Education Infrastructure Plan v1

8/22/2019 Education Infrastructure Plan v1

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April 2013

Education infrastructure plan

2013-2031


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2 Education Infrastructure Plan February 2013

Contents

Foreword

Section 1: Introduction, strategic and statutory context 3Aims o the Education Inrastructure PlanStrategic objectivesStrategic context or the planStatutory context and responsibilitiesConsultation and engagement

Section 2: Principles or providing childcare and education places 10

Overview and challengesPrinciplesThe overall approachRole o new providersPlanning or changeEarly Years and Childcare statutory dutiesSpecial Educational NeedsApplying our principlesDelivering outcomes

Section 3: Pupil place planning 20Assessing and responding to immediate local pressures on schools

Individual school reviewsSchool organisation statutory proceduresPlanning

Section 4: Funding 25Funding additional capacitySpecial Educational Needs capital undingEarly years and childrens centresFunding or the maintenance o existing InrastructurePrioritising investment

Section 5: Investing in the estate 30ChallengesPrinciplesOur approach

Section 6: Key inrastructure requirements to support 34Devons growth to 2031District breakdown

Appendix I: Glossary 40Appendix II: New school procedures 42Appendix III: School organisation statutory procedures 43

Planning Area AnalysisThe schools estate - list o projects based on AMP condition dataFurther inormation will be sent to the relevant bodies when inormation is available.


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3Education Infrastructure Plan February 2013

Section 1: Introduction, strategic and statutory context

1.1 Devon has a total o 312 maintained schools, including:two nurseries277 primary18 secondary10 specialthree Pupil Reerral Unitsone hospital schoolone secure unit.

In addition there are 51 academies including 32 primary, 18 secondary and one all-through sponsoredacademy. Three ree schools are expected to open in September 2013.

The schools vary in size, rom primary schools with ewer than 20 pupils to one o the largestsecondary schools in the country. Find a summary o the provision in Devon atwww.babcock-education.co.uk/ldp/do_download.asp?did=301774

Taken together, the 363 schools in Devon provide education or a total o 88,000 children. In additionthere are approximately 2,800 children in nurseries or nursery settings and approximately 5,000young people in Post-16 education. O these pupils approximately 3,300 have Statements o Special

Educational Needs.

Devon County Council supports the principle o local schools or local children or community andenvironmental reasons. There are good partnerships among many schools who work together in LocalLearning Communities. There are a total o 31 ederations, totalling 84 schools within a ederation,eight in management partnerships and 31 schools in multi-academy trusts and co-operative trusts.

1.2 This document has been written at a time o signicant change in the way public services areunded and delivered and is relevant to the main priorities contained within Backing Devon, DevonCounty Councils Strategic Plan 2011-15. Education has been at the oreront o these changes as thenational policy has been radically moved towards a more autonomous and diverse education systemrather than the traditional structure o schools under the direct control o the education authority.

1.3 As the education authoritys role shits rom provider to commissioner and is less hands on, werecognise that in uture we will need to work in a very dierent way working with a diverse rangeo providers and models o delivery. The uture landscape o education provision in Devon will be amixed economy ranging rom the traditional community school model to 14-19 bespoke provisionincluding links to employers and apprenticeships, to parents setting up their own ree schools wherethey wish to promote an alternative oer. The drive or choice, diversity and excellence, in particularto provide support or the most vulnerable children, is at the oreront o national policy and a keyconsideration in our new role.


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1.4 In a time o immense change, we have taken stock o our key responsibilities and reorganisedto ensure we are structured in a way that can continue to deliver with condence in this new

environment.

The rst question is, what is the education authoritys role? While it is accepted that this is likely tochange, the core responsibilities will continue to be:

securing sucient educational provision in our area to meet the needs o our children, parentsand communitiesimproving standards in all schools so all children can go to a good schoolsupporting the most vulnerable children including those in care, at risk o social exclusion andthose who have specic educational needs.

For school provision, we also have a wider responsibility to:promote sustainable patterns o provision and travelmaintain and improve our schools estates in relation to the health and saety o the users.

We have adopted a fexible approach to delivering our statutory responsibilities and are condentthat we can meet the challenges that lie ahead. We will use a mixed approach o central delivery andcommissioning through Joint Venture Partners and outsourcing (or example working with NPS SW,Babcock Learning Development Partnership, NORSE and Virgin Care) and external providers to ensurewe meet our statutory responsibilities and provide the best possible value or money services orDevons communities.


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Aims o the Education Inrastructure Plan (EIP)

1.5 The overarching aims o the EIP are to provide:parents with an understanding o the range o educational oers available to suit their needs;schools with a clear understanding o how decisions are reached about pupil planning, estatemaintenance processes (where applicable) and capital investment and where they t into thedecision-making processLocal Planning Authorities and housing developers with an understanding o their role insupporting the uture pattern o education provision best marketed to changing demandthe wider community with an understanding o how education provision will be delivered tosupport the development o Devon over the next 20 yearsNational Government with evidence base that supports uture investment in Devons schools, in

particular to support special needs.

1.6 We will publish an investment programme which will set out a vision o education provisionup to 2031 and a community by community plan or education inrastructure. It will also include acountywide assessment o existing and uture Special Education provision.

1.7 This EIP needs to be read in conjunction with education and learning strategy,ChampioningChildren. Together, the two documents set out a comprehensive education strategy or Devon - whathappens outside and inside schools.

Meeting our core responsibilities

Local provision or local children

Choice, diversity and excellence or all schools

One council approach to services

Strategic objectives

1.8 While the education landscape is becoming more diverse, the important role schools play in thewider community remains undiminished. Schools are a ocal point or communities, especially in ruralareas where there is sometimes a lack o community inrastructure. Devon will continue to be anarea o growth and there will be a need to bring orward new school provision to meet demographicchange and support the growth aspirations o the local planning authorities. This will bring newproviders into the county and provide greater choice or parents.

1.10 This Education Inrastructure Plan sets out how we will work with key partners to shapeeducation provision and how decisions about capital investment will be made more transparent to

ensure maximum benet and value or money. This document eectively replaces what was previouslydescribed in the School Organisation Plan and Asset Management Statement o Priorities and it will berelevant to all schools whatever their specic governance arrangements.


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Strategic context or the plan

The national context1.11 The changes in the Governments approach to education provision have been driven by anumber o reorms and initiatives that have been introduced or enhanced over the past three years.

This process o radical change is ongoing but can be summarised as:the schools white paper The Importance of Teaching, setting out a radical reorm programmeor the schools systemGreen Paper (SEND): new approach to Special Educational Needs and Disabilitya relentless drive towards an autonomous system that aims to provide parents with choice acrossa diverse range o provision

a reduction in public nances due to global economic challenges and potentially a long period

o austerity leading to ocus on value or money solutionsa demographic upturn in births and shortall o primary places which will eventually lterinto the secondary sectora changing role or local authorities moving rom a provider to a commissioning andbrokerage rolean increase in education provision either due to housing growth or more providers enteringthe market against a reduction in resources to maintain them.

1.12The James Review of Education Capital, an independent report commissioned by theSecretary o State or Education to consider education investment, is inorming the uture directionor capital investment, it included the recommendation that:

The local prioritisation decisions should be captured in a short local investment plan.There should be light-touch central appraisal o all local plans beore an allocated plano work is developed so that themes can be identied on a national level and scale-benets achieved. This must also allow or representations where parties believe theprocess has not assigned priorities airly.

The long term impact o the James Review on day to day business is not known, however theintention is that the EIP will orm the basis o Devons local investment plans should there be arequirement to produce these in the uture. While there are signicant changes in the nationalcontext, as part o the schools reorm certain items do not become the responsibility o academiesand continue to rest with the local authority.

These include:home to school transport - including SENstatutory assessment, SEN statementing and assessmentmonitoring o SEN provision and parent partnershipsindividually assigned SEN resources or pupils with rare conditions needing expensive tailoredprovision rom top-up to ormula undingprovision o pupil reerral units or education otherwise or a pupil who is no longer registered at

an academyprovision or pupils excluded rom school.


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The local context1.13 Devon has 32 very small schools (ewer than 50 pupils) serving our extensive rural areas. In these

areas the scale o new housing development will be generally lower than in the uture than has beenthe case in the past. The result is that population and pupil numbers in some areas will continue to alland this will potentially aect the viability o some schools.

1.14 In contrast to Devons rural areas, some settlements are expected to accommodate major growthin the orm o urban extensions or new communities. These orms o development are oten remoterom existing acilities that may have notional capacity to accommodate additional pupil numbers.

1.15 Patterns o population change will also aect Devons local communities. In some areas inwardmigration is a major actor, particularly where new development is planned, while in all areas there are

uncertainties about uture birth rates.

All o these actors, including changes in population age structure and new development rates, aredicult to orecast with any degree o certainty. However, we have to be able to respond fexibly tochanging patterns o need and ensure that new investment takes place in the most appropriate wayand in the most appropriate location.


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Statutory context and responsibilities

1.16 The undamental starting point or the EIP is to ensure that we can meet our statutory dutiesdelivered through the early years and education estate. The EIP specically explains how we will meetour statutory responsibilities in:

ensuring air access to schools or every child and actively promoting a diverse supply o strongschoolspromoting high-quality early years provision, securing ree early education or all three and ouryear olds and or all disadvantaged two year olds rom September 2013ensuring there are sucient Sure Start childrens centre services to meet local need and sucientchildcare or working parentssupporting participation in education or training or young people, including securing provision

or young people aged 16-19 - or 25 or those with learning diculties or disabilities.

1.17 This EIP provides a comprehensive approach based on a robust strategy and evidence base whichengages key stakeholders in the planning and decision-making process or the capital investment ineducation inrastructure.

Consultation and engagement - what does this really mean or Devon?

1.18 The changes in national policy and the complex nature o the strategic, local and statutorycontext highlight a number o key issues or Devon that need to be addressed. These are:

uncertainty o short term pupil trends against long term need and the varying patterns betweenurban and rural areasnew providers entering the education system and the need to manage new relationships to thebenet o allchallenges o rurality resulting in signicant home to school transport costspotential vulnerability o a number o small rural schools against a backdrop o demographicchanges and revisions to school budget unding ormulahistorical strong relationships between schools, Local Learning Communities and DCCsignicant residential development in the region o 70,000-80,000 homes planned or theperiod 2013 to 2031 including two new communities

an increased need or specialist accommodation or children with special needsa large dispersed school estate o varying age, size, condition and suitability which needs to bemaintained against a backdrop o reduced capital unding and conficting demands.the requirements and challenges o the National Planning Policy Framework in particulardelivering sustainability and high quality designs against reduced capital investment.

1.19 To help us rame a response to these issues, and to inorm the development o the plan and itscontent, extensive consultation was undertaken with a range o stakeholders including head teachersand governors, early years providers and the voluntary aided sectors.


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The consultation took the orm o listening events to give stakeholders the opportunity to presenttheir views on their expectations about content, and Devons response to some key policy issues such

as pupil place planning, maintenance and new providers to the Project Board developing the plan.Two local learning communities, Exmouth and Totnes, were also visited to establish views in a morelocal context and to understand how the local learning communities interacted. Their input into thedevelopment o the plan has been extremely helpul.

The consultation revealed the need or transparency about the priorities and principles on whichstrategic spending decisions are made. In response to this the EIP species guiding principles,endorsed in consultation, which underpin the planning o the schools estate.

1.20 In parallel, there has been engagement with the Department or Education, Cabinet Oce and

Education Funding Agency which has enabled us to test the approach detailed later in this document.

Schools a ocal point or communities

Importance o partnership working

Robust strategy and evidence base

Transparency on priorities and how decisions are made

Challenges:

Signifcant residential development planned in the urban areasbut some rural depopulation

Supporting all our communities through sustainable patterns o provision


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Section 2: Principles for providing childcareand education places

Overview and challenges

2.1 Devon is acing particular changes in its population which makes all aspects o planning extremelychallenging. There is signicant growth in the existing population and uncertainties about trends inage structure (ageing population and changing birth rates). The county also experiences high levels omigration in and out o the county and within it and population movement between areas. There are

areas o signicant growth and these are generally located in the major urban areas which are alreadyexperiencing high levels o inward migration with knock on implications or planning provision. Thiscontrasts with other areas which have limited growth and low, or even negative, migration.

2.2 Projections o demographic change suggest that in some areas demand or additional placesmay only be low or only needed or a limited period, so it is important to ensure that investment inprovision is planned accordingly and kept under constant review. In other areas it is clear that growthwill be strong and sustained. There is a need to understand the balance between short term pressureagainst longer term demographics when determining the most appropriate response in terms o thescale and nature o new capacity investment.

2.3 At the same time, there is real uncertainty over the level o uture capital unding romGovernment, and an expectation rom Government that increased numbers can be managed withoutsignicant investment, balanced against the continued pressure on schools to improve standards.

It is important that there is a set o core principles in place that provide a robust basis or pupil placeplanning and which underpin our decision-making whatever orm o statutory, nancial or legislativeregime emerges rom the current period o change. Our intention is to ensure that uture pupil placeplanning is an open and transparent process and that investment decisions are directly based on theprinciples - established in partnership with others responsible or delivering education in Devon.


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Principles

2.4 In seeking to provide the childcare and education places Devon needs there are a number o coreprinciples that we intend to apply as part o our approach. Together these principles set out a strategicramework or decision-making. They provide a clear ramework or our approach, and highlight thechallenges to meet our objectives or uture pupil place delivery.

The principles are summarised here and the ollowing sections o the EIP explain how we will workwith the stakeholders to apply these principles to each aspect o pupil place delivery.

Our principles or providing acilities are to:provide local schools or local children - promoting a pattern o sustainable, high-qualityprovision which maximises accessibility, meets local needs and recognises the needsgenerated by planned growth in specic localitiesprovide parents and children with choice, diversity and excellenceensure that there is a fexible ramework in place which promotes a mixed market oproviders and manages the impact o new providers entering the system

We will do this by:maintaining a network o provision in all parts o Devon, with a presumption againstclosing schools unless necessary or educational reasons

working with small schools to explore options to maintain sustainable provision andexcellenceexpanding popular and successul schools, in particular where this would securegreater parental preerenceminimising the reliance on the school transport budget to meet our statutoryresponsibilitiesworking with each Local Learning Community to identiy optimal solutions tocapacity issues arising rom demographic change in local communitiessecuring provision which supports the most vulnerable children, in particular theneed to expand the special school oer.

These principles are interrelated, so our approach needs to bring these together and demonstrate howthey will be used to shape pupil place planning.


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The overall approach

2.5 Our approach to education provision in Devon needs to respond to the capacity demands arisingrom local communities, where pressures may result rom increasing births, and the needs generatedby new developments.

However, we recognise that education provision is not solely about capacity and numbers and hasa key role in promoting choice, quality and diversity in the range o education provision available.This is extremely challenging in a rural context where the limited scale o acilities and a potentialoversupply o provision both aect the sustainability o schools and limits the range and qualityavailable to all children.

2.6 The national agenda is or popular schools to expand and so drive up quality and standards inthe education sector. We support this approach in principle and in our role as commissioner we willwelcome proposals which seek to respond to this agenda. We can, however, only support proposalswith capital investment where there is a shortall in pupil places or that particular area.

When new provision is needed due to a shortall o places, we will actively encourage popular schoolsto expand where it is physically possible, represents good value or money, and is sensibleand deliverable in a timely manner to meet the statutory need.

The consultations done in preparing this EIP showed that there was no clear agreement on the

denition o a successul school, and there are a number o indicators that could potentially beused. It was broadly agreed that parental preerence as demonstrated through the admissions processwould be one indicator o both parental preerence and success recognising that other indicatorswould need to be actored in when planning places. For long term planning, it is assumed that allschools have the potential to be both popular and successul.

2.7 It is accepted that due to a variety o reasons some schools may not wish to increase theircapacity, in particular they may eel it would compromise their educational oer, and we would notbe able to impose such governance on any school. However, schools have to abide by the AdmissionsCode to enable local children to attend their local school without the need to be transported any

distances. Our approach would be to work with schools and Local Learning Communities to ndsolutions. I compromise is not achievable we would seek to secure provision through other providers.

2.8 The majority o Devon children with Special Educational Needs (SEN) access their learning in theirmainstream school. Where this is not possible we aim to provide enhanced provision in a mainstreamschool or a special school place within a reasonable travelling distance rom their home. We willcontinue to refect the identied growth in the pupil population needs in our place planning orspecialist provision.

Where children with SEN need to access residential provision we will aim in the rst instance to work

in partnership with social care and health to achieve the correct outcome or the young person.Recognising that this is not always possible, and also acknowledging the need or diversity oprovision we aim to provide high-quality accommodation or children who need a residential place.


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The role o new providers

2.9 New providers will be entering the market through a competitive process and in practice this willhappen in two ways.

1. Through proposals brought orward by existing providers and/or through the governmentsFree School programme. However, it was clear through the consultation process that existingschools eel challenged by new providers entering the market and question the need, value ormoney and quality o such provision.

2. As a result o demographic change or signicant housing development, we will identiy wherenew provision is required and advertise the proposals nationally and through the Department

or Education, New Schools Network and other interested parties. The process or this isidentied in Appendix II.

2.10 For provision promoted by other providers, we will actively engage with school promoters andprovide data and advice which provides a strategic context such proposals can be developed within.We will engage with new providers where provision meets our statutory responsibilities or pupil placeplanning and will indicate where provision is likely to aect the sustainability o other local provision.All providers will be encouraged to discuss their proposals with schools in the Local LearningCommunities and to establish good partnership arrangements.

2.11 Where new academies or ree schools are established to meet basic need it is expected that we

will use the Dedicated Schools Grant (DSG) revenue Growth Fund or these schools. This undingwill need to cover start-up costs, including diseconomy o scale costs, unding or which may beneeded over a number o years. It is understood that the Department or Education will treat theseacademies or ree schools as recoupment academies and the Dedicated Schools Grant will be adjustedaccordingly over time to take account o the growth in pupil numbers.


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Planning or change

2.12 For pupil place planning, we aim to provide high-quality provision which is within a reasonabletravelling distance or a child or young person. In most cases this should enable pupils to walk toschool, which supports our other aspirations or sustainable communities and reduce the need totravel by car while promoting healthy liestyles. However, Devon is one o the most sparsely populatedlocal authorities in England, and currently has a school transport annual expenditure in excess o20m.

2.13 We recognise the important role schools play in their communities, in particular in rural settings,and the impact on the whole community when school provision has been closed due to alling

numbers. This impact is recognised by government (in the requirements o theEducation andInspections Act 2006) where, or rural schools, account has to be taken o the eect o schoolclosure on the local community and consideration given to any alternatives to closure. In Devon 203primary schools are classed as rural schools which is 73% o primary schools in the area. As part opreparing this EIP, we have rearmed a presumption against closing schools unless there are cleareducational reasons, and closure remains the last resort.

Providing places or 5 to 16 year olds

2.14 There is a pattern o ongoing pressure in urban areas in contrast with some rural areas seeing

a drop-o in pupil numbers; with these two characteristics sometimes occurring in the same LocalLearning Community. Where this is the case, it has been suggested that children could have beentransported rom schools under pressure to those smaller schools where numbers are low or alling.While this approach would potentially reduce the need or investment in additional capacity, help tomaintain some smaller school viability and support this priority, it would signicantly increase the costo home to school transport and confict with the principle o securing local schools or local pupils toan extent that would be unacceptable to most parents. It would be appropriate, however, to identiyopportunities to review catchment areas where this could help to provide a more sustainable patterno local provision.

2.15 Where a large scale new development is proposed in the orm o a major urban extension, suchdevelopment will normally be remote rom existing provision. A development o 1,000 dwellingsor more will, in most cases, make it necessary to seek new provision or early years and primaryeducation, even where there may be some capacity in existing schools. Due to the signicantinvestment requirements and size o secondary provision, the level o development required to triggerthe need or new provision is signicantly higher than or primary, and there is greater fexibility inthe distance to nearest provider and nancial viability o development. The early identication o newprovision in the planning process ensures it can be considered early in the master planning processto support these new or expanded communities. This is very much the starting point or planningprovision and will be subject to ongoing review and consultation.


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2.16 In pursuing our objectives we will commit to work in close partnership with schools and

other partners. There is a history o strong working relationships with schools and stakeholders,most recently through the Area Review process, and subsequent ollow-up meetings, supportedby providing datasets to inorm strategic planning. We believe, and our consultations to date haveconrmed, that working with schools at a Local Learning Community level is the best orum orstrategically managing pupil places. However, because o their specic needs and characteristics,we propose that alongside this strategic planning or Devons special schools will be managed inpartnership with the Special Heads Association Devon (SHAD). It is intended that all planning andinvestment decisions are open and transparent.

Early years and childcare statutory duties

2.17 The government provides Early Years Entitlement (EYE) unding or all three and our yearolds rom the start o the term ollowing their third birthday until they start school. The EYEprovides up to 15 hours o provision a week over 38 weeks o the year. There are a range oproviders including pre-schools, nurseries, childminders, nursery classes and nursery schools whichcan oer the EYE. Free early years education or the most disadvantaged two year olds is also beingintroduced and it is expected that 40% o two year olds in Devon will be unded in this way by 2014.www.devon.gov.uk/childcare-sufciency

Providing new early years places or 0-5 year olds

2.18 We will assess the uture need or early years provision in each part o Devon; taking intoaccount demographic change and planned new development proposals. Where this assessmentindicates that new provision is required, places or under 5 year olds should, wherever possible,provide direct progression through to mainstream provision. The Early Years Foundation Stage(EYFS) www.devon.gov.uk/index/childrenamilies/disc-services/disc-eys.htm is a mandatoryramework which sets the standards or learning and care or children rom birth to ve years.Children in reception classes, pre-schools and nurseries must all ollow the EYFS.

2.19 Wherever possible new places should be co-located with schools. Provision could be madethrough a Foundation Stage Unit or a Partnership Foundation Stage Unit. I it is not possible to make

the provision on a school site then it is desirable to co-locate them with childrens centre services.

2.20 All provision must be fexible, aordable and accessible. There should be a mix o unded andpaid or places or 2, 3 and 4 year olds to support working parents.

Providing new childcare places or older children - 5-14 years2.21 Where new provision is required or childcare beore and ater school hours this should beprovided on a school site. Childminders may also provide a pick up and drop o service or somechildren. The same space in a school could also be used to run holiday provision i a need has beendemonstrated.


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2.22 In the past unding or new early years and childcare places has come through a variety o

routes. There is currently one capital unding stream rom the DE to support the development oplaces or our most disadvantaged 2 year olds. A strategy is currently under development to ensurethis unding is targetted to the creation o places or September 2014.

Providing childrens centres2.23 We have a statutory duty to secure sucient childrens centre provision to meet local need. Inprevious years central government unding has supported the provision o childrens centres. Thereare 43 centres in Devon aligned to Local Learning Communities providing access to parents acrossthe county. It is unlikely there will be a requirement or new childrens centre provision, except wherethere is major housing development. Any new provision should be unded through section 106/CIL.

Consideration needs to be given to the cost o ongoing upkeep and maintenance issues.

Special Educational Needs

2.24 There are a signicant number o children in Devon whose additional needs cant be wholly metin a mainstream school. These children may have moderate, severe or proound diculties in one ormore areas o hearing, vision, speech and language, physical health, emotional and mental health orbehaviour. Currently we have a number o schools and units which support these children, and theseacilities make provision or almost 1,200 children o statutory school age out o a total o about88,000 pupils in maintained schools in autumn 2012.

2.24 The specialist provision is currently made up o 10 special schools, 12 units attached tomainstream schools, three Pupil Reerral Units (PRUs), and one hospital based school. Pupilsattending these units receive a much higher level o revenue unding and teaching groups arenecessarily much smaller than mainstream schools. Accommodation oten needs to include additionalsupport spaces to meet pupils wider medical needs. These specialised acilities are located acrossDevon, so it is dicult to secure the principle o local schools or local children or everyone needingspecic provision. Similarly it is more dicult to oer real choice, diversity and fexibility or theparents and children involved.

2.25 While Northern Devon currently caters or a high percentage o locally resident pupils requiringa specialist school place, pupils in other parts o Devon oten have lengthy journeys, and cant alwaysget a place in their nearest specialist school. Some Exeter-based pupils have to travel to acilitiesoutside Exeter because the local schools are ull, or cant meet their needs. Similarly some pupils livingin Mid and East Devon are currently accommodated in a school in Dawlish because there is no localprovision and Exeter schools are ull.

2.26 Following the local government reorganisation a number o Devon special schools transerred toPlymouth and Torbay Local Authorities, leaving no specialist SEN provision in the west o the county.There are signicant implications or children needing specialist SEN provision in this area.

2.27 In January 2012, there were 769 Devon pupils o statutory school age with a Statement in amaintained special school, with 175 additional pupils attending an independent school or setting.Looking to the uture, it is estimated that the number o children needing access to a special school


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is likely to increase in proportion to overall pupil numbers.

In the context o our overall principles, the proposed strategic approach to SEN provision is to respondto the need or additional capacity in those parts o Devon where there is an existing or uturedeciency o accommodation recognising both absolute numbers and the nature o provisionrequired ensuring an improved level o accessibility or those needing to use each orm o specialistprovision. In identiying where investment should be prioritised, we will seek to work closely withexisting special schools.

2.28 The majority o post-16 SEN provision is undertaken in Devons local Further Education (FE)colleges. To promote the diversity o choice and respond to specic complex needs, we will continueto work with our maintained special schools and independent providers, who are able to deliver

post-16 education. We will provide high-quality cost eective provision secured across the countyand our neighbouring authorities. We are moving rapidly towards outcome-ocused provision, toensure that learners with learning diculties or disabilities (LLDD) have the best possible opportunitiesor progression in learning and employment.

We will continue to drive up standards through growing the market and promoting competition inthe FE sector, through the introduction o University Technical Colleges, studio schools and otherdeveloping provision through the schools reorm.


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Applying our principles the uture pattern o education provision in Devon

2.29 We will work with key stakeholders to secure:a network o provision or 0-5 year olds in locations accessible to local circumstances to improveoutcomes and reduce inequalitiesearly years provision to support the most vulnerable two year oldsprimary school accommodation within walking distance promoting local schools or localchildren, community cohesion and minimising the need to use transport to travel to schoolsecondary school accommodation with a wide range and choice o provision or pupilsand parentstransition and choice or young people rom secondary to urther educationan enhanced range o special needs acilities in each part o the county to reduce travelling and

increase accessibilitychildcare to meet the needs o working parents.

Delivering outcomes

2.30 We will develop the inormation and experience gained through the Local Learning CommunityArea Reviews, which built on collaborative working to strategically plan or the uture, and willactively promote transparency by uture engagement with the LLCs/SHAD. This will inorm uturedecision-making to create inclusiveness, and learning environments better able to meet the needs oour children and young people. This will be a continuing dialogue but it relies on all schools beinginvolved, so LLCs will need to incorporate new providers into the planning discussions as and whenthey are operational.

2.31 We will establish a clear ramework or engagement with the LLCs. We will commit to engagewith Local Learning Communities when:

local plans are being ormulated or revisedthere is evidence o a need to provide additional pupil places and/or revise designated areasthere is the potential or new providers to be entering the market in their locality.

All LLCs will be oered a visit by a strategic planning ocer to discuss issues at least once every

two years.

2.32 Our principles will underpin responses to district councils Local Plans and support thedevelopment o an Inrastructure Delivery Plan, including the phasing o additional educationinrastructure required as a result o planned development. Where, on the basis o demographicchange and/or new development, there is a clear identied need or additional capacity, we willseek to ensure that appropriate unding is secured rom development either directly through s106agreements, or by working with district councils to secure investment unding rom the CommunityInrastructure Levy.


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2.33 In deciding where and how best to invest in additional capacity we will take account oshort term pressures and longer term trends to ensure that the best possible value or money is

achieved. In areas where a short period o high pupil numbers is expected but longer term trendstemporary provision may be the most appropriate response. Where capacity pressures are anticipatedand are likely to be sustained, permanent capacity will need to be established.

2.34 We are proud o our work with schools exploring dierent business models and the impactthis has had on school provision across the county. We are committed to continue working with allschools, to deliver the highest possible standard o education provision across the county. ForDevons smaller schools, we will work with others to address concerns about pupil numbers, nancialand educational viability.

Our commitment to delivering our statutory responsibilities

Supporting the expansion o successul and popular schoolsto meet the needs o our communities

Encouraging new providers into Devon to support a range o models o provision

Maintaining close links with all stakeholders and partners,particularly Local Learning Communities and district councils

Promoting diversity o choice and support to specifc complex needs

Flexible, aordable and accessible provision or early years

Supporting all our young people to achieve the bestoutcomes through a range o provision


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Section 3: Pupil place planning

Overview

3.1 Current legislation gives local authorities responsibilities or:promoting high standardsullment o potentialair access to educationsecuring sucient school places and increasing opportunities or parental choice.

3.2 The statutory responsibility to ensure a sucient supply o pupil places is undamental to the role

o DCC, and requires a strong approach to collecting, assessing and using a range o data to inorm arobust approach to uture pupil place planning.

To meet our statutory duty, we not only have to plan or September intake to September intakechanges in numbers, but also consider medium and long terms needs which have to be addressedhaving regard to long term demographic changes, and planned new housing development resultingrom approved and emerging Local Plans.

3.3 The response to these patterns o change involves, as a starting point, an ongoing need toreview and revise the capacity o existing schools where there are specic pressures or change. This

can involve expanding an existing schools capacity, changes in the age range accommodated or, inextreme circumstances, closing an existing school.

3.4 Elsewhere, pressure on school capacity can result rom new development where there isinsucient residual capacity available in local schools. In these cases, we will undertake an assessmento likely pupil numbers generated by each development proposal within the context o the widerpattern o change envisaged by the local planning ramework or the area.

Assessing and responding to immediate local pressures on school capacity

3.5 The key objective or short term orecasting, is to ensure that there are sucient primary schoolreception places available or pupils expected in the ollowing September in each locality. Expectedpupil numbers are derived rom NHS data analysed at a Local Learning Community level. This providesan annual assessment o births and the locations o all pre-school age children. This data, togetherwith an assessment o pupil migration* has been shown to be a robust indicator o the likely numbero children needing a place at each local primary school. A urther allowance o between 2 and 5% ismade to assess uture pupil numbers to recognise the need to provide parental choice.

* Historical data is used to assess numbers o parents choosing the independent sector, moving awayrom the area or choosing a school outside a Local Learning Community area.


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3.6 The local pupil orecasts can be compared to Planned Admission Numbers (PAN) and netcapacities o schools in each Local Learning Community and this will identiy where there is the

potential or a shortall in places. At this stage we will involve the LLC in urther work necessary totest the assumptions made, agree the numbers that need to be planned or and the most appropriateaction to address any capital issues raised.

To respond eectively, we have identied a timetable or a number o key stages in this process.

NovemberAnalysis o revised NHS gures and checks against previouschanges in pupil numbers

January and February First assessment o uture year admissions, checks onassumptions leading to a nal assessment used to inorm thecapital investment programme

JuneStrategic review o the capital investment programme, anda urther review o anticipated admission numbers

SeptemberAn analysis o actual admissions round as compared toassessmentto inorm and improve uture planning


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3.7 Where there is a projected need to consider providing additional places, or where there isa shortage o provision in some parts o the LLC, but surpluses elsewhere, we will engage the

Local Learning Community in a conversation to help develop a strategic plan to meet thepotential challenges.

The conversation will need to include:a local view on the data including its accuracy, resulting in an agreement o the impact on shortterm planningan overview o longer term demographics and potential implications o housing development inthe Local Plan including current applicationsan analysis o previous admissions to reception/secondarya review o catchment areas and whether changes can be agreed to mitigate the impact

o uture numbers and support sustainability across the LLCan assessment o which schools are considered popular and so would be the priority orexpansionan agreement on which schools would be willing to consider increasing their PANs andcapacities, and the potential to use existing capacitythe potential to require new school provision and discussion about location and timingany scope or an incremental approach to development.

Free schools, academies, mainstream and voluntary aided/controlled schools are all state-undedprovision and are required to participate in co-ordinated admissions processes in their area. Theexpectation is that places provided by all these schools will be taken into account when strategicallyplanning school place provision across the county.

3.8 While there is a ocus on reception places, the ongoing monitoring o admissions data andconversations with schools will also recognise the increasing pressure that could arise at Key Stage 2.Where the increase in reception numbers is maintained there will necessarily be consequent pressureon places at Key Stage 2.

3.9 At secondary level, the planning o school places needs to recognise the wider geographicalarea that secondary schools serve, and the greater fexibility they have in accommodating changingnumbers. For these schools, assessments o uture pupil numbers will be based initially on the historic

transer data rom existing eeder primary schools and previous analysis o parental preerence. Shortterm pressures on school capacity are less likely to occur in secondary schools and the main ocus orthis sector is securing medium and longer term capacity.

Where the assessment o uture pupil numbers conrms that a change is needed in the capacity orage range o an existing school we will apply the appropriate statutory school organisation procedure.


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Individual school reviews

3.10 Local authorities have a statutory duty to ensure early and targeted intervention and support toschools causing concern. Individual School Reviews are undertaken with schools to investigate andplan a strategic approach and identiy risks and issues.

Some o the issues may include:ailure to recruit a head teacheran Osted categorypersistent poor standards o achievement or underperormancenancial concerns or weak nancial viabilitysignicant issues about accommodation

demographic and contextual issues

loss o parental condencesurplus places exceeding 24%.

In partnership with Babcock Learning and Development Partnership, we will ensure that measures areinstigated at the earliest stage to improve the perormance o schools causing concern.

School organisation statutory procedures

3.11 The process or implementing changes to school organisation is governed by statutory

procedures* which give local authorities commissioning responsibilities and a duty to ensureconsistent, open and transparent processes. Changes which require local decision-makingarrangements are shown in Appendix III.

*The Education Act 1996, the Schools Standards and Framework Act 1998, the Education andInspections Act 2006and the Education Act 2011.

The Secretary o States consent is no longer required to publish certain proposals, including thoseor establishing new voluntary aided schools, primary schools resulting rom inant and junioramalgamations and new schools resulting rom the reorganisation o existing aith provision.

3.12 Our approach to consultations about changes in school organisation is to:give an accurate assessment o our position, key messages and gain the views o stakeholders,partners, parents, young people, local community to any organisational changes to schoolsuse the views communicated, together with relevant inormation, to evaluate eectiveness andinorm the local decision-making processensure eedback and decisions are always communicated to the target audience.

As changes to legislation occur we will continue to monitor our practices and procedures. Changesthat have taken place most recently relate to the our commissioning responsibilities under Section 11

o the Education Act 2011 where a new school is to be established - see Appendix II.


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Planning

3.13 While our current process has proved successul in managing the immediate, short termprovision o school places, the planning o pupil places or the medium and longer term needsto recognise the impact o emerging Local Plans and the assessment o longer term changes inpopulation age structure.

3.14 We use a demographic modelling tool which estimates uture population change based onertility, mortality and migration assumptions, using historical data to dene these assumptions,integrating ocial orecasts as appropriate. Population orecasts can be used to derive likelyhousehold and housing proles consistent with the populations age-sex composition. For thepurposes o assessing uture pupil numbers, the model assumes that the scale and pattern o new

housing development will refect the proposals and policies set out in the relevant adopted Local Plan.

3.15 The outputs rom this modelling process are included in the evidence base later in this documentand provide a consistent basis or the uture strategic planning o education provision. The modelwill also be used as an audit tool to ensure the inrastructure investment needs identied are robustand appropriate and consequently provide a technical basis or the allocation o uture CommunityInrastructure Levy investment.

3.16 The conclusions reached or medium and longer term education provision will also be usedto inorm short term planning decision-making. For example in assessing whether to bring in newpermanent provision, temporary capacity or to look to use existing provision in response to short termlocal pressures on school capacity.

We will work with governors, schools and partners to address anydecline in standards and where schools are causing concern, and will support

maintained schools through the Education Futures programme

We will plan on known and projected datain consultation with our Local Learning Communities

We will increase choice and diversity by working with new providers,particularly in areas o signifcant housing growth


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Section 4: Funding

Introduction

4.1 We currently receive an element o unding direct rom central government, but there isconsiderable uncertainty about the uture scale and nature o such unding. In addition, this EIP hasbeen developed at a time o increasing scal constraint which has resulted in a signicant reduction inthe capital unds allocated to us or investment in education inrastructure.

The James Review recommended a move away rom, what was previously a multiplicity o undingstreams to a single, fexible budget or each local area, with a mandate to include ministerial priorities

in determining allocations. While it is uncertain whether this recommendation will be acted on,there has already been a signicant reduction in the number o unding streams available to supportinvestment in school and early years investment, in particular unding to improve the suitability oschools

4.2 The current pattern o government grant unding consists o:Basic Need a ormula grant allocation to the local authority to help to ensure there aresucient pupils places in all schools or the next year. This is currently allocated on an annualbasis (2012-13 allocation is 5m) and it is used directly to secure the additional capacity neededto meet immediate local pressure or additional places, primarily through the phased expansion

o existing schoolsCapital Maintenance a second ormula grant to the local authority or all maintainedcommunity, voluntary controlled, trust and oundation schools (2012-13 allocation is 9.8m).This unding is aimed at addressing maintenance needs in existing school premises, but doesnot include academies or ree schools.Local Co-ordinated Voluntary Aided Programme a ormula grant to the voluntary aidedsector targeted at condition and suitability issues (2012-13 allocation is 1.6m)Academies Capital Maintenance Fund a central Government capital grant und available toacademies and targeted at condition, suitability and expanding successul academies(not basic need). Academy schools can bid directly to government to secure money rom thisund on an annual basisDevolved Formula Capital a relatively limited capital allocation made directly to stateunded schools to support small scale reurbishment and ICT development.


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In addition, there are currently two other main unding streams rom central government:Free schools a capital und (circa 600m nationally) has been identied to support the

provision o new ree schools and could be extended to University Training Colleges (UTCs)and studio schoolsPriority Schools Building Programme a programme to address the maintenance issueso the worst condition schools. It is likely that these will be centrally procured through PrivateFinance Initiative contracts or signicant rebuilds. Ten schools in Devon have been identiedto benet rom this programme over the next ve years:

Chagord C o E Primary SchoolHaytor View Community Primary School, Newton AbbotIlracombe Arts CollegeLadysmith Junior School, Exeter

Newton Poppleord Primary School

Newton St Cyres Primary SchoolSouth Molton Community CollegeSouth Molton United C o E Junior SchoolThe Castle Primary School, TivertonThe Grove Primary School, Totnes

While the central government unding or education inrastructure allocated to Devon County Councilis not ringenced, we have committed all o the unding secured to direct investment in educationacilities. Even so, this level o investment is insucient to address all the identied maintenanceneeds o the school estate, and does not directly secure the additional capacity necessary to meet the

needs o new housing development proposals.

Funding additional capacity

4.3 In the context o our overarching statutory duty to provide sucient places or all pupils in Devon,the current unding rom central Government (the Basic Need unding stream) does secure additionalcapacity in areas under specic, localised pressure rom rising pupil numbers. While the additionalplaces that can be unded in this way do add to the overall capacity, this is insucient to meet thegrowth in numbers arising rom new residential development. Critically, such unding does not

provide or the increase in provision needed to mitigate the impact o new development in areas osignicant new development; the responsibility or that mitigation currently alls on the developmentindustry through the section 106 aspect o the planning process. Our education inrastructureapproach to section 106 can be viewed at www.devon.gov.uk/strategic-planning-pupil-places

4.4 Where new development generates a need or additional pupil places which cant be met romresidual capacity in existing schools we, as the statutory local authority or education, are able torequest contributions rom residential housing development to mitigate the impact o additionalhomes - known as section 106 payments. Residual capacity is measured by assessing the current levelo spare capacity and the extent to which that capacity is already required as mitigation or committed

development approved elsewhere. In uture, the use o section 106 agreements is expected tobe signicantly reduced in most areas as it is replaced by the new mechanism o the CommunityInrastructure Levy (CIL).


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The introduction o CIL eectively moves away rom agreements on individual development proposalsto a general levy charged on each unit o development. CIL revenues can then be used to und

investment in the inrastructure, including education, required to meet each areas needs in phasewith new development. Most district councils in Devon are proposing to introduce a comprehensiveCIL regime and we will work closely with each authority to identiy uture education capacityrequirements and the scale and timing o investment required to secure its delivery.

4.5 Over the next ew years it is anticipated that the mix o unding available or providing neweducation capacity will move away rom one o Basic Need plus section 106 to one ocused on CIL but potentially with some orm o central government unding also continuing to be available.

The uture o central government unding is uncertain, and the governance structures which will need

to be in place or managing and allocating CIL unding will need to be suciently fexible to respondto changes in government unding streams.

Special Educational Needs capital unding

4.6 As well as a reduction in the total capital investment in schools, there has also been a reduction inunding streams which have previously supported major capital investment in special needs schools.In the past decade, signicant investment in special schools has been secured through bids to centralGovernment, principally through the Targeted Capital Fund which is no longer available.

4.7 Looking to the uture, Devon is expected to experience signicant population growth and aconsequent increased need or special needs provision. This will result in an increased need orinrastructure and investment in mainstream and special school settings in the absence o a speciccentral Government unding mechanism to support this investment. Central Government does notcurrently collate inormation on proposed need and there is an expectation that local authorities willhave to respond to this need in the context o their overall capital unding resource.


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4.8 The expansion o capacity in Devons special school acilities requires a much greater scale oinvestment per pupil place than or mainstream education, due to its specialist nature. Set against

this, such investment can lead to a signicant reduction in revenue expenditure - by reducing therequirement to und high-cost placements in the independent school sector. Reducing these revenuecosts and ensuring value or money has been a ocus or us through our Stepping Stones Programme.This EIP has been developed in the context o an area-wide review o special needs inrastructure, andan assessment o uture need patterns to ensure the most eective use o resources and pattern oservice delivery.

Early years and childrens centres

4.9 Apart rom the capital unding to develop additional places or disadvantaged 2 year olds thereis currently no dedicated capital unding stream to support either new provision, or the strategicmaintenance o existing early years and childrens centre provision.

4.10 In previous years childrens centres have been developed using central government capitalunding. This has included new provision which was principally targeted at areas o high deprivation.It is unlikely there will be a requirement or urther new provision, the exception to this is where thereis major housing development which should be unded through section 106 or CIL. In uture yearsthere will be a requirement to strategically maintain the estate and ensure there is sucient provision.

4.11 Early years providers previously beneted rom the Better Buildings or Early Years Fundingwhich predominently supported investment in the existing estate. This und is no longer available, inact previous years budgets were reduced as a part o the national approach to reducing the budgetdecit. The introduction o ree provision or disadvantaged two year olds will require additionalinvestment in buildings.

While there are currently no ongoing capital unding streams rom central government, we will needto ensure that we can meet our statutory responsibilities or provision or two, three and our yearsolds and it will be important to identiy an element o capital unding which may need to be allocatedrom within existing budgets.

Funding or the maintenance o existing inrastructure

4.12 We currently receive a level o capital maintenance unding rom central government (9.8mor 2012/13). This is the only source o direct unding available to us or the strategic maintenanceo existing school buildings. The scale o unding allocated rom central government is not relateddirectly to the scale o investment needed to address all the maintenance needs o Devon schools.Based on surveys o actual school conditions in Devon, the level o unding currently available is onlysucient to address the most urgent or highest priority maintenance needs.

4.13 Over recent years the main ocus o maintenance investment has had to be on the highestpriority condition items, principally replacement boilers and keeping buildings wind and water tight.The limited availability o unding highlights the importance o having a transparent and evidenced-based approach to identiying priorities or investment over the next ew years. This is described indetail in Section 5.


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4.14 When completed the Priority Schools Building Programme will und the replacement o alimited number o schools where the scale o the maintenance need was such that the government

concluded that rebuilding would be the most cost eective way o addressing their needs. We do notknow whether this is a one o investment stream, so we will continue to press or the governmentto make additional money available which could be used or essential strategic capital maintenanceinvestment.

4.15 In the context o the most recent government changes to the pattern o education provision,it is anticipated that in the uture an increasing proportion o Devons schools will be sel-governingacademies, and at present the maintenance o these premises is unded directly rom centralgovernment resources. These schools bid or unding rom a centrally-held und, and this willincrementally reduce the overall scale o government Capital Maintenance unding allocated to us as

more schools secure academy status.

Prioritising investment

4.16 Against a background o budget reductions and uncertainty about central government support,it will be increasingly important or us to work with key stakeholders to identiy our key priorities oruture investment.

Set against our principles, the two primary drivers underpinning investment prioritisation will continueto be:

the need or us to meet our statutory obligations in terms o pupil place provisionthe need to ensure a sae and healthy environment or pupils in terms o maintenanceinvestment.

Need or a robust and transparent methodology or allocating capital resourcesor maximum impact during a period o signifcant fnancial constraint

Need to ocus on key areas and maintain the existing assets

Section 106 and CIL unds will need to deliver the early years and school provisionneeded to support the aspirations o Local Plans and housing development to 2031


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Section 5: Investing in the education estate

Overview

5.1 In general, all schools are responsible or the day to day management and maintenance o theirpremises (revenue/recurrent maintenance). For more substantive investment (strategic maintenance),responsibility either rests with the local authority - in terms o its capital unding allocation anddelivery programme - or with sel-governing schools through their bids against specic pots onationally held unding.

This means that our primary responsibility relates to strategic maintenance in maintained schools. In

addressing this we are committed to investing in the existing school estate to deliver good outcomesor children and young people. We recognise that the condition o buildings has a direct impact onstandards and the morale o students and teachers, and that all buildings and acilities need to be saeand t or purpose.

The eective maintenance o existing buildings and acilities will also make the best possible useo existing capacity and help to minimise the need or new provision. Maintaining the quality andunction o existing schools and acilities is a key part o our overall approach to ensuring that thereare sucient places available to meet need.

5.2 While the unding and delivery o maintenance currently varies depending on the type oinvestment required (capital or revenue) and the governance arrangements o the particularschool, we consider that the undamental approach to capital investment in schools buildingsshould be broadly consistent refecting a common set o shared priorities or the learningenvironment in Devon.

5.3 The consultation carried out or this EIP has engaged with a wide range o schools andstakeholders so that the plan is appropriate to all Devon schools, not just those that are currentlymaintained. This has acilitated a broad discussion and ensured that the EIP will remain relevant whenthere are changes in the mix o school provision in the county.

Challenges

5.4 There has been a substantial scale o investment in the maintenance o Devons schools overrecent years, but or the most part this has only been sucient to address the most urgent and/orcritical maintenance schemes identied rom buildings survey assessments. As a result, it has not beenpossible to deal with all o the deciencies identied and a signicant number o schools have had tocontinue to operate with unresolved maintenance issues.


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5.5 The ongoing reduction in capital unding rom central government will make it even moreimportant to target unding on the areas o highest need, and ensure that investment is strategically

planned. As unding becomes more restricted, resources may also need to be ocused more rigorouslyon maintaining the basic saety and soundness o existing buildings rather than investing to improvethe operational or educational unctionality o schools.

5.6 The consultation with schools representatives highlighted concerns over the communication, andtransparency, o investment decisions - and the quality o data used to inorm those decisions. It alsohighlighted concerns about the ability o schools to plan strategically without a clearer indication o iand when individual schools might expect to benet rom any County Council investment.

In uture we will try to provide greater clarity about planned investment and greater certainty about

the prospects or uture unding o lower priority maintenance investment. We will set out our criteriaor prioritisation and seek to engage more eectively with school representatives through the SchoolOrganisation, Capital and Admissions Forum (SOCA) in developing our investment strategy.


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Principles

5.7 Investing in the estate is much more than just about the maintenance o the bricks and mortar,it will contribute to the health and wellbeing o pupils and sta, support education perormance,reduce running costs and the carbon impact o our buildings.

The principles which will underpin our investment strategy are:the health and saety o children, sta and other school users will be the highest priorityor capital investmentensuring schools stay open and are t or purpose by prioritising maintenance to minimisethe risk o possible closureinvestment decisions will be evidence-based and clearly communicated to all stakeholders

a minimum two year rolling orward plan o the top 85% investment priorities will be published

to inorm uture programmes and discussions with individual schools. This may be subject tochange due to new survey data becoming available as part o the ongoing ve yearly survey andinspection processopportunities to support wider strategic projects will be taken where there is clear evidencethe investment should be prioritisedwe will work with SOCA or maintained schools to develop a cost eective maintenancestrategy across the county.

Our approach

5.8 The approach to unding inrastructure will be based on an objective assessment againstconsistently applied criteria. A key part o the assessment process will be the condition o acilities asidentied in the Asset Management Planning Condition Database (AMPCD), and this will be the keydeterminant or capital unding. This data is either held by Devon County or maintained schools orby sel-governing establishments.

5.9 While the government commissioned the Schools National Survey and has undertaken a reviewo school buildings across the country to inorm uture unding decisions, the Education FundingAgency has conrmed that local surveys should continue to be done. For maintained schools it is

proposed that there will be an ongoing regime o ve yearly condition assessments, and it is advisedthat academies continue to keep accurate condition data as it will continue to be a key driver oruture capital investment.

While the AMPCD data will be the key driver or prioritising and allocating capital maintenanceunding, decision-making needs to be supported by direct engagement with individual schools andheads to identiy where there are specic concerns about condition and health and saety issues -especially or those schools whose data is some years out o date. A contingency und will continueto ensure that urgent but unoreseen items can be addressed should the need arise.


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We will:commit to address all AMP Condition priorities that are identied as urgent work that needs to

be undertaken within one year that i let unaddressed could result in a school closureensure that all AMP priorities identied as high priority are assessed or potential inclusion inour priority maintenance programmepublish on a rolling two year programme, a prioritised list o projects which meet the criteriaidentied above to provide schools with some certainty o investment priorities

5.10 While at any point in time the rolling two year programme will include more schemes than canbe immediately nanced, inclusion on the list will establish which schemes will be brought orwardi and when any additional unding becomes available. This broad approach has been endorsed bySchool Organisation, Capital and Admissions Group (SOCA) and through the consultation on this EIP.

5.11. The investment programme provides the opportunity to mainstream the delivery o energyeciency measures and renewable energy solutions across the education estate. Such a programmehas the potential to mitigate the impact o ever increasing energy costs and to reduce the carbonootprint o the estate; contributing to the national ambition to decarbonise our society by 2030.

Given the poor prognosis or uture capital unding, there is a clear requirement to nd innovativeways to und such a programme. Depending on technology renewable energy schemes can provideguaranteed long term revenue streams as well as meaningul savings in energy costs. These sourceso income provide the potential payback mechanism or private sector investment by energy servicecompanies (ESCos) in renewable heat and electricity solutions as well as energy eciency upgrades.

We are committed to exploring such opportunities to provide a truly sustainable education estate.

We will continue to invest in the education estate, using the most current dataavailable to inorm our unding decisions

We will provide a orward plan o investment schemes based on clear criteria,

and update this plan annually

We will continue to survey maintained schools toensure access to accurate inormation and data

We will maintain a contingency maintenance und to be able torespond eectively to unoreseen events

We will maintain our commitment to energy efciency measuresand renewable energy solutions


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Section 6: Key infrastructure requirements to

support Devons growth to 2031

It is anticipated there will be approximately 7080,000 new homes built in Devon over the next1520 years; due to the magnitude and concentration o development, we have identied the newinrastructure orecast needed to meet demands. The requirements will be constantly reviewed andwill inevitably change based on dierent circumstances as the Local Plans evolve.

We use a demographic modelling tool which can be used to derive likely household and housingproles consistent with the populations age-sex composition. Based on this model, the ollowing

orecasts have been established across the county and these are then broken down into districtcouncil area with associated inrastructure needs. The overall orecast or Devon predicts an increasingneed or primary provision until at least 2021 and secondary until 2026 but there will continue to be aneed or additional capacity in local communities or main areas o growth.

DevonPopulation estimates and orecasts

2011 2016 2021 2026 2031

People 0-2 22,310 22,625 22,130 21,725 21,371

3-5 22,652 24,690 23,828 23,335 22,371

5-11 51,763 57,251 60,833 59,300 57,754

12-16 42,550 39,158 43,096 46,933 45,629

17-19 27,945 25,803 24,143 27,288 29,030

Total 167,220 169,527 174,030 178,581 176,532

The sections below break these gures into district area and indicate what the key new inrastructurerequirements are but do not include details o expansions to existing provision. Full details o theeducation inrastructure requirements resulting rom Local Plan proposals are included in Inrastructure

Delivery Plans submitted as a part o the Local plan process and are available on individual districtcouncil websites.

The requests are subject to change and will be reviewed regularly.


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East DevonBased on the current proposals in the drat Local Plan, the populations are as ollows

2011 2016 2021 2026 2031

People 0-2 3,428 3,415 3,263 3,159 3,211

3-5 3,635 4,130 3,784 3,614 3,555

5-11 8,722 9,925 10,504 9,857 9,476

12-16 7,442 6,898 7,632 8,383 7,859

17-19 4,244 4,566 4,210 4,837 5,113

Total 27,471 28,934 29,393 29,850 29,214

There are specic areas in East Devon where there is currently signicant pressure on primarynumbers, in particular in Exmouth, Ottery St. Mary, development in East Devons West End andAxminster.

Area InrastructurePotential

timescales

Cranbrook 1,000 place secondary school (11-16 years) 2016-2026

Cranbrook 420 primary provision plus nursery (2-11 years) Delivered

Cranbrook 420 primary provision plus nursery (2-11 years) 2016-2021

Cranbrook 420 primary provision plus nursery (2-11 years) 2021-2026

Cranbrook Childrens centre provision 2015-2021

Pinhoe 210 primary provision plus nursery (2-11) 2016-2020

Axminster 210 primary provision plus nursery (2-11) 2016-2026

Exmouth 210 primary provision plus nursery (2-11) 2016-2026

ExeterBased on the current proposals in the Local Plan, the populations are as ollows

2011 2016 2021 2026 2031

People 0-2 4,219 4,210 4,359 4,546 4,235

3-5 3,771 4,004 4,060 4,277 4,193

5-11 7,580 8,550 9,079 9,336 9,496

12-16 5,513 5,145 6,005 6,458 6,465

17-19 7,167 4,790 4,822 5,374 5,608

Total 28,250 26,699 28,325 29,991 29,997


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There has been a signicant increase in births and migration into the city over recent years requiringadditional provision at primary level. This may impact at secondary level later in the plan period. There

is particular pressure west o the Exe and to the east o the city, where schools are on restricted sitesand large housing developments are proposed.


timescales

Monkerton 630 primary provision plus nursery (2-11 years) 2016-2026

Newcourt 420 primary provision plus nursery (2-11 years) 20162020

Newcourt 420 primary provision plus nursery (2-11 years) 2021-2026

Mid DevonBased on the current proposals in the Local Plan, the populations are as ollows

2011 2016 2021 2026 2031

People 0-2 2,657 2,676 2,586 2,358 2,277

3-5 2,731 2,921 2,827 2,629 2,458

5-11 6,053 6,752 7,096 6,752 6,344

12-16 4,951 4,472 4,918 5,239 5,068

17-19 2,608 2,733 2,448 2,821 2,918Total 19,000 19,554 19,875 19,799 19,065

The main areas o development are ocused in Tiverton and Cullompton and to some extent inCrediton. A total o 7,500 homes will be delivered across the authority up to 2026 and the keyeducation inrastructure requirements are


timescales

Tiverton 420 primary provision plus nursery (2-11 years) 2016-2026

Cullompton 420 primary provision plus nursery (2-11 years) 20162020

North DevonBased on the proposals in the emerging local plan, the population orecasts are as ollows

2011 2016 2021 2026 2031

People 0-2 3,006 3,074 2,942 2,843 2,870

3-5 2,992 3,362 3,172 3,047 2,992

5-11 6,791 7,580 8,165 7,825 7,583

12-16 5,611 5,026 5,568 6,267 6,031

17-19 3,260 3,122 2,828 3,235 3,589

Total 21,660 22,164 22,675 23,217 23,065


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The North Devon plan is likely to ocus development on Barnstaple, Ilracombe and South Molton.There is already pressure on primary places in these three areas and thereore the nal response will

indicate a need or new provision, specically.


timescales

Barnstaple West 420 primary provision plus nursery (2-11 years) 2015-2026

Barnstaple East 210 primary provision plus nursery (2-11 years) 2018-2031

Ilracombe 420 primary provision plus nursery (2-11 years) 2015-2026

South Molton210 primary provision (2-11 years)

Re-organisation o existing provision2016-2026

South HamsBased on the proposals in the Local Plan, the population orecasts are as ollows

2011 2016 2021 2026 2031

People 0-2 2,137 2,181 2,180 2,224 2,218

3-5 2,317 2,707 2,494 2,512 2,460

5-11 5,701 6,357 6,923 6,717 6,525

12-16 4,837 4,615 5,069 5,739 5,362

17-19 2,713 2,839 2,698 3,071 3,353

Total 17,705 18,699 19,364 20,263 19,918

The bulk o the proposed development and thereore need is ocused around the new town proposalin Sherord and Devons educational requirements are:


timescales

Sherord 420 primary provsion plus early years (2 11)) 20162020

Sherord 420 primary provsion plus early years (2 11) 20162021

Sherord 420 primary provsion plus early years (2 11) 20212026

Sherord 735 secondary provision (11 16) 20162026

Sherord Childrens centre provision 20182020


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TeignbridgeBased on the proposals in the drat local plan, the population orecasts are as ollows

2011 2016 2021 2026 2031

People 0-2 3,480 3,756 3,653 3,591 3,590

3-5 3,709 3,990 4,014 3,936 3,881

5-11 8,728 9,354 10,093 10,099 9,943

12-16 7,266 6,764 7,183 7,843 7,943

17-19 4,170 4,041 3,716 4,156 4,542

Total 27,353 27,905 28,659 29,625 29,899

The Teignbridge orward plan is ocusing on major housing development in Newton Abbot and southwest o Exeter although existing unimplemented approvals require additional education provisionin the medium term. It is orecast the new secondary provision in the South West Exeter proposalswill support increased need or places rom Exeters Local Plan. We have indicated the ollowing keyinrastructure will be required.


timescales

Newton Abbot Additional secondary provision (11-16 years) 20162031

Newton Abbot South 210 primary provision plus nursery (2-11 years) 20162026

Newton Abbot West 210 primary provision plus nursery (2-11 years) 20142026

Kingsteignton 210 primary provision plus nursery (2-11 years) 20142020

SW Exeter 210 primary provision plus nursery (2-11 years) 20162022

SW Exeter 210 primary provision plus nursery (2-11 years) 20222026

SW Exeter 600 secondary provision (11-16 years) 20182026

TorridgeBased on the proposals in the emerging local plan, the population orecasts are as ollows:

2011 2016 2021 2026 2031

People 0-2 1,897 1,901 1,867 1,834 1,830

3-5 1,889 2,011 1,992 1,967 1,935

5-11 4,398 4,736 5,026 5,002 4,946

12-16 3,753 3,428 3,672 3,958 3,968

17-19 2,064 2,045 1,929 2,126 2,273

Total 14,001 14,121 14,486 14,887 14,952


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The Local Plan is likely to highlight signicant level o housing development in Bideord which will bethe ocus or additional education inrastructure over the planning period.


timescales

Bideord Northam 210 primary provision plus nursery (2-11 years) 20152024

Bideord West 420 primary provision plus nursery (2-11 years) 20152020

Bideord East 210 primary provision plus nursery (2-11 years) 2016-2031

Bideord Potential additional secondary provision 20202031

West DevonBased on the proposals in the Local Plan, the population orecasts are as ollows

2011 2016 2021 2026 2031

People 0-2 1,486 1,412 1,280 1,170 1,140

3-5 1,608 1,565 1,485 1,353 1,274

5-11 3,790 3,997 3,947 3,712 3,441

12-16 3,177 2,810 3,049 3,046 2,933

17-19 1,719 1,667 1,492 1,668 1,634

Total 11,780 11,451 11,253 10,949 10,422

While there is a projected decline in numbers, Tavistock and Okehampton are experiencingdemographic and housing growth.


timescales

Okehampton East 210 primary provision plus nursery (2-11 years) 20142026

Tavistock 210 primary provision plus nursery (2-11 years) 20162026

This inormation takes into account the two National Parks, and the development proposals or thesehave been actored into the overall demographic gures.


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Appendix I Glossary

Academies Publicly unded schools, independent o the local authority

All-through school All age schools, usually rom ages 3-16 or 3-19

AMPCD Asset Management Planning Condition Database

Basic NeedExcess o orecast demand or pupil places over the existing schools capacityto provide them

Cabinet Responsible or making day to day decisions or Devon County Council

Catchment orDesignated Area

Geographical boundary or a school and used or admission purposes

CILCommunity Inrastructure Levy which allows local planning authorities toraise unds rom developers or new building

Co-operative Trust Schools which embed co-operative values and principles

DAPH Devon Association o Primary Headteachers

DASH Devon Association o Secondary Headteachers

DEFDevon Education Forum an independent Committee which makesrepresentations to the County Council www.devon.gov.uk/schoolsorum

DSG Dedicated Schools Grant

EYEEarly Years Entitlement 15 hours o provision per week over 38 weeks

o the year or 3 and 4 year olds

EYFS

Early Years Foundation Stage - the phase in education and care rom 0-5years, until a child moves into Year One at school. The Statutory Frameworkor the Early Years Foundation Stage sets the standards or the learning,development and care children must receive. Early years settings areinspected by Osted against this ramework.

Feeder school Primary school linked to a secondary school

Free schools All ability state-unded schools set up in response to local demand

FederationA amily o schools set up by ormal agreement sharing a single governing

body

Foundation StageUnit

An FSU is ormed when nursery classes and reception classes in inant andprimary schools collaborate to provide high-quality provision across thewhole oundation stage which meets the needs and interests o all children.Any o these may be mixed phase; to include 2 year olds or 6 year olds

Independentschool

A school unded privately and not dependent on national or localgovernment or nancing

ISR Individual School Reviews

LLC

Local Learning Community a collaboration o education providers in a

geographical area, including primary secondary, special schools

LLDD Learners with learning difculties or disabilities

Maintainedschools

Funded by central government through the local authority, includingcommunity, community special, oundation (including trust) oundationspecial, voluntary aided and voluntary controlled


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ManagementPartnership

Schools working as separate institutions but sharing one head. A ormaljoint governors committee must set up, oversee and manage partnership

Net capacity The number o pupil places available at a school

PANPlanned Admission Number: maximum number o

Documents

Education Infrastructure Plan v1