OXFORDSHIRE STATEMENT OF PRIORITIES 2004

CONTEXT

1.0	VISION FOR SCHOOL STANDARDS

1.1	The Council’s strategic priorities are:
•	Helping people to fulfil their potential 
•	Protecting our environment
•	Safeguarding our communities
•	Sustaining prosperity
•	Raising our performance
For 2004-05, the Council’s service priorities, which relate directly to the Education Asset Management Plan, are;
Educational Attainment - to improve results in secondary schools in line with Council targets.
Foundation Stage Learning -improve access to good quality learning for children aged 3,4 and 5 years old.
Better use of our Property – to use property assets more effectively and to improve the environment of our schools and other public buildings.

The Learning & Culture Directorate’s emerging Medium Term Plan outcomes are:
1.	Give children a better start in life through:
•	Increased access to good quality foundation stage education
•	Seamless childcare
•	Appropriate support for parents
2.	Improve results in secondary schools in line with County Council targets.
3.	Promote social inclusion and community responsibility and social cohesion.
4.	Life in Oxfordshire will be an enjoyable, creative, experience which offers everyone opportunities to participate.
5.	Improve the capacity to deliver excellent services and raise performance.
6.	Promote:
•	Lifelong learning
•	Skills development
•	Community capacity building
•	Neighbourhood renewal 

1.2	The Education Plan 2002-07 is the single strategic planning document that covers the work of the whole Education Service. It reflects the Council’s strategic priorities. The relationship of the Corporate priorities and education plans and some of the key activities are summarised in Annex 1.

1.3	The Authority’s strategic priorities are not only embedded in the corporate priorities but they also arise directly from the issues identified in other education plans and from the AMP process. Projects identified for capital investment take into account and support the Authority’s vision for raising standards and levels of achievement which seeks to tackle the following issues:
•	Raising standards in the early years and in primary education
•	Raising standards at Key Stage 3
•	Raising standards 14 – 19
•	Tackling underachievement, reducing disadvantage
•	Support for schools of concern
•	Raising standards through leadership, governance and management development
•	Supporting schools to secure the supply, recruitment and retention of suitably qualified teachers and support staff
•	Improve schools, raise standards, widen participation and promote inclusion through building learning communities.

1.4	The priorities established for capital investment underpin virtually all of these national and local priorities.

1.5	
There is a need to continue to raise standards across all settings delivering early education with settings working to clear quality criteria both in terms of provision and practice. The provision of replacement nursery and new Neighbourhood Nursery accommodation, Sure Start centres, providing safe and stimulating outside areas and the fund to help create quality Foundation Stage accommodation eventually at all primary schools will assist with achieving the aims.

1.6	Raising standards in literacy and numeracy, mathematics and English as well as offering a broad and balanced curriculum entitlement are supported by the modernisation of primary and secondary schools prioritised as being in the most need, the provision of halls, the replacement of the worst buildings, reduction of temporary accommodation and reduction in outstanding repairs and the re-organisation of schools in Oxford City and elsewhere to reduce the physical obstacles to improvement.

1.7	Raising standards achieved by 14-19 year olds and the emphasis on inclusion and widening participation to engage more young people in structured learning is a focus of plans for Building Schools for the Future, the development of the Oxfordshire Community Network and the improvement of prioritised science and technology facilities.

1.8	The development of inclusive, accessible schools and measures to tackle underachievement and disadvantage are supported by the improvement, continuing co-location and relocation of special schools, the rationalization of premises used by the Pupil Referral and Inclusion Service and other pupil services and the strategy for the improving access over time to all schools. The recovery of failing schools or schools of concern is assisted by the targeting of repair resources and where necessary capital improvement such as the Fresh Start school in Banbury.

1.9	Action and plans to improve staff accommodation, especially in respect of separate heads offices and suitable staff workplaces is intended to contribute to school leadership and management and help recruit and retain suitably qualified teachers and support staff.

1.10	The Authority recognises the power and importance of a proactive community that is engaged in learning and supporting learners of all ages as a strategy for improving schools, raising standards, promoting inclusion and widening participation. The development of the potential of the Oxfordshire Community Network and the increased use of community schools through joint use, lease and hire, the development of schools and other educational establishments as bases for, and partners in, the provision of a whole range of public and community based services together with the outreach and partnership arrangements achieved through specialist school status are key elements in achieving this.

1.11	Together with Schools and the Dioceses, we will use the funding that is available to make the greatest impact by joining funding streams, maximizing additional funding, effective capital investment, the reduction of the maintenance backlog and replacement of the worst buildings and aiming for best value in design, procurement and construction costs to improve and maintain our schools to meet the Oxfordshire community’s learning needs of the 21st Century.

2.0	KEY LOCAL FACTORS

2.1	Tackling Disadvantage and Raising Standards
On the DTLR Index of Multiple Deprivation, 4 of Oxfordshire’s wards are in the most disadvantaged 25% of wards nationally – Berinsfield (South Oxfordshire), Neithrop (Banbury), Littlemore and Blackbird Leys (Oxford City); this last ward is in the most disadvantaged 10% of wards in the country. Raising standards of educational achievement in these areas is a key strategy for breaking the cycle of disadvantage

There has been a significant reduction in the number of schools with serious weakness and the number of schools in special measures. Maintaining this reduction in the number of schools in special measure or with serious weaknesses or causing concern to the Authority together with providing support for recovery is a continuing priority.

The Authority has a comparatively low level of permanent exclusions and has improved in the reduction in levels of truancy. Pupil behaviour is a serious concern and plans are being implemented to support schools by reconfiguring multi-agency behaviour improvement services to partnerships with high levels of behaviour support need. While the proportion of pupils educated in special schools is unlikely to change significantly, there is a commitment to increasing the inclusion of pupils with SEN in mainstream schools which is higher than the national average and similar LEAs.

2.2	Workforce Recruitment & Retention
As a high cost housing area with very low unemployment, Oxfordshire is facing increasing recruitment and retention difficulties in many jobs. This, combined with the national position in relation to teacher shortage, is giving rise to concerns over the current and future supply of suitably qualified teachers and support staff to meet challenging improvement targets.

2.3	Early Years & Community Learning
The Education Service has a key role in the provision of childcare, early years education, family support, and community learning opportunities. The percentage of 3 year olds in non-maintained settings is 61% with a further 35% in Authority provision making 96% in some form of pre-school setting. This is a significant increase since 1997. There are plans to increase the percentage of places in primary schools and nurseries to ensure good quality provision and to develop the roles of nursery schools and family centres, especially in deprived areas. For several years the Authority has pursued a policy of encouraging wider community use of school facilities and assisting parents in their involvement in their children’s education.

2.3	Raising Standards & Levels of Achievement
On entry to school children’s baseline assessment is above the national average. At Key Stages 1, 2 and 3 Oxfordshire’s results have generally improved steadily however in KS2 & 3 lower attaining pupils are not making the progress seen in similar LEAs. Nevertheless, the Authority has been congratulated by the Minister of State for School Standards for the much improved results obtained by 14 year olds in last summer's Key Stage 3 tests which places the County amongst the most improved authorities this year. Relatively too many pupils are leaving schools without any qualifications or fewer than 5 GCSEs A* to G. The percentage of pupils achieving 5 GCSEs A* to C and 5 A* to G is in line with the national average.

There is a continuing need to raise standards in numeracy and literacy at primary level together with support to schools developing a values-based, holistic, broad and balanced curriculum entitlement (EDP2 & OCC curriculum vision statement). Raising achievement at Key Stage 3 continues to be a priority for schools which, with raising standards for 14-19 year olds, form both national and local targets (EDP2). 

2.4	Provision of Places
Oxfordshire’s settlement pattern is marked by a range of relatively small settlements with the City of Oxford at its centre. The Oxfordshire Structure Plan 1996 -2011continues the “country towns” strategy with Banbury, Bicester, Didcot and Witney identified as the preferred locations for the new development. The strategy continues to give protection to Oxfordshire’s countryside, towns and villages and the Green Belt around Oxford City. A key feature of this strategy is the location of a substantial proportion of new housing in the country towns, creating areas of growth, and within the built-up area of Oxford. The reviewed draft Structure Plan up to 2016 proposes a total of 36,500 dwellings to be built between 2001and 2016. Major new developments produce new school populations but developments are subject to the economic climate which can cause growth to be fitful. The main cause of volatility in pupil numbers stems from intakes related to MoD establishments. Changes can be swift due to changes in military deployments but accommodation changes are usually small and the schools likely to be affected are well known. Outside of the growth areas it is expected that the rise in pupil numbers will plateau in the next 2 years after which only a small decline is anticipated. 

2.5	Changes in the structure of school provision
Alterations in Oxford City from three to two tier schooling are now largely complete. From September 2003, transfer is at age 11 (rather than 9 and 13). The closer alignment of transfer ages to National Curriculum stages is seen as a key factor in improving continuity and progression and raising attainment in Oxford City.

Outside Oxford City, new Primary schools have been built or are planned in Witney, Banbury, Carterton, Upper Heyford, Didcot and Bicester. At Secondary level the need for a new school in Didcot has been agreed, while discussions continue on how best to cater for anticipated growth in Bicester.

There is diversity in school size and organization across the County which will continue. The presumption is against the closure of rural schools. The continuing viability of schools with less than 60 pupils (currently 18) is reviewed when a head leaves, including the possibility of joint arrangements. Given the pattern of settlement in Oxfordshire, it is felt appropriate to support smaller secondary schools in rural areas. While recognising that the minimum viable size to give a good range of course options, breadth of expertise etc is 4 forms of entry, the Authority does not have a policy on secondary school size. The Authority will review patterns of provision in the case of a secondary school losing parental support where there are questions about educational standards.

A single term of entry at 4+ (part-time) for all maintained primary schools is being introduced from September 2004. Also the Executive have approved a move towards the creation of self-contained, good quality Foundation Stage provision in primary schools and the establishment of an investment fund forms part of the budget proposals for 2004-05 onwards. Both have implications for capacity requirements and school organisation for which detailed planning is in progress.

2.6	Development of the Education Action Zone (EAZ)
The County has one EAZ now in its final year, comprising 12 Oxford City schools (originally 16 for the first four years but reduced following re-organisation in Oxford City), based on the disadvantaged wards of Blackbird Leys, Barton, Rose Hill and Littlemore. The impact on outcomes has been most significant in Early Years and Key Stage 1 with evidence that improvement over the 4 years has been at a higher rate than nationally. Overall improvement in attendance at primary and secondary level has resulted from the impact of EAZ strategies, though this is not consistent yet across all schools.

The EAZ has developed a model of integrated support services involving Education, Social Services and Children’s Health services. This has been positively evaluated by Oxford Brookes University and has been used as a basis for developing the Connexions service in Secondary schools across the county. From Sept 2004 the primary and secondary schools in the Oxford EAZ will comprise an Excellence Cluster, with the addition of a second secondary school and 2 more primaries.

The Transformation Outline Plan has been approved by the DfES and work is now underway on the detailed transformation Action Plan, which will start that September.
The focus of the work of the schools will be around 4 strands: Learning Mentors and Learning Support Units, Gifted and Talented and a tailored strand on Communication.  The effective level of partnership between the schools and between the schools and the LEA will be a key factor in seeking successful outcomes from and for this Cluster.

2.7	Backlog of repairs
For several years the funding available has been inadequate to meet the need. This has resulted in a large backlog of maintenance needs and an unsustainable increase in the budget spent on urgent reactive works rather than on planned maintenance. There has been an increase in the funding for repairs and maintenance in 2004-05 but the level of funding is well below what is needed to deal with the assessed need.

2.8	Partnership with the Dioceses
Partnership working with the Dioceses is particularly significant given that over 40% of all the Authority’s primary schools are denominational schools. The Dioceses will continue to work in collaboration with the Authority on school improvement in Church schools. There is no wish to alter the general proportion of places in denominational schools. 

STRATEGIC PRIORITIES

3.0	CAPITAL INVESTMENT IN SCHOOLS

3.1	The majority of the Authorities strategic priorities relate directly to the Corporate Capital Strategy and the direct consequences of issues detailed in a number of education development plans which reflect the delivery of both local and national priorities. The aim is to increasingly join up the various central and local funding streams where possible to deliver the Authority’s strategic objectives. Specific areas of work are included arising from the condition and suitability assessments.

3.2	A wholesale review of all of the Council’s property holdings, including schools, has been instituted to achieve: a strategy for the next 15 years; a property portfolio that is better suited to meet Council service needs and has flexibility to accommodate changing needs; capital receipts to re-invest in improved facilities and reduce the maintenance backlog; better quality buildings and improved working environments; more sharing of buildings between directorates and with partner organisations; better accessibility; a better match between the needs of an area and the Council property in that area. This review includes ICT, information management, modern work styles, human resources and transport. As this will impact on school development and the removal of surplus places, this strategy is being coordinated with the School Organisation Plan 2003-08, the Education AMP priorities, Building Schools for the Future proposals, and the Scrutiny Committee’s review of the community use of schools aimed at supporting and promoting increased use of school buildings by the community.

3.3	Education Plans 
	The main priorities arising from the Authority development plans and national priorities to raise standards and levels of achievement are:
•	Completion of the re-organisation of City Schools to a two tier structure (School Organisation Plan)
•	Addressing the prioritised needs arising from sufficiency, suitability and condition assessments (Asset Management Plan)
•	Meeting the statutory duty to provide school places in areas of growth (School Organisation Plan)
•	Removal of Surplus places (School Organisation Plan, Audit Commission report, LEA Ofsted Action Plan)
•	Provision of ICT Infrastructure (NGfL and Oxfordshire Community Network) & Computer Rooms (ICT Development Plan), the use of ICT in the classroom to enhance teaching and learning and reduce teacher workload and assist in school management (Education Development Plan 2).
•	Support for Schools causing concern (Education Development Plan 2, Education Plan, LEA Ofsted Action Plan)
•	Greater inclusion of pupils with SEN in mainstream sites, co-location of Special Schools on mainstream sites (Special Education Needs Policy & Development Plan and Education Plan) and Special Education Needs adaptations to meet the requirements of the Special Education Needs and Disability Act 2001 (Access Strategy and Plan)
•	Resolve accommodation issues for EBD schools and reconfiguration of Pupil Referral Units to make the best use of available resources for pupils who need provision other than in mainstream, creation of secondary school learning support units (Behaviour Support Plan)
•	The strategic goals for early years development and childcare include:
1)	provision and development of free, part-time education places for all children aged 3-4.
2)	support the improvement of the quality of early years education, childcare and play services, 
3)	develop 6870 new childcare places for children aged 0 - 14 (and aged 16 for children with disabilities)
4)	work towards providing childcare places in the most disadvantaged areas for lone parents entering employment. 
(Early Years Development & Childcare Plan, School Organisation Plan, Education Plan)
Plans are currently being drawn up to meet targets for further expansion in childcare provision, particularly in disadvantaged areas, and for the development of local Sure Start programmes and integrated early years, childcare and family support services between 2004 and 2006.
•	The Adult and Community Learning Service aims to locate learning in accommodation that is fit for purpose, accessible and local, attractive and maximises the value to the community of assets managed by the Authority. By far the greatest proportion of this accommodation is on school sites combined with out of school hours use of classrooms. (Lifelong Learning Development Plan and Accommodation Strategy)
•	Building Learning Communities – Developing local learning centres, exploiting the opportunities of the Oxfordshire Community Network, developing a pattern of specialist schools and engaging local communities to contribute to raising standards in schools (Education Development Plan 2, Education Plan)
•	Diocesan school development priorities within the context of the AMP and maintaining the balance of denominational schools– (Portsmouth, Birmingham & Oxford Dioceses, School Organisation Plan)

3.4	Priorities

1.	Building Schools for the Future

Oxfordshire is planning to build for a future where young people, families, employers and employees can be at the centre of fully inclusive education networks, empowering the communities of Oxfordshire to be at the centre of learning as young people, as parents, as employees and employers and as local and global citizens with progression links to FE and HE, training and employment.

In the period leading up to participation in the Building Schools for the Future (BSF) programme, the Authority will continue to repair and maintain secondary and special schools to ensure that they remain operational and safe for users. Site development plans (see below paragraph 6.2) will drive change at secondary schools and will allow for incremental improvements to take place prior to BSF funding becoming available.

The report by Ofsted and the Adult Learning Inspectorate in October 2003 found that standards of teaching in schools at Key Stage 4 and post-16 levels are good, GCSE and GCE ‘A’ level pass rates are improving and wider curriculum opportunities are being provided for young people through 16-19 consortia and 14-19 vocational study programmes. However the report also identified the need for an integrated strategy for 14-19 education and training, low participation and achievement in work-based learning and insufficient engagement by local employers in 14-19 strategic planning. Achievements of pupils at Key Stage 4 are low relative to Oxfordshire’s neighbours.

Our preparation, planning and proposals for the BSF programme aim to redress these deficiencies and to encourage and promote co-ordinated approaches to access and participation to maximise the opportunities and achievements of all groups of learners as part of a joint local Learning Skills Council (LSC)/LEA 14-19 strategy. The LSC is working with partners on a strategic area review which will be completed by the end of 2004 with implementation starting from March 2005.

The BSF vision is entirely consistent with our other AMP priorities and seeks to tackle most of the issues raised in the Education Development Plan (2002-07). A partnership of stakeholders – including the Authority, schools, governors, colleges, private training providers, universities – are involved in the consultation and planning process. It is nolonger acceptable to think of separate institutions and to continue to structure provision as we have always done. We will create an ethos and environments that will promote:
•	Increased flexibility for young people to learn and gain qualifications.
•	Wider participation for all those who wish to study or re-train
•	Greater access to learning, especially for those in the community who have not had the opportunity
•	Encouragement for schools in increasingly breaking down barriers to flexible learning and working in partnership with other providers and stakeholders.
Key to our success will be new development in each locality with solutions for towns and areas being shaped to meet their own distinctive needs and aspirations. We want to link new buildings to specific improvement in student achievement and community involvement by: 
•	Dealing first with those buildings, classrooms and workshops where the environment for learning is not good enough for young people, teachers and the community
•	Improving facilities for teachers, teaching assistants and staff in support roles
•	Listening to local people so that we can develop innovative community provision.

In each area targets to ensure that we can measure the improvements will be set. We shall want to measure what value has been added to the achievements of all young people in the locality. There will be locally agreed targets to improve attainment in each subject area being studied; to reduce the number of students leaving school with no qualifications; to improve the attendance of secondary aged pupils etc. We shall need to agree with local representatives, employers and voluntary organisations how we can assess the value of increased community use of new facilities. The corporate review of property assets will be a significant part of our vision to consolidate resources and maximize the use of school buildings.

The re-organisation of Colleges that is currently underway will complement this programme. We want to encourage work-related learning activities and learning centres with FE Colleges, training providers and employers that will increasingly blur the boundaries, avoid duplication and create the best possible offer for each student. In some areas we are encouraging work with the independent sector and universities. These high quality resources will be provided in such a way as to be available to the wider community and allow us to promote cross-phase summer schools and holiday courses. The needs of SEN pupils were highlighted in the recent Ofsted Inspection of 16-19 provision and this will be an important area where progress will be made. We recognize the need to provide offers that diminish disaffection through varied and relevant experiences and environments.

We will continue to promote school specialism and enhance provision to make a more significant impact across networks of schools. We will also work closely with Diocesan authorities e.g. promoting a new Aided Secondary School and building on existing strong partnerships.

We intend to build on the success of the countywide broadband network providing a whole range of services including e-mail, video streaming and video conferencing by developing managed learning environments. ICT will enable a co-ordinated approach to monitoring attendance, the recording and formative and summative assessment of progress of pupils, providing support for administration as well as curriculum in fully networked schools. We would expect video conferencing suites to be commonplace and to use the system to promote home-school links and working, with pupils being able to access their work at school. This development will improve achievement particularly among boys. Community Learning Centres would provide the same high standard of equipment and access.

Recruitment has been shown to improve following new build. There will be good quality work bases as well as social space for staff, including ICT network access and the ability for staff to access this from home. Good IT infrastructure will strongly support our strategy to attract, recruit and retain good teachers in our schools. We will monitor the reasons for teachers leaving and joining and ask specifically about the building environment. Schools will have crèche facilities offering low cost daycare for staff and assisting attendance to daytime school meetings and adult education for parents and the wider community. With a more flexible workforce and increased community engagement, buildings will need to be user friendly for community use while meeting the needs of an effective school community. The extended day will lead to changing work patterns.

Primary and secondary schools of the future will be designed in such a way as to draw in and cater for many different people in the local community, not just children and young people. They will incorporate proper reception and social facilities. All secondary schools will have facilities for young people, community learning, meetings and larger scale community and cultural events. All schools will be designed to incorporate joint use facilities which will include joint use sports centres, libraries, doctor’s surgeries, post offices and shops as learning and community hubs. Attention to security will be vital.

This Authority has highly successful examples of co-located special school provision including high quality purpose built provision. The success of these initiatives is reflected in the examples of integration and improved academic and social outcomes. We will expand this programme through BSF taking the opportunity to provide equity of provision across the County. This will enable us to develop true community special schools with interagency partners. This programme will allow us to progress the review of secondary special school provision and provide better EBD and MLD provision for Oxford. We will also develop new purpose built accommodation for the high profile autistic service and ensure successful re-organisation of the Pupil Referral Unit and Integration Service (PRUIS) with purpose-built school based buildings where appropriate. We will expect schools to support the vast majority of SEN pupils and school provision will reflect this through improved access, specialist fittings, equipment and appropriate resource bases.

This programme is seen as an opportunity to improve the energy efficiency of existing buildings and construct new buildings with very low environmental impacts. Specifications will include benchmarks for environmental performance with independent assessments at design stage and at regular intervals following occupation of actual data and consumption rates.

2.	14 – 19 Provision

The vision for 14 – 19 provision is one where young people can choose from a range of courses and qualifications to create their own mix of subjects from 14, combining general and specialist courses, progressing to more advanced courses at 16 and enabling them to see how their studies will lead to further education and employment. All young people will be able to develop practical skills for life and work, and those with special needs or personal/social difficulties will have help in overcoming them. All will have access to different types of provision, linked to centres of excellence, with schools and colleges working in partnership.

The Authority is developing and supporting a geographic spread of secondary specialist schools so that eventually all secondary schools will have some form of specialist status. There are currently 18 sharing expertise and resources both with primary and secondary schools and with the wider community. Over 30% of secondary pupils currently attend a specialist schools.

There is diversity in 16 – 19 provision. There are 27 schools with 6th forms and 5 Colleges of Further Education. Where there are no 11-18 schools, alternative local arrangements for post-16 education exist. Students in parts of West and North Oxfordshire transfer either to nearby 11-18 schools or to the Colleges or a combination of both. In the South East four 11-16 schools are partnered with a tertiary College in Henley. Oxford City, Abingdon. Witney, Didcot and Banbury operate consortium arrangements post 16 with pooled courses/teaching. The introduction of flexible work related/learning packages, in conjunction with the OCN network, will increase opportunities for review, development and expansion of these arrangements for the whole 14 – 19 range as part of the BSF vision. Both the market town structure of conurbation in Oxfordshire and the development of the existing local consortia and partnerships lend themselves to collegiate type arrangements providing the flexibility and wider 14 – 19 curriculum choice linked to the specialist schools system envisaged by the Government.

In the period leading up to BSF funding and as part of implementing its vision, the Authority will be directing part of its NDS Modernisation resources at improving the poorest science and technology facilities at secondary schools.

3.	Re-organisation of Oxford City Schools

The re-organisation of Oxford City schools from a three tier system to two tiers will contribute to the raising of standards and levels of achievement. From September 2003 City schools are operating on the two tier basis but some building work will still needs to be completed in the 2003-04 financial year. Rationalisation and disposal of surplus site/accommodation will continue into subsequent years. The former structure of Community and Denominational schools - 25 First Schools, 9 Middle Schools and 6 Upper Schools – has changed to 28 Primary Schools and 5 Secondary Schools. 

As well as forming part of the School Organisation Plan, this re-distribution and re-investment of resources has allowed the removal of surplus places in the City from the closure of middle schools and an upper school. This meets the recommendations of the Audit Commission and the Authority’s Ofsted report that to make best use of its resources the Authority needed to take decisive action to reduce further the number of surplus places in secondary schools. 

The Authority’s vision for change and improvement in the City is based on the need to promote educational improvement, release resources, cut surplus places, improve school buildings and facilities, tackle discontinuity of curriculum, and create a ‘Learning City’ with specialist secondary schools. The closure of schools and the remodelling of some to create new primary schools has removed the need for significant condition expenditure. The DfES approved additional resources to fund the re-organisation which, together with capital receipts and standards funding, has meant that it has not affected other capital funding proposals. City schools have contributed their Devolved Formula capital to the building works. The effectiveness of the change will continue to be monitored through post-completion review and monitoring of improvement in key subjects.

4.	Basic Need

The priorities for basic need provision on an area basis are set out in the School Organisation Plan which is reviewed annually. Outside of the City the Authority has plans to meet the Country Town expansion with developments in Didcot, Bicester Banbury and Witney. Places will also be needed at Upper Heyford, West Oxfordshire, Abingdon and Wantage. Apart from possible PFI, funding is through ACG borrowing approvals from the DfES supplemented with other available funding sources. The Authority receives insufficient funding to meet all need with permanent building and has had to use temporary accommodation. Meeting basic need will continue to be a priority in subsequent years.

In 2002-03 four new schools opened, three of which are improved replacements of existing schools (Sandhills, Chilton and Shennington VA Schools) and a new aided school in Carterton, St John the Evangelist. Various extensions and additional classes were also completed at both secondary and primary schools.

The LEA has a policy to review primary provision and catchment areas on a regular basis in consultation with heads and governors through partnership review and with diocesan authorities. 

Partnerships will be timetabled for early review if there is a need to raise performance levels to meet the priorities of the Education Development Plan or if they are experiencing significant demographic change or where compliance with class size legislation is proving problematic.

In addition, review of particular schools may be brought forward if/when:
•	a Head teacher vacancy occurs in a school with fewer than 60 pupils
•	a consistent falling of pupil numbers 
•	a school is identified in an OFSTED Report as requiring special measures or having serious weaknesses
•	serious concerns are identified by LEA monitoring
•	a high level of consistent pressure on school places as a result of parental preference
Such reviews will need to take account of provision in other schools within the partnership.
The LEA would seek to review patterns of provision in the case of a secondary school losing parental support where there are questions about educational standards.

The Government’s initiative to provide incentive and support funding for the expansion of successful and expanding secondary schools will need to be incorporated into future planning. There is a need to develop a local policy for considering and identifying schools which meet the criteria in the context of the need to continue provision in rural areas.

5.	Removal of Surplus Places 

The Council has decided that a figure of 10% unfilled primary and secondary places would be sensible for planning purposes.  At the present time there is a specific need for Oxfordshire to maintain spare capacity to:
1.	meet projected continuing increases in pupil numbers in the country towns where considerable growth is expected up to 2016 as part of the new Structure Plan.
2.	enable it to respond appropriately to Government initiatives e.g. reducing class sizes for five, six and seven year olds.
3.	creating quality Foundation Stage accommodation. 
4.	responding to the need for increased space as identified in the revised area guidelines.

Carrying more than 10% surplus places is not consistent with the effective and efficient use of resources. In its strategic response to the issue of unfilled places above the 10% cushion the Authority will pay special regard to:

1.	the closure or amalgamation of schools;
2.	the consolidation of split site schools onto one site;
3.	the removal of surplus temporary accommodation;
4.	the use of unfilled places for alternative school use e.g. extended school provision, creating partnership Foundation Stage provision, playgroups, nursery classes, Neighbourhood Nurseries, SEN units, Adult & Community Learning, other local council services, health service, voluntary organisations; and other compatible uses.
5.	the proportional balance of denominational provision in discussion with Diocesan Boards.

The Authorities targets for reducing surplus places under Best Value for 2002-03 were:
•	percentage of primary schools with more than 25% of places unfilled – 9.8%
•	percentage of secondary schools with more than 25%of places unfilled – 6.7%
In 2002-03 12.8 % primary schools and 8.9% of secondary schools had more than 25% of places surplus, both figures being above the targets set. However these figures do not reflect the changes resulting from the completion and full implementation of the Oxford City re-structuring which will reduce these overall percentages considerably. The introduction of new net capacity assessments based on accurate floor plans will also have an impact on these figures which will not be fully established until January 2004 as will progress on the plans to create Foundation Stage provision at primary schools.

The policy of removing temporary buildings from schools where significant surplus places are forecast will continue. 

6.	Modernisation

The Authority is combining the results of the three major AMP assessments to identify the schools of greatest need for modernisation and improvement and to improve the joining up of funding streams to effect large scale improvement. This is combined with assessments of how well schools are performing and schools which are of concern or in special measures.

There is a continuing need to tackle the backlog of repairs at schools currently estimated at £39.5 million (non-delegated) and £23.1 million (delegated). The amount available in the central budget is less than 5% of the assessed need. Under Fair Funding, only capital repairs are retained centrally. Schools are advised to use their delegated resources and devolved capital to meet the top priority needs as identified in the Condition Assessment.

The Authority used part of its NDS Condition allocations for 2001-04 to supplement the annual planned repair and maintenance programme to keep buildings operational, safe and to maintain their value which are the Council’s policy objectives for repair. Building works have been carried out to roofs, doors, windows, ceilings, floors, drainage, cladding and fascias, underpinning and damp courses. Engineering works focussed on heating systems, pipework, and rewiring. In 2002-03 over 100 items were repaired or removed using this funding at a cost of £1,853,340 on top of the 174 items repaired under the centrally managed Repair and Maintenance programme, which cost a further £2,179,560. This reduced the outstanding priority 2 items by 10.8%, which was an improvement on the 9% target for that year. A further supplement will be made in 2004-05 of £0.5 million addressing 19 priority 2 items on top of the centrally managed planned programme which is still being prepared. In addition the Authority has been replacing the remaining HORSA buildings used for teaching which are the worse buildings in the school estate in terms of construction. These works will be completed in the first part of 2004-05.

The annual planned programme will continue to deal with the top priority work as identified from the Condition Assessment as far as available resources allow. These are items which are assessed as having failed or are about to fail which have the greatest impact on operation in terms of the health and safety of users and the fabric of the building.

Specific problems have been identified with structural defects to timber framed buildings. There will be a need to programme either replacement to achieve best value or repair over the coming years to prioritised buildings. Blocks at St Francis VC and Brookside Schools will be the first to be addressed.

Where possible, some repairs will be carried out as part of building improvement work to ensure that resources are combined to achieve the greatest effect.

Larger scale improvement has tended to be focussed on the areas of growth. A large number of small village schools and some rural secondary schools have long standing improvement and modernisation needs. Many are lacking basic provision such as halls and separate Heads offices. The City re-organisation works addressed some but by no means all of the problems in the City. There is a need to improve staff accommodation to enable teachers to make the most of non-contact time and to accommodate increasing numbers of support staff. NDS Modernisation funding, with other available funding, will be used to improve teaching and staff areas mainly at primary schools. The Suitability Assessment has been updated in consultation with schools as has the relative prioritisation of schools to establish the ‘worst’ schools has been updated in consultation with schools since the suitability baseline assessment. A hierarchy of need in terms of types of spaces has been established at the different types of schools with shortfalls in curriculum areas receiving higher priority. At secondary schools, the worst science and technology accommodation will be improved to support raising standards. Top priority projects will be further analysed in terms of the future of the school, performance, feasibility, cost effectiveness, compliance with legislation, option appraisal, opportunity and commitment.

The removal of HORSA buildings, remodelling at primary, secondary and special schools, removal of temporary buildings and staff workplace improvements have contributed to the reduction in suitability problems in 2002-03 and further reductions are planned in 2003-05:

	Target Reductions 2002 - 03	Outputs 2002 - 03	Targets 2003 - 04	Targets 2004-05	Targets
2005-06
(provisional)	
Category A	0%	2.25%	11%	13%	0%	
Category B	14%	21%	18%	4%	4%	
Category C	8%	8%	2%	3%	2%	
Category D	26%	26%	8%	7%	6%	

Note: Suitability problems identified at schools are put into one of the following four categories:
	Category A = Unable to teach the curriculum
	Category B = Teaching methods inhibited
	Category C = Management or organisation of school affected adversely
	Category D = Pupil or staff morale or pupils behaviour affected adversely)

While the use of temporary buildings has been expedient and cost effective in meeting the rising need for places quickly, the Authority is aware of the need to contain and if possible reduce the number of temporary buildings on school sites. Where resources and time allow, new basic need will be met by permanent build. A start will be made in replacing temporary accommodation that is beyond economic repair with permanent build if still needed. Where too great a proportion of teaching accommodation, mainly at primary schools, is in temporary buildings, a programme of replacement with permanent build prioritised on condition, suitability, age and sufficiency is planned.

7.	Early Years Development

The Council has a 5 year strategy (2002-07) for developing the Foundation Stage of learning for children aged 3 to 5, subject to the availability of funding, by:
•	Establishing local communities of early years providers
•	Encouraging partnership approaches between schools and early years providers
•	Extending the Foundation Stage of learning within LEA primary schools
•	Developing childcare provision on school sites
•	Developing the role of freestanding nursery schools and family centres.

From September 2004 all primary schools in the County will offer 1 full year of half-time funded foundation stage education, as the County admission policy changes to a single point of entry for four year olds. This will supported by a capital development fund to encourage partnerships and additional funding - starting 2004-05 initially for 5 years - to bring all Foundation Stage accommodation in primary schools up to the Foundation Stage standards over time. 

The Authority has for many years been committed to the steady expansion of early years place and remains committed to its support of mixed economy of provision of statutory places for 3 and 4 year olds. There will be increasing support for partnership projects in particular with voluntary pre-schools on school sites.

Childcare
A strategy has been developed for providing more Neighbourhood Nurseries in areas of disadvantage. These will provide additional places for 3 year olds and wraparound childcare for parents. They would also potentially offer childcare places for teachers returning to work and for health care works at nearby hospitals.
Neighbourhood Nurseries are planned at Blackbird Leys and Rose Hill (by Oxford, Swindon and Gloucester Co-op), in Wood Farm and Barton (extensions to existing County Council services) and at Neithrop (Orchard Fields) and Grimsbury in Banbury. Other childcare developments will be through support for extended schools, childminders and with the private sector and employers.

Sure Start and Children's Centres: Early Years, Childcare and Family Support.
Oxfordshire has responded well to the Government's new targets for develop local Sure Start programmes and Children's Centres. The County has two designated Children's Centres (ACE Centre, Chipping Norton and at Rose Hill Sure Start, Oxford). New capital grants have enabled a new Sure Start centre to be developed in South Abingdon, and a significant refurbishment and extension to develop the new Early Excellence Centre at East Street, Banbury. Two further Children's Centres are planned - one in Blackbird Leys and the other in Neithrop, Banbury. The County's 7 freestanding nursery schools have all developed extended services or have plans to relocate in order to do so over the next two years.

8.	Special Educational Needs

The Authority will continue to allocate resources each year, mainly the DfES Schools Access Initiative funding and some minor works money, for the continuing adaptation of schools to support greater inclusion of pupils with SEN and meet the needs of individual pupils, staff and premises users. 

An Access Strategy has been developed and schools are developing Access Plans. A prioritised rolling programme of adaptations to schools has started with the Authority funding most of the cost (with a level of school contribution) of the more expensive items which are beyond the reach of school budgets, and schools using their devolved funds to carry out other works over time.

The accommodation for special schools already co-located at mainstream schools will continue to be improved and the co-location of special schools is planned to continue, the latest being the co-location of Springfield Special School with the new Madley Brook Primary School in Witney. Improvements, according to prioritised suitability need, will continue to be planned over time at special schools.

Behaviour Support/Full Time Education for Excluded Pupils is a target in the Education Development Plan. In the Behaviour Support Plan work supporting pupils with EBD is addressed through a continuum of behaviour support beginning with In School Provision, through Support Services, short term segregation provision leading to reintegration to mainstream or longer term segregation provision for pupils with higher levels of need at special schools. As part of this plan the Authority has started work on reconfiguring its Pupil Referral Units to cater for changes in provision and work on improving the 3 bases – North, South and City - will continue. The new City base (the Harlow Centre) is being created in the former Marston Middle School accommodation alongside other pupil support services.

The proposed relocation of Northfield School (EBD) has still to be achieved but remains a high priority and the futures of Woodeaton Manor (MLD) and Iffley Mead (MLD) schools are being considered.

9	Support for schools causing concern

For schools designated by Ofsted as having serious weaknesses or requiring special measures the Authority’s support procedures include establishing a Task Group. If this Group establishes that the quality of the buildings is contributing to the schools problems intervention ranges from assistance in how the school’s resources for repairs and maintenance can best be utilised to improve the condition of problem areas to the rationalisation of the school site and the use of disposal income. A new build Fresh Start school is in planning for Orchard Fields in Banbury using government money and disposal income. The application of money from the other funding streams is also considered to contribute to the school’s recovery where this is possible. Currently there are 2 primary schools in special measures and 1 nursery and 2 primary schools with serious weaknesses. The Authority’s target is to reduce to zero the number of schools requiring special measures or having serious weaknesses.

10.	Building Learning Communities

As part of its contribution to improving the quality of life for individuals and communities in Oxfordshire and to help them fulfil their potential, the Authority is finalising a strategy for developing community learning. This will include a strategic plan for local learning centres and within this the role of schools as community schools. The funding from the LSC for major, minor and access works improvements at ACL premises will contribute to achieving this plan. 

The Plan will exploit the opportunities of OCN to enhance learner opportunity and support inclusion. It will also include the development of community involvement and support for the learning of children and young people within and beyond the school day, developing a strategic pattern of specialist schools, and engaging partners in local communities (e.g. parents, private and voluntary early years and childcare providers, colleges and universities, youth service and Connexions) to contribute to raising standards in schools. 

It is expected to create at least one school with a full range of community services under the extended schools programme in 2005-06.

We are reviewing community use of schools and the Council’s Scrutiny Committee are identifying the obstacles and identifying best practice to increase this use. To contribute to this, an allocation will be made available to start providing school halls for those schools without this provision.

11.	E-Learning & ICT in Schools

Combining funds from different governments and local sources - NGfL, New Opportunities Fund, capital receipts, capital programme, revenue and IEG grant – the Council is creating the Oxfordshire Community Network (OCN). Over the next few years a super high speed network is being established, joining up the National Grid for Learning to create broadband access right across the county. Schools are already connected and this will now extend to libraries and other services. OCN will provide fast, flexible communication to transform our practice of school administration, governance, communications between teachers and with parents, with and between pupils, and community partnership support. It will support new models for learning and the support of learning and contribute to e-government in terms of school management.

Standard briefs for new primary and secondary schools have been revised to take account of the ICT infrastructure needs and the ways ICT will be used across the school in support of the OCN initiative and the Schools for the Future agenda. Many schools have used their own resources to improve computing facilities.

12.	Remodelling the School Workforce

The implications of this initiative together with the changes in Area Guidelines, the net capacity calculation and Schools for the Future on space requirements are being incorporated in standard briefs, design requirements, the use of surplus spaces and projects to improve the suitability of schools. Schools are encouraged to use devolved resources to improve staff accommodation and many have already done so. The specific allocation for this work in 2002-04 was used at primary schools identified from the Suitability Assessment and this will continue through the targeted use of NDS Modernisation funding at primary schools in future years.

13.	Risk Management  - Security & Health and Safety

DfES Standards Fund resources have been used to improve school security based on prioritised needs. Schools are now encouraged to use Devolved Formula Capital to continue this improvement work. A risk management programme funded from revenue will be used for security improvements, reduction of dust production in technology workshops, reduction of airborne dust in food technology rooms, reduction of on site traffic problems, installation of escape lighting particularly in workshop areas used outside school hours, removal of redundant oil tanks, removal/replacement of outside chemical stores, fire safety measures, and non-programmed emergency works. Projects are based on risk assessments and prioritised on the basis of: 
1.	Work to prevent fatalities
2.	Major injuries and HSE reportable accidents
3.	Ensure legislation compliance and implementation of enforcement notices
4.	Maintain appropriate levels of Health and Safety, hygiene and environmental standards

14.	Opportunity Development

There are insufficient resources available for the capital programme to meet all of the demands for improvement in responding to local and national priorities. Therefore the Authority will continue to take advantage of opportunity funding to help meet these needs.

The Authority has been able to benefit from securing capital receipts from the sale of surplus land, from developer contributions to new school buildings and from lottery applications for new school/community facilities on school sites. The Government has also made available from time to time funding streams for specific types of improvement such as the removal of outside toilets, infant class size, science laboratories, sports and arts. The projects funded from these sources do not always match the Authority’s top priorities for capital expenditure. However, where the funding meets a large part or all of the project cost, the Authority will continue to take up the opportunity for improving schools. The concept ensures that the Authority is able to capitalise on all available funding sources.

The Authority will also endeavour to improve specialist accommodation such as, PE/sport, science and design and technology where the combining of resources allow as part of larger modernisation or basic need schemes.

Using NOF PE and Sport resources (2nd stage submissions to be completed early 2004) the Authority plans to make a major step towards completing the provision of sports halls with suitable changing rooms for school and community use at 4 secondary schools. These schools will be linked into the Healthy Oxfordshire Schools Scheme and Travel Plan initiative. This will be complemented by the progressive improvement of primary school playground provision, the Spaces for Sports and Arts scheme (supporting sport, arts and music improvements at 3 primary schools), the Sports Co-ordinator Partnerships, the strategy for specialist schools, the Sporting Playgrounds programme (currently being implemented) and the evidence of need to improve playing fields arising from the Suitability and Condition assessments.

The Authority will also continue to take advantage of opportunities to work with District Council on lottery applications to improve joint use sports provision at secondary schools and to attract investment through the Football Foundation grants scheme. 

There are 20 primary schools without their own, adequate size school halls. Support through Seed Challenge has enabled a number of schools to create halls. NDS Modernisation will be used to provide halls on a prioritised basis at further primary schools.

Where schools are successful in attracting significant external funding for projects in their School Development Plans, the Authority will endeavour to assist with funding from other sources.

4.0	MAKING BEST USE OF AVAILABLE FUNDS

4.1	Joining Funding Streams

The Authority will continue to encourage and explore wherever possible the joining up of funding streams to deliver larger scale schemes. Schools are encouraged to use their devolved capital to assist or complement improvement or capital repair works being funded centrally. When capital works are undertaken at existing premises, full consideration is given to co-ordinating any planned repair needed, energy conservation investment money and other sources of funding

The capital programme contains a growing number of examples of funding streams being joined together. Some good examples are:
Nettlebed Primary School – The new school, which includes a partnership foundation stage unit, community facilities and all weather pitch, will be funded mainly from the sale of land but also from devolved formula capital, community fund raising, District Council grant, NDS Modernisation, and ACG.
Orchard Fields Primary School– This Fresh Start School will include community facilities and a Neighourhood Nursery funded from land sale, Fresh Start, Neighbourhood Nursery Initiative and Children’s Centre, Devolved Formula Capital, Repair & Maintenance and Modernisation funding.
Stockham Primary School – The modernisation scheme includes developer funding, Devolved Formula Capital, Schools Access Initiative and Modernisation funding.
Elms Road Nursery School – Relocation and improvement of the nursery and primary schools will be funded from capital receipt, both schools’ Devolved Formula Capital, Early Years and City Re-organisation funding.
Blessed George Napier VA School – The new sports hall for school and community use will be funded from the NOF PE & Sport fund, contributions from the School and the Diocese, District Council, Town Council and Banbury Charities. 

4.2	PFI
A cross service team of officers has identified a number of projects that could be taken forward under PFI. For Education there are a number of potential projects based mainly on the principal towns where growth is planned. There will be a requirement for a third secondary school in Didcot by 2006. The two existing secondary schools will need to be brought up to an equivalent standard to help retain pupil intake. The opportunity will be taken to see if any primary schools can be included as there will be a need for a third primary school. There is a requirement to replace 2 of the 3 main halls at Banbury School together with other school development needs in the area as identified in the suitability assessment. An expression of interest submitted in January 2003 for these two developments was not successful. School provision in the Wantage/Grove area needs to be reassessed including the possibility of establishing the King Alfred’s secondary school on one site – currently on three sites – with co-location of the local special school. Work will also be undertaken to look at the potential for PFI funding in other areas particularly the main growth towns. Alternatively these projects may need to wait for funding under the BSF programme. The Council is appointing a PFI officer to its Resources Directorate Finance Section to take the lead on consideration of projects potentially eligible for PFI funding and to lead on bids.

4.3	Schools for the Future
The Authority is looking forward to substantial additional capital investment in secondary and special schools through Building Schools for the Future. In the interim, the Authority plans to continue to meet some of the most pressing needs at secondary and special schools over the next 5 years.

In the secondary sector, the Oxford City re-organisation has created new secondary schools and a new Catholic secondary school, St Gregory the Great, to serve the central Oxfordshire area. Over the next few years the major outstanding deficiencies in sports halls and halls at Bartholomew, Didcot Girls, Blessed George Napier, Warriner and Marlborough schools will be resolved. This provision will also provide facilities for enhanced community use and participation in these schools. Basic need in growth areas will continue to be met. The expected general stabilising of roll growth anticipated after 2005-06 will allow for some consolidation. A start will be made in removing or replacing temporary accommodation which is beyond economic repair and on the reduction of the number of temporary buildings on sites where there are too many. To assist with schools ability to meet the demands of improvements for 14 – 19 education, technology and science areas assessed to be the highest priority will be improved or new build provided.

The Authority has a commitment to increasing the inclusion of pupils in mainstream schools. The rationalization and co-location of special school and special services provision will continue. Out of 14 schools, the Kingfisher School has been rationalized onto one site, Bishopswood, Springfield, John Watson, Ormerod and Mabel Prichard special schools are co-located at secondary and primary schools. Major improvements are planned for the John Watson School accommodation at the host schools and at Frank Wise School. The future organization of the Woodeaton and Iffley Mead and the relocation of Northfield School are under review, and there are plans to include new Hospitals Schools accommodation at the new Children’s Hospital as part of the John Radcliffe Hospital Trust. The first phase of the re-organisation of the Pupil Referral and Integration Service is underway with the creation of a new Oxford base in a former middle school. Under the Authority’s Access Strategy geographically selected secondary schools will have access improved over the next 3 years.

The Authority will continue to modernise primary and nursery school accommodation, complementing the substantial improvements now being carried out by schools themselves using increasing devolved and locally raised funding. Basic need will continue to be met. Where possible and subject to the continuing availability of resources, the Authority will make inroads into:
•	making good the lack of basic provision such as halls
•	reducing suitability problems at the highest priority schools
•	improving staff accommodation
•	continuing to remove buildings which are either time expired, poorly constructed or which are nolonger cost effective to repair 
•	improving access
•	the reduction of temporary classrooms on school sites
•	the creation, over time, of good quality Foundation Stage accommodation at all primary schools. 

5.0	ELEMENTS OF THE PLAN WHICH ARE SUBJECT TO BIDDING & CONTINGENCY ARRANGEMENTS

5.1	While the new basis of allocation for ACG approvals based on forecasts and net capacities removes this bidding element, there is uncertainty of when or if the Authority will benefit from the Building Schools for the Future resources and the extent of those resources. There are no contingency arrangements to match the scale of investment envisaged under this programme other than to use other funding sources available at the time and available capital receipts for very much less extensive modernisation schemes at secondary and special schools.

5.2	The projects identified potentially for PFI funding are subject to future bid submission or may have to wait until the Building Schools for the Future resources are available. The alternative option for providing a new secondary school in Didcot would be a mix of borrowing approvals for basic need and developer contributions. This option would not provide adequate funding for the new school and might result in the school being built in phases. The same options would apply at King Alfreds but the Banbury development would have to wait until other funding can be identified.

5.3	The improvements in PE and sport provision at Blessed George Napier, Didcot Girls, Warriner and Bartholomew Schools through the NOF PE & Sport funding are dependent on the outcome of the Stage 2 approval process. It is not expected that contingency arrangements will be needed following Stage 1 approvals.

5.4	Improvements at John Watson and Frank Wise Special Schools were the subject of a Targeted Capital bid for 2004-05. As this was not successful, we will need to re-allocate NDS Modernisation funding to increase the Authority’s contribution and reduce both schemes, including phasing the Frank Wise works.

6.0	BASIC PRINCIPLES UNDERLYING CAPITAL INVESTMENT STRATEGY

6.1	Where the Council plans to invest capital into a school to address any, some or all of the priorities detailed in this paper, schools are asked to contribute devolved formula capital in order to add to the over all available funding available and/or to enhance the scheme to address other accommodation issues at the same time. This approach was used for the reorganization of Oxford City Schools.

6.2	School Development Plans include premises development plans that reflect AMP priorities and these are monitored and used in determining relative priorities for funding. These help to provide a framework for development works both locally and centrally funded. The Authority will continue to provide and improve practical help with School Development Plans. In addition a rolling programme of site development plans has started (Wheatley Park, St Birinus and Wallingford are the first schools to be followed by Gosford Hill, Banbury and Didcot Girls Schools) which uses AMP data and Atkins property expertise to construct overall development layouts and proposals for secondary school sites so that individual improvement projects carried out over time are in line with the overall long term plan. All will be linked to the Building Schools for the Future plans. These have been welcomed by schools and will be carried out for all secondary schools.

6.3	Schools are committed to help keep premises information up to date and an approval process is in place for self-financed projects to ensure that local projects complement planned developments, longer term educational needs and meet health and safety and building standards. The use of devolved formula capital is monitored to ensure it is used to meet national and local priorities in terms of condition, suitability and contributing to raising educational standards. All schools are encouraged to implement appropriately funded planned maintenance programmes based on the priorities established in the annual Condition surveys in line with their role as responsible stewards including necessary external painting which schools are recommended to carry out every 5-7 years where possible. Schools are able to buy into the services of Atkins to help and advise on their repair and maintenance programmes (over 90% subscribe) and also for Atkins to carry out their repairs and maintenance. Training is provided for site managers to help them achieve good standards and practices.

6.4	We are implementing full option appraisals for major capital schemes following very closely the guidance circulated by the DfES and based on a model developed for the Orchard Fields Fresh Start School project. They identify the options which best meet Council and Education priorities as well as considering whole life costs and best value in both financial terms and in terms of meeting the specific needs and objectives established for the project. In every case the benefits to pupils and other users is a success criteria. Modified and reduced appraisals will be undertaken for smaller projects depending on their value, sensitivity, possibility of different approaches, extent of options and levels of risk or uncertainty.

6.5	The process for reviewing progress against planned improvements is established. A database is established to identify the outputs planned and achieved for each capital project in terms of suitability, condition and sufficiency. The Council is also moving to using procurement performance indicators (see section 8.7 below) as measures of achievement rather than quantification of specific targets as this is more relevant to the effective delivery of the capital programme and to schools. Qualitative assessment together with prioritisation based on AMP data and priorities and the use of option appraisal to help identify best value projects that will make the most effective contribution towards meeting AMP priorities and raising educational standards together with improved procurement arrangements are the preferred mechanisms. Consequently additional improvement targets will no longer form an additional part of the Statement of Priorities, but, where pertinent, are referred to in the relevant sections of this statement.

6.6	The Capital Programme & Asset Management Corporate Group has agreed to adopt a framework for measuring stakeholder satisfaction with County Council buildings. Schools are consulted about their expectations and requirements of the building(s) prior to development of the design brief. Post completion there is a review process to establish how well the design solution has achieved the objectives and its performance with input from all stakeholders. Stakeholders are consulted about their satisfaction with existing County Council buildings when significant changes to the building are planned and in any case at intervals of no more than five years.

6.7	TravelWise and Better Ways to School programmes have been in operation in the Council since 1997. These are aimed at supporting and encouraging alternatives to car use as means of accessing establishments together with on site and adjoining improvements and are linked to the Healthy Schools initiative. Over 80 schools have already been helped to develop travel plans and the Council is well placed to build on this success under the Government’s “Travelling to School: an Action Plan” initiative. An inter-directorate team will be responding to the challenge. As part of the planning approval process for school developments, the TravelWise Team (now called the Travel Plans Development Team) as well as Transport Development now assess all planning approvals for new developments at schools so that highway, access and alterations to travel plans considerations are included in the approval. All schools are supported in developing their own travel plans. 

6.8	A consultation forum with representatives of schools Head Teacher Associations has been established. The ‘Schools Focus Group’ meets quarterly and provides schools with a forum to raise any issues concerning the provision and management of school property assets and property issues. The AMP Consultation Group, which comprises representative of the Head Teacher Associations, Governors Association, the 3 Dioceses covering Oxfordshire, Property Services, Learning & Culture and Atkins continues to operate as the main consultation body for developments in the AMP processes and determining priorities.

7.0	PROFESSIONAL RESOURCES IN PLACE TO DELIVER PLAN

7.1	The Council has used Atkins to provide an integrated property consultancy services since 1992. The Contract expires in 2005. The recent Best Value Review of Property Services identified weaknesses in the processes the Council uses to procure new build construction services and in the performance of its new buildings. The Council is responding by implementing new methods of procuring construction services in line with its commitment to the principles embodied in Re-Thinking Construction.

7.2	Following discussions with a panel of local and national contractors, Term Contracts used for the procurement of repair, maintenance and minor improvement and alteration works have been re-let under revised conditions of contract that foster a partnership approach to the delivery of services.

7.3	A preferred strategic partner, Mansell, has been selected to work with the Council to deliver a number of major capital projects.

7.4	 In addition to the selection of a strategic partner, work is in progress to establish framework agreements with a number of contractors who provide good service and good value to the County Council by the end of 03/04. Contracts for major extensions at a number of Oxford City schools were let following a two stage tendering process that required the involvement of contractors at the earliest stages of project development. The Council is committed to the continuous development of a partnership approach. The Council has also opted to use the new Engineering Construction Contract Form wherever possible. These changes are aimed at improving the delivery of projects on time, within budget with the emphasis on quality and to the satisfaction of the building users. They will also help us to deliver the BSF proposals.

7.5	 Meanwhile Atkins continue to provide co-ordinated building, mechanical and electrical, repair and maintenance, valuation and planning services and are contracted to supply the resources needed to deliver the Council’s capital programme. Property Services manage the client side of the Atkins contract. They establish the Council standards for design and service provision and monitor outputs. There is a standard briefing framework in place that uses DfES guidance on standards of design. In addition local design guidance in the form of standard primary and secondary school briefs are in place, prepared between Learning & Culture, Property Services and Atkins.

7.6	 A project team was created for the Council’s expression of interest for PFI funding. Although the submission was not successful this time it provided useful experience and lessons for future submissions.

7.7	 We are framing the output specifications for the new service contracts which will link the fee payment structure directly to the achievement of pre-determined service outputs including the delivery of capital projects that fully satisfy our requirements. In order to monitor and establish targets, Performance Indicators have been or are to be established for the following:
•	Proportion of maintenance backlog in priority categories 1, 2 and 3
•	Number of capital projects completed in a year and proportion where actual outturn cost falls within +/-5% of estimated outturn
•	Number of capital projects completed in a year and proportion where actual timescale for construction falls within +/-5% of estimated timescale
•	Number of defects identified at snagging and time taken to remedy them
•	Number of reportable accidents occurring during total time all sites occupied during year (ratio of accidents : working days)
•	CO2 emissions from buildings completed and occupied in year per m2 GIA
•	The number of Post-Completion Reviews (PCRs) completed in relation to number of buildings due for review (%)
•	Proportion of PCRs undertaken that are completed by target dates (%)
•	Building-user satisfaction scores from PCR Questionnaire (numerical)

7.8	 The Best Value Review also agreed that the way property services are delivered is to be re-organised from April 2004 to improve project delivery and ensure that opportunities for joining funding streams and meeting corporate and Directorate needs are identified. Service Directorates will continue to identify property need to the point of preliminary appraisal of options for meeting the need through the Schools and Corporate AMPs. At this point the re-organised and strengthened corporate Property Services, together with continuing input from officers representing the Service Directorates, will take the lead in appraising options and developing and delivering solutions to meet the identified needs by new development, alteration and improvement of existing property or acquisition of freehold or leased premises. Wherever possible opportunities will be taken for sharing and co-location. Property Services will also undertake targeted property reviews, develop and implement property asset strategy established by the Capital Programme & Asset Management Steering Group and provide management and maintenance of property including fulfilling the Council’s landlord/tenant management functions and facilities management.

7.9	
2.3	National Initiatives

New standards and guidance on more sustainable development and the maintenance of building are being introduced for both centrally and locally funded works and is included in the primary and secondary school briefs. The Council is committed to the reduction of energy use, water consumption and CO2 emissions. There is an annual budget for energy conservation measures at existing premises, training and education of local energy managers, provision and analysis of energy and consumption costs and energy saving measures are embodied in new buildings and repairs to existing buildings 

7.10	 As soon as the national exemplar designs developed for the DfES are available the Council intends to study them closely in order to improve best practice in its school design.

8.0 TIMESCALE

8.1	The capital programme is due to be updated and approved in February 2004. Starting 2004-05 the Council is planning its capital programme over 3 years – the current year plus 2 indicative years. The attached draft capital programme covers this period. The Authority is assuming that its participation in the BSF programme will be outside of this period. Further projects for later years will be drawn from the preparation pool when ready.

9.0	SCHOOL CAPITAL PROGRAMME & CAPITAL FUNDING SOURCES

9.1	All sources of funding will be considered to finance the capital programme including: - actively pursuing credit approval and grant funding from central government departments and agencies; participation in the BSF programme; capital receipts from the sale of surplus property; testing all major investment proposals for potential under the Private Finance Initiative; actively pursuing funding from third parties, including developers; the Lottery and European funding sources; other partnership arrangements with public and private sector bodies. The Authority will ensure that spending on school buildings will use to the full all central government capital allocations for education.

9.2	The Authority’s Premises Development Group uses AMP data and prioritisation processes, together with known school and service needs and input from advisers, Property Services and Atkins to identify projects which support and progress the achievement of AMP priorities for capital expenditure. Relative needs are established and shortlists of projects produced for closer investigation in order to develop those project proposals which are to be put forward for programming as part of the Learning & Culture capital programme. Funding provision for each project is established from the various funding sources available, joining funding streams as appropriate. The projects then form part of a preparation pool where they are developed prior to inclusion in the programme on submission of a project appraisal. The Learning & Culture Directorate determines the priority of schemes within its own Preparation Pool and nominates schemes for promotion to the capital programme, based on priorities in the AMP.

9.3	 The Council’s financial regulations set out the process for the approval of capital projects. All schemes costing more than £200,000 must have a project appraisal. Projects up to £500,000 are approved within the Strategic Directorate, those between £500,000 and £1,000,000 by the Strategic Director and Head of Resources, while projects over £1,000,000 are approved by the Executive. Each appraisal identifies the need for the project, the conclusions of any option appraisal (with the full option appraisal attached for projects over £500,000), how the project meets the strategic priorities of the Council the needs of the Service AMP and any associated Best Value reviews, cost (capital and revenue), staffing and environmental implications and other implications. Detailed project appraisals give authority for the project to proceed subject to any necessary confirmation of the resources to fund the project. The Capital Programme & Asset Management Working Group and Steering Group consider overall prioritisation across all Services’ Preparation Pools. These groups are responsible for overall strategic management and co-ordination of Council property and the capital programme. The cross service criteria applied are:
•	Achievement of the Councils Medium Term Plan.
•	Ensuring that the Council’s buildings and equipment continue to be operational to protect existing services, particularly in regard to statutory duties.
•	Maintaining the health and safety of Council employees and the general public and ensuring that all premises meet the requirements of the Disability Discrimination and SEND Acts.
•	Investing to save and the achievement of Best Value by modernising practices, removing surplus accommodation, more efficient energy use, corporate and inter-departmental working etc.
•	Affordability, including using resources to the maximum benefit and wherever possible accessing additional capital resources to increase the overall resources available to the Council.

9.4	Pressure from housing development and growth means that a large proportion of available resources are taken up with meeting basic need while the second largest area of expenditure is improving the modernization of schools.

9.5	The capital programme as currently established meets many but not all of the of the Authority’s strategic priorities. Some, such as the Building Local Communities, are in the process of being developed. Some aspects will not require capital funding to be achieved.

9.6	All projects in the capital programme reflect one or more of the AMP capital priorities and projects are shown in the capital programme according to the AMP priority area they mainly relate to.

9.6	The capital programme does not include devolved capital which is spent by schools according to the priorities in their School Development Plans which should reflect AMP priorities. Schools are asked to submit details of their proposals for spending devolved capital indicating how they address AMP priorities. Schools also provide details of their targets and proposals for spending on condition items and building and grounds developments in their School Development Plans, stating the educational outputs to be achieved. This helps to ensure that central and locally planned works are ‘joined up’ and identifies opportunities for combining funding streams. LEA officers provide advice and visits to schools to help plan how their resources can be most effectively used. Schools are increasingly contributing devolved resources to capital programme projects to create larger scale modernisation schemes.

ANNEX 1
EDUCATION PLAN

			COMMUNITY STRATEGY				OXFORDSHIRE	
								
PUBLIC SERVICE AGREEMENT		OXFORDSHIRE PLAN		MEDIUM TERM FINANCIAL PLAN	COUNTY  COUNCIL	
							
			CORPORATE ASSET MANAGEMENT PLAN & STRATEGY			CORPORATE	
							
			EDUCATION ASSET MANAGEMENT PLAN			LEARNING & CULTURE	
							
JOINT AGENCY PLANS
•	Children’s Services Plan
•	Connexions Business Plan
•	Health Improvement Plan
•	Community Safety Plan		EDUCATION PLAN		EDUCATION PLANS
•	Education Development Plan
•	Early Years & Childcare Plan
•	Adult Learning Plan
•	Behaviour Support Plan
•	ICT Plan
•	Ofsted Action Plan
•	School Organisation Plan
•	Special Educational Needs Plan
•	Youth Service Plan			
								
			SERVICE PLANS      of the six services in Learning & Culture (School Development Service, Culture, Resources, Community Learning, Children’s Services, Systems & Performance Management)					

EDUCATION PLAN – PRIORITIES WITH SCHOOL PREMISES IMPLICATIONS

HELPING PEOPLE TO FULFIL THEIR POTENTIAL
The Education Service has a key role to play in ensuring that children leave school well equipped to make a positive contribution to society, to enable them to become lifelong learners and to achieve fulfilled lives in the years ahead.
Aims
Raising educational standards
Increase the percentage of 11 year olds (Key Stage 2) who achieve level 4+ in national assessments.

Increase the percentage of 14 year olds (Key Stage 3) who achieve level 5+ in national assessments.

Increase the percentage of pupils obtaining 5 or more GCSEs at grades A* to C and A* to G (or equivalent), including maths and english.

Improve the rate of progress of the lowest achieving 20% of pupils at all key stages.

Reduce the percentage of pupils who leave schools with no qualifications.

Improving the quality of leadership, management and governance in schools
Reduce the number of schools in special measures or with serious weaknesses or
causing concern to the Authority

PROTECTING OUR ENVIRONMENT
As the largest Council Service, the Education Service has an important role to play in ensuring that services are planned and delivered in a way that protects the environment and makes efficient and effective use of public resources. The service also has a role in educating young people and preparing them to be responsible citizens.

Aims
Provide fast and easy access to the Internet by linking our schools and libraries to the Oxfordshire Community Network.

Reduce surplus places particularly in secondary schools.

SAFEGUARDING COMMUNITIES
The Education service is a significant partner in the efforts made by a wide range of public organisations to the safety of our community.

Aims
Working with partners to reduce the levels of crime within the community

Improve the standards of behaviour of young people in school and in their communities and thereby reducing the need for exclusion.

Improve the range of opportunities to divert young people from crime.

Working with partners to meet the needs of the most vulnerable members of the community

Increase the successful inclusion of children with special educational needs within early years providers and mainstream schools.

Raise the achievement of children in the County’s special schools.

Implement the requirements of the Race Relations and Special Educational Needs and Disability Acts.

Improve the work of family centres, schools and family support agencies in supporting vulnerable families in the community.

SUSTAINING PROSPERITY
Oxfordshire is an affluent county, with a strong local economy and a wide variety of employers and businesses. However, there are some areas of the county, for example in parts of Oxford City, Banbury, South Abingdon and Bicester, with relatively high levels of deprivation and poverty. Raising standards of educational achievement in these areas is a key strategy for breaking the cycle of disadvantage. Costs of housing in Oxfordshire are high and this is causing difficulties in relation to the recruitment and retention of staff. The Education Service has a key role in the provision of childcare, early years education, family support, community learning opportunities and capacity building. The aims include:

Aims
Rapidly increase the percentage of three year olds receiving good quality early years education.

Expand childcare provision for pre school and school aged children.

Develop schools and other educational establishments as bases for, and partners in, the provision of a whole range of public and community based services, e.g. local learning centres, after school clubs, early excellence centres, libraries, health centres, other local council services and family support, childcare, internet access points.

Target and co-ordinate support to particular areas of the county with high levels of need in order to improve the quality of education, raise standards of educational achievement and tackle disadvantage:
- create more early childhood and family centres
- increase access to family support services and parent education
- promote the development of integrated support service teams
- neighbourhood nurseries
- Sure Start
- early excellence centres.

Increase access to lifelong learning, including basic skills, particularly for asylum seekers, refugees and adults with learning difficulties.

RAISING OUR PERFORMANCE
Improving the quality of services has been the subject of considerable focus during 2003 and will continue to be a priority over the coming years. In May 2001 a new Chief Executive joined the authority and a wide ranging review was undertaken. A report was produced called “Raising our Performance”, which made a series of recommendations to improve the performance of the Authority. An IDeA Peer Review was commissioned and an action plan developed highlighting the need for:

a performance management framework which sets out arrangements that will ensure a robust co-ordinated planning structure throughout the authority;

focused target setting arrangements that are structured around corporate objectives and regular reports on performance in key areas for the Executive;

an improved approach to Best Value Reviews which links the planned reviews of our services to strategic goals, develops the review process so that it is more efficient and provides a more focused approach to securing the 2% productivity improvements required by the Best Value regime;

Aims
Improving the working environment.

Establish effective information and consultation systems with our staff and service users, including teachers, parents, local communities and children and young people.