of 1200
students. The proposal includes boarding provision for up to 100 students with places prioritised
for LAC, vulnerable children and service families The lead sponsor is Wellington College.
The Academy will have a strong academic ethos in which academic progress will be to the fore; it
will ensure the highest standards of achievement.The specialisms will be modern foreign languages
and business and enterprise. A particular feature of the Academy proposal is its association with
public services. The Academy will be linked with the armed services, providing opportunities for
cadet activities. There will be extensive opportunties for adventurous and outdoor activities. The
curriculum, ethos and opportunities offered to students will reflect these associations.
8
1.2 Key statistics
GCSE
5 A*-C
2005
GCSE
5 A*-C
20061
0
N/A
New
Build
Date
409
900
%
GCSE
2006
(inc E + M) 1
-
GCSE
5 A*-C
2004
GCSE
2005
(inc E +
M)
44.3%
48.2
GCSE
5 A*-C
2003
49.0 %
-
57.8 %
56.3%
57.7 %
53.7%
Opening
Date
2011
Wellington College
Sponsor(s)
654
1200
Building
Route
N/A
Faith
Designation
No
)
PfS
0
300
f SEN13.6 %
number - maximum
2.2%
5.1Specialism(s)
% 9.5%
of pupils
number
1.5
%
1.8
%
9.5
% %
(16-19)
1.0 %Business1.5
and%
Enterprise, Modern
Foreign Languages
School
38 % situated
55 in
% the 24
39 %
%%pupils eligible
for
bottom % of the
%Free
pupils
School Meals
Pupilsdeprived
on
%
pupils
most
wards
School
with (FSM)
Roll
with
in the country
Capacity statemento
Planned
(16-19)
EAL
Planned
52.9%
1. Predecessor School – Educational Attainment
National Average
2009
2. Predecessor School – Deprivation
LA
Average
57.6
%
56.5
%
Pupils
drawn
3.
Predecessor School – Basic
School
25
%Characteristics
34from
%
the bottom % of the
Pupils
on Pupils
on
most deprived
wards
4. Proposed Academy – Basic
Characteristics
Roll
Roll
in the country
Planned
Planned
(3-11)
(11-16)
number - number
of pupils
of
pupils
- %
(3-11)
(11-16)
National Average
LA Average
National
Average
LA
Average
School
School
Academy
Academy
Section 2: The Predecessor School (s)
2.1 Will the Academy replace a school (or schools)? Yes
If Yes, go to Section 2.2. If No, go to Section 3.1 Please select:
Castledown Foundation School
2.2 Basic Characteristics
School Name:
(LA Code: 865 )
School Address: Ludgershall, Andover, SP11 9RR
Local Authority: Wiltshire
)
Type of Establishment: Foundation School (if other please specify
Gender: Co-Educational
Age range: 11-16
Is this a designated Faith School: No (Faith:
Specialism(s) (if applicable):
1
This is a
provisional and
unvalidated
figure released at
the discretion of
the school and
Local Authority
9
2.3 School Population
Admissions Number: 164
Current number of pupils on roll as at: September 2006
Yr 7: 102 Yr 8: 103 Yr 9: 81 Yr 10: 69 Yr 11: 91
Number of Year 7 pupils admitted in:
September 2003: 76
September 2004: 65
September 2005: 105
September 2006: 102
Number of Year 12-13 students at the school in:
September 2003: 0
September 2004: 0
September 2005: 0
September 2006: 0
Percentage of pupil population who joined or left the school other than at the start or finish of the
academic year in:
2003: 24.1
2004: 9.1
2005: 22.3
2006: 25.7
2.4 Admissions
A copy of the current Admissions Policy is attached. Mark if agree
2.5 Leadership
Name of Head teacher: Mr John Pender
Head teacher has been in post for: 1Year(s)5Months
2.6 School Improvement
Intervention status: Please select
Please provide details: The school is not in an Ofsted or LA category of concern. The school
was placed in special measures in 2003. The current headteacher joined the school in 2004
(initially as an Acting Head) and the school was removed from Special Measures in June
2005. The LA Statement of Action targeted standards, the quality of teaching and learning,
10
financial management and the quality of leadership and management.
Does the predecessor school receive any external support and/or is in receipt of a tailored
No
external support package? Yes
If yes, please provide details:
No
No
Please provide details of the school’s involvement in any local collaborative arrangements, such as
Excellence in Cities: Castledown works with the other secondary schools on Salisbury Plain (Pewsey,
Avon Valley and Stonehenge) in relation to Fresh Start arrangements for students at risk of exclusion.
The school is also part of the Andover Heads Consortium (Cricklade College, John Hanson School,
Winton School, Harrow Way, Test Valley), particularly in relation to the delivery of specialised
diplomas from 2008. Castledown is an extended school and works closely with feeder primary and
junior schools.
2.7 Finance
Does the predecessor school currently have a budget deficit?* Yes
If yes, please provide details: see below.
Does the predecessor school currently have an in year deficit? Yes
If yes, please provide details of the LA’s plan to reduce the deficit: The school has an approved
recovery plan which is being adhered to. The amount is £96,645. The budget is due to be in balance by
March 2010.
Academy Population
Gender: Co-Educational
Years 12-13 (age 16-19): 300
Years 1-6 (age 5-11):
Admissions Number: 180
Section 3: The Proposed Academy
3.1
Planned Maximum Number: 1200
Forms of Entry: 6
Primary and Pre-School
Nursery (age 3-5):
Secondary
Years 7-11 (age 11-16): 900
Please provide a detailed justification for the size of the proposed Academy:* The size of the Academy
has been planned taking account of projected future numbers (including information from the Army)
and in consultation with the LSC. Further detail is attached at Appendix 1.
11
3.2 All-age Academies*
If the Academy proposes to cater for primary pupils, please provide a reasoned argument for
an all-age Academy: N/A
If the Academy proposes to cater for nursery pupils (age 3-5), please provide details of how this will fit
with the Local Authority strategic plan for nursery education: N/A
3.3 Opening Dates*
2009 in existing buildings (if applicable)
2011 in new/refurbished buildings
3.4 Specialism(s) *
The Academy will specialise in: Modern Foreign Languages, Business Enterprise
3.5 Admissions*
Please confirm that the Academy’s admissions policy will comply with admissions law, the School
Admissions Code of Practice and the School Admission Appeals Code of Practice as they apply to
maintained schools.
Mark if agree
Please confirm that the Academy will have regard to and have an independent appeal panel which acts
in accordance with the Secretary of State’s guidance on exclusions.
Mark
if agree
Please confirm that the admissions policy will ensure that the Academy meets the statutory
requirements (i.e. “provides education for pupils of different abilities who are wholly or mainly drawn
from the area in which the school is situated”).
Mark
if agree
The Academy will take up its place on the local Admissions Forum.
Mark if agree
If oversubscribed, will the Academy select up to 10% of its pupils by aptitude for the specialism?*
Yes
No
If yes, please provide details of how the sponsor will develop a selection mechanism that is not
dependent on ability: N/A
Please provide any further details known about the proposed over-subscription criteria and admissions
policy. In particular, how the policy will lead to a balanced intake and whether fair banding will be
considered*: The sponsor is currently being consulted. The over-subscription criteria will be in line
with the Admissions Code of Practice and are likely to be:
1.
Children in care.
2.
Where the child has a brother or sister currently attending the school (at the time of application
and who will continue on roll at the time of entry)
3.
Where there are medical grounds (submitted by a doctor's certificate) for admitting the child.
4.
Proximity of the child's home to the school measured by the shortest suitable walking rote,with
those living nearer being accorded the higher priority.
12
The sponsor is currently considering whether to adopt 'Fair banding'. The LA would be supportive of
this.
In considering applications for boarding places the Academy will comply with the Admissions Code of
Practice. Suitability for boarding will not be used as an oversubscription criteria. The oversubscription
criteria are likely to be
(subject to agreement by the sponsor):
1.
Children in care
2.
Children with a 'boarding need' (with priority being given to chldren of members of the British
forces overseas, followed by the children of other key workers and Crown servants working abroad). In
assessing suitability for boarding two conditions will be considered: (a) whether a child presents a
serious health and safety hazard to other boarders, (b) whether a child is developmentally suited to a
boarding place.
3.6 Special Educational Needs (SEN)*
Please confirm that the proposed Academy’s SEN policy will meet the requirements of the SEN Code
of Practice.
Mark if agree
Please provide details of the proposed Academy’s provision for pupils with SEN, including any specific
SEN Units: There are no proposals to establish an SEN unit. Provision for pupils with SEN will be in
line with the SEN Code of Practice and will reflect the County's SEN police and guidance. The
governing body will adopt an SEN policy in line with regulations. The impact of the policy will be
evaluated annually in line with statutory requirements.
The emphasis will be on early identificaion and intervention. Continued good liaison with feeder
primary schools will enable continuity of provision for pupils with SEN. Pupils with SEN will have an
individual educational plan developed in consultation with parents and the pupil. All staff will be
expected to take account of the needs of individual pupils and plan their lesons accordingly.
IEPs will be regularly reviewed in order to assess the impact of interventions. The pupil and their
parents will be supported in contributing to reviews (whether IEP reviews or annual reviews), and
targets will be amended accordinly. The Academy will review progress and attainment for specific
groups of pupils including those with SEN/LDD.
If proposing to include an SEN Unit, please confirm that it will form part of the Local Authority-wide
provision for SEN and that the Local Authority will bear all costs (capital and revenue) of this
provision.
Mark if agree
3.7 Vision*
Please provide a detailed statement about the vision of the proposed Academy. Particular attention
should be given to the ways in which this Academy will counter the effects of deprivation and raise
standards of achievement*: l
Wellesley Academy – The Vision
Wellesley Academy will be an 11-19 year school with significant additional involvement from the local
community. It will have a strong academic ethos in which academic progress will be to the fore; it will
ensure the highest standards of achievement. The commitment to the highest standards will extend
13
beyond the academic to the nurture and development of all seven aptitudes or abilities that lie within
each child. Thus the aim would be to nurture the following faculties within each child:
1. Mathematical or sequential intelligence
2. Linguistic Intelligence
3. Inter-personal intelligence
4. Intra-personal intelligence
5. Aesthetic and musical intelligence
6. Kinaesthetic or physical intelligence
7. Spiritual and moral intelligence
At the heart of the school will be the acknowledgement that achieving ones full potential whilst
recognising the need to consider and help others in society, lies at the root of what it means to be a full
human being.
Wellington College was founded with a social mission and this is in its very DNA. This is one of the
strong influences that it will bring to bare on the Aacdemy. The Academy will aim to blend the very
best of the traditions of both Castledown School and Wellington College and their respective school
systems. It will have a house system to which all pupils will belong and there will be inter-house
competitions on and off the playing fields. Pupils will wear a uniform and be clearly identifiable as
Wellesley Academy pupils All pupils will be expected to take pride in their school and everything that
they do. The ethos will set high expectations of each and every pupil, academically, on the sports field
and in all aspects of their behaviour. In particular the school will be broadly Christian in nature but it
will ensure that all faiths are fully respected and celebrated.
Academy students will be offered the opportunity to engage with Wellington College activities and
networks with particular emphasis on the International links that Wellington College has. For example,
Wellington’s membership of the Round Square organisation will enable pupils from the Academy to
become involved in International projects helping people in the developing world.
The curriculum will be broad and balanced and will enable pupils of all abilities to succeed. Thus it will
include both academic and vocational pathways. At 16 GCSEs and the Diploma programme will be
used and in the Sixth Form, the Diploma programme, AS & A-levels and the International
Baccalaureate Diploma Programme will be available to pupils. The school will collaborate with other
local schools, including those in Hampshire, to make a wide range of diplomas possible. The
specialisms of the school will be modern foreign languages and business and enterprise and the
curriculum will reflect these. The curriculum will encourage all pupils to study a modern foreign
language up to the age of 16 using either GCSE exams or asset language courses dependent upon
ability. In addition languages will be offered at both A-level and in the IB. To support the business and
enterprise specialism, the Academy will include close liaison with local businesses and organise
placements for pupils; Young Enterprise will be very active.
The academy will offer excellent preparation for those students contemplating careers in business and
institutional leadership and management. It will foster economic understanding plus business capability
and provide academic grounding in these areas for suitable students and/or relevant vocational
development. In addition the academy will offer excellent preparation for those students contemplating
careers involving “being entrepreneurial”. This will involve significant amounts of ‘hands on’
approaches and extended activity, such as setting up and running mini-businesses.
All students will follow key stage 4 courses in these areas for a significant part of the time. These
courses will lead to either academic or vocational qualifications. It is expected that GCSE courses,
BTec and vocational diplomas in related areas will be offered.
14
The precise organisation of the Academy needs to be considered carefully but the initiatives that will be
strongly considered include:
•
Individual Learning Plans for all with active student involvement in their construction
•
Differentiated learning approaches which take into consideration that the learning styles of
students vary as well as individual aptitudes.
•
‘Learning to Learn’ programmes that develop the critical thinking skills necessary for students
to become autonomous, life-long learners.
•
The use of advanced ICT systems that will provide 24 hour access to data and resources and
facilitate ‘anywhere, anytime’ learning
•
Personal tutors assigned to each student with which they meet regularly, and frequently, track
progress, using up-to-the-minute data, as well as supporting and nurturing the wider development of the
individual.
•
‘Assessment for Learning’ that encourages and informs future learning priorities for individual
students.
•
Extension programmes that provide for those students who need additional support to achieve at,
or above, the expected level of attainment identified by their individualised targets. (Particular attention
to be given to the core areas of literacy and numeracy)
•
Extension programmes for those students identified as gifted or talented in any learning area,
skill or competency.
There will be a focus on Continuous Professional Development for teachers which will include the
sharing of good practice between Wellington College and Wellesley Academy. In addition, all teachers
will be regularly appraised and this will identify and enable any areas of teacher training/CPD required.
The academy will work with the local community and engage fully with parents. It will encourage use
of its premises, including the Sports centre, by the community and the curriculum will include
provision for adult learning for members of the local community. The Academy will continue to work
closely with all feeder primary schools paying particular attention to making the transition from primary
schools to the Academy easy. It will help support these schools and run introductory courses in
languages at primary schools.
There will be a boarding element to the school in which first class pastoral care will be given. This will
be for both boys and girls and include looked after children from the Wiltshire LEA for whom boarding
education is identified as beneficial. The boarding element will be for 7-days a week but term time only.
It will be flexible boarding so as to allow respite care for vulnerable children. There will be two units,
one for each gender and the units will be for a maximum of 100 pupils each across the age range.
This would include, for example, children from service families who would otherwise have their
education interrupted would be boarders. The boarding ethos will be based upon that found at
Wellington College. The boarding accommodation will be used during the holidays for residential
courses which will be to support the specialisms of the school, i.e. courses in languages and business
but also include courses with a significant outward bound component.
There will be an extensive programme of out of school activities providing a wide range of
opportunities for pupils. Given the forces community in the region and the heritage of the sponsor,
Wellesley Academy will have an active Combined Cadet Force linked to all three services. This will be
one of the ways that the Academy will embody service and help pupils to develop self respect. At first
the Academy will set up an Army Cadet Force and then extend that to cover the other services when
possible.
In addition there will be an emphasis on outward bound activities including the Duke of Edinburgh
award scheme, Public Service courses such as the Edexcel BTec in Public Services, business courses to
15
include Young Enterprise, Introduction to Investment Award by the Securities and Investments
Institute, Target 2.0 run by the Bank of England and the Model United Nations and outdoor education
qualifications; for example qualifications endorsed by the administration bodies for a number of outdoor
sports such as the Royal Yacht Association for sailing and the British Canoeing Union for kayaking and
canoeing qualifications; first aid through St John Ambulance and the Red Cross; climbing qualifications
etc.
Section 4: The Academy Site and Building
4.1 Site Basics
The Academy will be located at the following address: Ludgershall, Andover, SP11 9RR
An alternative site is currently being considered; This will be clarified at the beginning of the feasibility
period. However, the current site is the most likely.
The approximate size of the site to be transferred to the Academy Trust is: 11 hectares (27.18 acres)
Will the proposed Academy have access to playing fields of a sufficient size to deliver its
No
proposed vision and curriculum?
Yes
Please provide details: Current school site
A copy of the Ordnance Survey map is attached, with the boundaries of the Academy site clearly
marked.
Yes
No
4.2 Site Ownership
The site of the proposed Academy is owned by the*: Please select (if other, please provide
details): The school is a foundation school and owns the site
If it is not currently a school site, please provide details of the ownership and current usage of
the entire site and details of who will bear the costs of acquiring the site: N/A
If the site is currently a school site, it will be transferred at nil cost (or leased at nominal rent)
to the Academy Trust prior to the Academy opening, with terms agreed prior to Funding
Agreement.
Mark if agree
If the site is owned by the Local Authority, does it intend to seek permission to dispose of any
part of it?
Yes
No
N/A
If yes, please provide details:
16
4.3 Site Issues
Please confirm that the site is clear and unencumbered.* Mark if agree
Or, if this is not the case, a detailed strategy has been agreed with DfES for the clearance of the site and
the bearing of associated costs including the details for dealing with any current tenants on the site:
There is no information available which suggests that there are any unusual ground conditions, legal
restrictions, or any particular features which may restrict the development of the site.
If the Academy proposes to open in existing buildings (Section 3.3), please provide a brief
description of the age, size and condition of these buildings: To be added following the visit
from the DfES Adviser, 16 February, 2007.
Please provide details of discussions with Local Authority planners or legal advisors on any
likely planning or legal restrictions that could preclude Academy building development, lead to
abnormal costs, or impact on the proposed programme: None known at this stage - continued
educational use therefore unlikely to be a significant issue. Depending on the nature of the
new build, there may be access issues which will need to be resolved.
Please provide brief details of a satisfactory plan for dealing with any co-locating primary
school, Pupil Referral Unit, youth or community groups sharing the site, including who will bear
associated capital and revenue costs: There are no other groups using the site.
Where required in response to site constraints or as a result of remodelling, please provide
details of a decanting plan for existing occupants during construction and details of who will
pay the associated costs: If the existing site is used, students will remain in the existing
buildings before transfering to the new build. If the new building is to be positioned on the
greenfield space of Castledown School then the decan costs may be significant and there will
need to be agreement about how this will be resourced. There is not a decant plan in place at
this stage.
Building and Project Management*
Please confirm that the Local Authority will meet the cost of any off-site works that may be associated
with the development of the Academy.
Mark if agree
4.4
The Department intends to deliver all procurement through Partnerships for Schools (PfS) and Local
Authorities. This Academy will be procured through: PfS National Framework
If other, please provide details of an alternative procurement strategy agreed with DfES: N/A
17
Section 5: Agreements
5.1 Sponsor Agreement
<Name of Sponsor (s) > will provide <Amount of Sponsorship> towards this Academy project. A
Deed of Gift will be required alongside the Funding Agreement to confirm the sponsorship*.
Please confirm that at least £500,000 of this sponsorship donation will be paid at the time of Funding
Agreement and that the remainder will be paid within 5 years from that date.
Mark if agree
Please provide details:
Local Authority Agreement*
Please confirm that you understand and are content with the roles and responsibilities of the
Sponsor, as set out in Establishing an Academy: An Overview for Sponsors.
Mark if agree
5.2
Does the Local Authority agree to all aspects of this proposal, including the admissions criteria
proposed in Section 3?
Yes
No
Does the Local Authority confirm that it will bring forward proposals for the closure of any
Yes
No
predecessor schools?
Is this proposal included (or will be included) within the Local Authority’s BSF Strategy for
Change?
Yes
No
If you have answered no to either of these questions, please provide full details: The LA is in a
late wave of the BSF programme and the strategy for change has not yet been prepared.
If this project involves a predecessor school, please provide details of the proposed
consultation that the Local Authority will undertake on its closure: The LA will undertake a
statutory consultation in connection with the closure of the predecessor school, following
which the School Organisation Committee will determine the closure (or the Adjudicator if
School Organisatin Committee does not determine the application.
5.3 Neighbouring Local Authority Agreement*
Governing Body Agreement*
If the proposed Academy is likely to impact upon neighbouring Local Authorities, have these
Authorities been consulted and approved this Academy project.
Yes
No
N/A
5.4
If this Academy project involves a predecessor school, the Governing Body of that school has
agreed to this proposal?
Yes
No
18
Please provide details: An in principle agreement to support the Academy proposal was
minuted by Castledown School at its Governing Body meeting on 18 October 2006, subject to
the following issues:
(a)
That concerns over the level of local representation from the community on the
Governing Bod is taken into account.
(b)
That the transfer of land for Castledown from the ownership of the Governing Body to
Wellington College includes a covenant stating that the site must be used for secondary
education in perpetuity.
(c)
That if Academy status is pursued, staff will be kept informed of developments on a
regular basis in the lead up to new status and are transferred at the time of the change on
TUPE terms.
(d)
That the number of Looked After Children boarding at the school should not exceed 20
and that no more than 6 such students should be in a single year group at any time.
(e)
That continued community use of the sports centre be maintained and greater
community use of the school site be offered (Lifelong Learning)
(f)
Most importantly, what is propposed in the EoI must be more beneficial for the future
students of the Tidworth Community Area than the school could provide.
The Governing Body will make a final decisionon Academy status when it has seen the draft
EoI, prior to it being submitted to the DfES. (Please note that it is accepted that it is not lawful
to limit the number of CLA as in (d) above)
5.5 Learning and Skills Council (LSC) Agreement*
Yes
No
Has the Local LSC been consulted on and agreed to any proposed post-16 provision?
Yes
No
A letter confirming support is attached?
Diocese Agreement
If No - Please provide copies of any correspondence and give details of LSC objections: LSC
has been consulted and has agreed to the proposed post 16 provision. A letter confirming
support is awaited.
5.6
If applicable, please confirm that the Diocese/Archdiocese has agreed to this proposal and
has formal Board of Education/ Diocesan Schools Commission agreement.
Yes
No
N/A
Site and Building
Please provide details: N/A
5.7
All parties are content with the selection of this site and no others are under consideration for
this project.
Mark if agree
19
The Department has put out a tender on the open market for the Project Management of
Academy projects. Please confirm that all parties are content to select a Project Management
company from the DfES framework.*
Mark if agree
Please confirm that all parties understand and are content with the roles and responsibilities of
the Sponsor, Steering Group, Academy Trust, Local Authority and PfS in relation to the
Academy buildings, as set out in Delivering Academy Buildings through PfS: An Overview for
Sponsors.
Mark if agree
5.8 Please provide details of any known impediments, risks, conditions or hazards not
mentioned elsewhere in this document: ANYTHING TO ADD?
WHO WILL SIGN FOR THE LA?
(For and on behalf of the Local Authority)
__________________________________________
(For and on behalf of the Sponsor)
__________________________________________
5.9 We fully support all aspects of this Expression of Interest and agree to use it as a
basis for the future development of an Academy project.
Signature:
Name in full:
Date:
Signature:
Name in full:
Date:
20
Section 6: Contact Details
Name of Sponsor representative:
Address:
Email:
Tel:
Mobile:
Fax:
Name of Local Authority representative:
Address:
Email:
Tel:
Mobile:
Fax:
Name of predecessor school representative:
Address:
Email:
Tel:
Mobile:
Fax:
21