Agenda item

The Committee has requested a report on School Place Planning and Delviery.  Cllr John Howson, Cabinet member for Children, Education, and Young People’s Services, has been invited to present the report.  The Committee has also invited Lisa Lyons, Director of Children’s Services, Kate Reynolds, Deputy Director for Education and Inclusion, and Barbara Chillman, Pupil Place Planning Manager, to attend and to answer the Committee’s questions.

The Committee is asked to consider the report and raise any questions, and to AGREE any recommendations it wishes to make to Cabinet arising therefrom.

Cllr John Howson, Cabinet member for Children, Education, and Young People’s Services, attended to present the report on School Place Planning and Delivery. Lisa Lyons, Director of Children’s Services, Kate Reynolds, Deputy Director for Education and Inclusion, and Barbara Chillman, Pupil Place Planning Manager, also attended to answer the Committee’s questions.

The Cabinet Member introduced the report on school place planning and delivery, highlighting the challenges posed by falling birth rates and the impact of significant house building in Oxfordshire. Concerns were expressed about the capital expenditure required for new schools and the potential risks to funding for school replacements. The Deputy Director for Education and Inclusion provided additional context, mentioning the recent allocation of high needs capital funding and the principles and criteria for allocating this funding to schools. The Pupil Place Planning Manager then detailed the sustainable school’s strategy, explaining the flexible approach to new schools, the reduction of admission numbers, and the repurposing of surplus accommodation for SEND provision.

Members discussed the use of Section 106 funds for schools and emphasised the need to engage planning authorities for comprehensive service delivery, including primary healthcare. They advocated reviewing the formula and process to better integrate services. The Council noted that Section 106 contributions are legally bound by Community Infrastructure Levy (CIL) regulations, which require the funds to be proportionate to development impacts and necessary for planning approval. This meant the funds could increase school places but not necessarily improve them. Collaboration with district councils at the local planning stage was crucial to identify infrastructure impacts and secure land and funding for schools and other services. The corporate property group was highlighted for its role in coordinating efforts and ensuring an inclusive planning process.

Members raised concerns about flexible school place planning due to declining intake numbers. The Pupil Place Planning Manager explained that the Council adopted a flexible strategy to ensure sustainability and manage impacts on existing schools. Priorities included expanding existing schools, relocating them, and using split sites before considering new standalone schools. This sensitive approach to population changes mitigated risks to other schools.

The Council successfully implemented this strategy by relocating and expanding schools in Shrivenham, Farringdon, and Wallingford to improve site constraints and sustainability. Collaboration with Academy Trusts and stakeholders ensured cooperative planning aligned with community needs, facilitating creative solutions to address falling intake numbers.

Members sought clarification on the term "expansion" and expressed concerns about relying on temporary resources like portacabins. The Pupil Place Planning Manager explained that expansion generally meant permanent additions using permanent structures, avoiding temporary solutions unless absolutely necessary.

Single age group classes were preferred by many head teachers and leadership teams for easier management, but mixed-age classes in smaller rural schools had been very successful. Smaller mixed-age rural schools help alleviate strain on SEND and alternative provisions, offering a supportive environment for families with children with SEND. Decisions on class structures were made by the school’s head teacher, chair of governors, and senior leadership based on their specific needs and circumstances.

Members explored how smaller class sizes might impact on effectiveness of efficient education. The Pupil Place Planning Manager and Deputy Director acknowledged the concern, stating that while one teacher's view might be subjective, generally classes below 25 could challenge financial viability. The funding formula based on pupil numbers influenced class sizes, aiming for high 20s with a maximum of 30 for reception and key stage one classes. The Council balanced effective teaching and financial viability, using evidence-based research to plan school places and support schools' unique needs. They aimed to place children in nearby schools to enhance educational experience and community integration, with transport costs considered but focusing mainly on quality and environmental impact.