Outline Business Case - Lambeth

Transforming Secondary Education: Building Schools for the Future and the Academies Programme

Item 3 Appendix 2

Outline Business Case: Phase 1 BSF Programme (Wave 2 Funding) Final Version Date: 30th May 2006 Mike Pocock Programme Director London Borough of Lambeth Tel: 0207 926 3228

37

Building Schools for the Future Phase 1 Outline Business Case

Foreword: [To be inserted from Chief Executive]

38


TABLE OF CONTENTS 1.0 EXECUTIVE SUMMARY ........................................................................................................... 1

1.1 Overview ................................................................................................................................... 1 1.2 Educational Vision .................................................................................................................. 1 1.3 Options appraisals and feasibility studies ......................................................................... 1 1.4 Sports strategy.......................................................................................................................... 2 1.5 ICT provision ........................................................................................................................... 3 1.6 Other services ........................................................................................................................... 3 1.7 Delivery milestones ................................................................................................................ 4 1.8 Affordability ............................................................................................................................ 5 1.9 Key risks.................................................................................................................................... 5 1.10 Conclusion. ............................................................................................................................... 6

2.0 INTRODUCTION........................................................................................................................ 7 2.1 Purpose of document .............................................................................................................. 7 2.2 Context....................................................................................................................................... 7 2.3 Structure of the OBC............................................................................................................... 9

3.0 EDUCATION VISION.............................................................................................................. 10 3.1 Educational Vision Executive Summary: phase 1 business case. ................................. 10 3.2 Phase 1 Schools ...................................................................................................................... 11 3.3 Education Strategy Overview.............................................................................................. 13 3.3.3 Where Lambeth is now: educational outcomes, diversity, access, choice context ........ 13 3.3.4 Progress & Achievements ..................................................................................................... 13 3.3.5 Building on Success................................................................................................................ 14 3.3.6 Lambeth’s current education provision for 11-18 year old students............................... 14 3.3.7 Areas identified for development and improvement........................................................ 15 3.3.8 Added Value to Lambeth schools through BSF investment............................................. 15 3.3.9 Championing the needs, choices and demands of parents and pupils........................... 17 3.3.10 Four Transformation Themes........................................................................................... 17 3.3.11 Key Transformation Enablers .......................................................................................... 18 3.3.12 Developing greater competition in provision of new schools..................................... 18 3.3.13 Effective delivery of new 14-19 national entitlement.................................................... 18 3.3.14 How Lambeth will ensure robust challenge to schools to raise standards................ 19 3.4 Key priorities for the school estate..................................................................................... 20 3.4.1 Pupil Place Planning .............................................................................................................. 20 3.4.2 Key priorities for Phase 1 of Lambeth’s school estate ...................................................... 20 3.4.3 Headline Strategic Vision for ICT ........................................................................................ 21 3.4.4 Lambeth’s High Level Performance Indicators.................................................................. 21 3.4.5 Access: Increased access, choice, diversity for local students and families / careers .... 21 3.4.6 Achievement & Inclusion ...................................................................................................... 22 3.4.7 Community Links................................................................................................................... 23 3.4.8 Existing and planned consultations including plans for school level development..... 23

4.0 ESTATES & ICT STRATEGY .................................................................................................. 24 4.1 Background and prioritisation of phase 1......................................................................... 24 4.2 Current position of the schools in Phase 1 ....................................................................... 26 4.2.1 Elmgreen School ..................................................................................................................... 26

39


4.2.2 Elm Court school .................................................................................................................... 26 4.2.3 Michael Tippett ....................................................................................................................... 27 4.2.4 The Pupil Referral Unit (the Park Campus)........................................................................ 28 4.2.5 Stockwell Park School ............................................................................................................ 29 4.3 Programme objectives........................................................................................................... 31 4.4 Options appraisals, feasibility studies and design development for phase 1 ........... 32 4.4.1 Elmgreen School ..................................................................................................................... 32 4.4.2 Elm Court School.................................................................................................................... 33 4.4.3 Michael Tippett Special School............................................................................................. 34 4.4.4 PRU (Park Campus) and Braidwood Centre ...................................................................... 35 4.4.5 Stockwell Park School ............................................................................................................ 37 4.4.6 Summary of Proposed Options ............................................................................................ 37 4.4.7 Design booklets....................................................................................................................... 38 4.5 ICT Strategy............................................................................................................................ 38 4.5.1 Lambeth’s Vision for ICT ...................................................................................................... 38 4.5.2 School Visions ......................................................................................................................... 40 4.5.3 Delivery of the Vision ............................................................................................................ 41 4.5.4 Other services.......................................................................................................................... 43

5.0 DELIVERY................................................................................................................................... 44 5.1 Introduction............................................................................................................................ 44 5.2 Key milestones ....................................................................................................................... 44 5.3 Procurement strategy ............................................................................................................ 45 5.4 Programme organisation and governance......................................................................... 47 5.4.1 Overall BSF programme management structure ............................................................... 47 5.4.2 Use of CABE and CDA .......................................................................................................... 49 5.4.2 Phase 1 Programme Organisation........................................................................................ 50 5.5 Consultation and stakeholder commitment ..................................................................... 50 5.6 Risk management .................................................................................................................. 53

6.0 FINANCIAL IMPLICATIONS ................................................................................................ 54 APPENDIX 1 SCHOOL VISIONS/DESIGN BOOKLETS....................................................... 55 APPENDIX 2 SITE OPTIONS ANALYSIS................................................................................. 56 APPENDIX 3 CRITERIA SCORING MATRIX FOR STOCKWELL PARK ......................... 57 APPENDIX 4 FEASIBILITY STUDIES........................................................................................ 58 APPENDIX 5 ICT GAP ANALYSIS............................................................................................. 59 APPENDIX 6 OPTIONS FOR TIMING OF NEW SCHOOL .................................................. 60 APPENDIX 7 DETAILED PROGRAMME ................................................................................. 61 APPENDIX 8 PROCUREMENT REPORTS................................................................................ 62 APPENDIX 9 PROJECT MANAGEMENT STRUCTURE ....................................................... 63 APPENDIX 10 RISK REGISTER FOR PHASE 1 .......................................................................... 65 APPENDIX 11 WHOLE LIFE COST MODELS............................................................................ 66 APPENDIX 12 FUNDING ALLOCATION MODEL .................................................................. 67 APPENDIX 13 SUPPORTING LETTERS ..................................................................................... 68

40


1.0 EXECUTIVE SUMMARY 1.1

1.2

1.3

Overview This Outline Business Case has been prepared to appraise the viability of procuring the construction and ICT required to deliver the following schools: • Elmgreen School; • Temporary Elmgreen School; • Elm Court Special School; • Michael Tippett Special School; • Park Campus (Pupil Referral Unit) and the Braidwood Centre; • Stockwell Park School. These schools are collectively known as the Phase 1 programme, but are part of the overall Building Schools for the Future programme. They are to be procured (using Wave 2 funding which is available during FY 2006/7) in advance of the establishment of a Local Education Partnership in order to enable a new school to be built for Elmgreen School by September 2009. The school is essential to meet urgent demand for additional pupil places in Lambeth. It will be built on the Elmcourt Road site which currently accommodates the Special Schools and the Pupil Referral Unit. These schools are to be relocated to new or refurbished accommodation on other sites by January 2008 in order to provide adequate time for construction of the new Elmgreen School. In the meantime it is proposed that the new Elmgreen school will open in temporary accommodation in September 2007. The existing Stockwell Park School will also be replaced and expanded for completion in September 2010. Both DfES and Partnerships for Schools have supported this approach as described in their letters dated 27th January 2006, 8th February 2006 and 16th February 2006 (which are attached under appendix 14).

Educational Vision Section 3 of this document sets out: • A chart which identifies key aspects of the Phase 1 schools before and after BSF investment; • An overview of the Education Strategy, including: current considerations, programme of

achievement, areas for development and how these will be achieved and added value through BSF investment;

• Key priorities for the school estate as they relate to the Education Strategy, including Lambeth’s high level performance indicators, community links and plan to engage key partners.

Options appraisals and feasibility studies

The Elmcourt Road site was selected for the new Elmgreen School since no suitable alternatives were identified. A myriad of options were then considered for the re-location of the existing special schools and pupil referral unit to a range of different sites. The potential for refurbishment of existing facilities, new builds or a mixture of refurbishment and new build were considered for each

Page 1


site. Further sub-options were considered regarding the co-location of new Elmgreen School and the Elm Court special school. In addition a number of phasing options were considered regarding the timing for construction of the new Elmgreen School. New build or refurbishment options were also analysed for Stockwell Park School. The resulting scope and sites for the projects was as follows: • A new secondary school with 900 11-16 places (including a 30 place Hearing Impaired Unit)

and a 200 place sixth form to be constructed by September 2009 on the existing Elmcourt Road site;

• The provision of temporary accommodation (in a refurbished school at Norwood Park

primary school) to enable opening of the new West Norwood School in September 2007; • The refurbishment of the existing facilities on the Strand to provide Elm Court School as a

SEN FSE with capacity for 100 pupils at 11-16; • A new build of the Michael Tippett School at the existing Willowfield site for 80 pupils with

a wide range of abilities including severe learning difficulties (PMLD) and Autistic spectrum disorder (ASD);

• A new Pupil Referral Unit, the Park Campus, at the site of the existing Norwood Park

Annex for 110 pupils (11-16) plus accommodation for behaviour and Education support teams (BEST) and staff in the Behaviour Improvement Programme (BIP);

• A new build replacement and expansion of Stockwell Park on its existing site to provide

1200 11-16 places, a 15 place Autistic Spectrum Disorder (ASD) unit and 100 post 16 places. Detailed feasibility studies have been undertaken of the preferred options for Elmgreen and the Special Schools and design studies have been prepared for Stockwell Park. These are included in the appendices for reference. Together, the schools in phase 1 provide almost 60% of the additional pupil places required (excluding those provided by Lambeth) and contribute significantly to the SEN strategy. Their completion will herald a significant reduction in the current export of mainstream and SEN pupils. 1.4 Sports strategy It is recognized that there is limited availability of sports fields within the London Borough of Lambeth. Shortfalls will be exacerbated by the proposed increase in pupils under this phase 1 programme and the subsequent developments under phase 2. This will be mitigated through design optimisation of sites and the utilisation of all weather pitches where funded. A sports strategy is also under development. It is anticipated that the strategy will enable the expansion of overall provision through collaboration with the Sport and Leisure and Parks and Recreation (Environment) departments. It is also expected that the strategy will encompass optimization of the use of the available facilities through estate wide planning.

Page 2


1.5

1.6

ICT provision Some of the schools in phase 1 are already included in the Lambeth Connected Learning Project which provides a managed ICT service to the majority of the school estate. Comparison of the services provided under LCLP against BSF requirements (derived from national BSF standards and local consultation with the schools) reveals that the existing contract covers a significant proportion of future requirements. It is therefore proposed that the LCLP is extended to cover those schools in phase 1 that are not currently covered (i.e. Michael Tippett school, Elmgreen School and Stockwell Park school) and that the level of service provided is enhanced throughout to reflect BSF needs. Extension of the contract will be subject to satisfaction that value for money is derived from negotiation with the existing service provider under the LCLP (i.e. Research Machines). If value for money is not demonstrated when benchmarking prices from the existing service provider then ICT will be procured via new frameworks being established (i.e. by BECTA in July 2006 and/or the LGfL Learning Portal early in January 2007).

Other services BSF funding does not allow for life cycle replacement when conventional funding is applied (as opposed to Private Finance Initiative funding where it does). Neither conventional nor PFI funding allows for facilities management costs which are deemed to be covered by devolved funding to schools. It is envisaged that bidders for a Local Education Partnership will be requested to provide mandatory variant bids for the provision of life cycle replacement and those facilities management services associated with maintenance of the premises (i.e. hard FM). These bids will be appraised against alternative arrangements (such as school by school provision or extension of existing Borough wide contracts) considering both value for money and affordability. The intention is to maintain standards of service which are compatible with those achieved under the wider BSF programme. Selection of the services will be dependent on the schools themselves signing up to the contracts. The LEP, if approved by Lambeth, will not be in place until funding is made available under Wave 4 to 6 of the BSF programme. In the meantime the schools will contract services directly, but Lambeth aims to ensure that any arrangements allow for the possibility of transition to LEP provided services once it has been established.

Page 3


1.7 Delivery milestones The key milestones for the Phase 1 programme are as follows:

Milestone Stockwell Park

Elm Court (SEN)

Michael Tippett

PRU Temporary Elmgreen

Elmgreen

Selection of design team

Jul 07 May 06 May 06 May 06 May 06 Mar 07

Outline planning permission

N/A N/A N/A N/A N/A Oct 06

Appointment of contractor

Jul 07 Dec 06 Dec 06 Dec 06 Dec 06 Mar 07

Full planning permission

Dec 07 Oct 06 Oct 06 Oct 06 Oct 06 Oct 07

Commence construction

Jan 08 Jan 07 Jan 07 Jan 07 Dec 06 Jan 08

Open school

Phased 2008 -10

Jan 08 Jan 08 Jan 08 Sep 07 Sept 09

The construction programme has limited float. This together with consideration of cost, quality and risk dictates a procurement strategy which encompasses two key packages of work: • A separate Design & Build contract will be procured on a two stage basis for Elm Court

Special, Michael Tippett Special, Park Campus/Braidwood Centre and Temporary Elmgreen. A design team will be procured directly by Navigant to enable design to progress concurrently with procurement of the Design and Build contract. The design team will then be offered to the selected contractor after stage 2 tenders. This enables time-scales to be met while enabling the transfer of design risk to the contractor.

In addition an Enabling works package will be let, either as part of the two-stage process or as separate individual contracts. This package will include the demolition of the existing buildings at Willowfield (to enable construction of Michael Tippett) and Norwood Park annex (to enable construction of the new PRU).

• Further Design and Build contracts will be procured either on a single stage basis for the

Elmgreen secondary school and Stockwell Park school or via a new framework arrangement being established by Partnerships for Schools for the procurement of single schools (if it becomes available in sufficient time).

The various procurement options which were considered are described in a paper dated 24th January 2006. The Programme Board approved the procurement strategy in a meeting on 2nd February 2006.

Page 4


Project management is to be provided by a dedicated team for phase 1 within the overall BSF Programme Management structure. The members of the team have experience of schools projects of a similar scale to those proposed in the phase 1 programme. 1.8

1.9

Affordability [Not Used – Confidential]

Key risks • Pricing: The construction cost estimates have included for tender price inflation at current

forecast levels of approximately 4% per annum. It is possible that this will be exceeded as the BSF programme takes up market capacity and major investment programmes (such as that associated with the Olympics) commence. In addition it is possible that unforeseen costs will arise from the planning process or abnormals. These potential cost risks have been mitigated as far as possible through the use outline planning applications or discussions with the planning authority and through early site surveys;

• Funding: The funding for construction will not be finally agreed until further evidence is

available for some of the exceptional abnormals costs. This evidence will become available during design development over forthcoming months. We do not anticipate that this funding will be reduced. ICT funding is also still subject to negotiation regarding abatement for PFI funding under LCLP, however, we do not anticipate any major changes to the assumptions noted above;

• Scope: Tight control will be required over design development to ensure that scope does

not escalate beyond the cost allowances made. This applies equally to both new builds and refurbishment projects. Although, refurbishment scope is inherently more uncertain given its nature;

• Time: The critical path programme contains very little float which means that school

opening dates will be impacted by relatively small delays unless acceleration measures can be developed in response. Moreover, the periods for construction of the Special schools are considered to be tight (at 12 months as opposed to 14 months suggested by one contractor with whom soft market testing was undertaken). The designs and detailed project plans will attempt to mitigate these risks by enabling phased occupation of the new schools if possible.

Some delay has already been experienced in procurement of designers and acceptance of applications for Outline Planning Approval. It is anticipated that these delays can be recovered through acceleration of the design programme and various alternative planning strategies (as described in item 4.2 below). These planning strategies may require the Authority to bear some bid cost risk if Outline or Full Planning Permission is not available by the second stage of the bid process. The approvals anticipated in this multi-stakeholder environment also represent a significant risk and require that approval processes are stream-lined;

Page 5


• Quality: Given both the time and cost constraints on the programme it is possible that

quality will suffer. This will be mitigated through robust procurement, good design and strong project management during implementation and construction. Design Quality Indicator’s have already been established for the phase 1 programme and CABE has been involved in selection of the design teams for the initial work package within phase 1;

• Procurement: The proposed approach has been checked for compliance with European

procedures by Legal Advisors and in house legal staff and no problems are anticipated.

Market appetite and capacity is a potential concern. The phase 1 programme has therefore been discussed with a range of potential contractors. Interest has been more marked from small and medium sized providers, who find the programme attractive in that it is conventionally funded and there is no need to enter into a Local Education Partnership arrangement. On the other hand, large contractors have indicated that the relatively modest capital value of the programme and a lack of investment opportunities make it less attractive to them. The OJEU notice for the initial work packages making up the phase 1 programme was published on 9 May 2006. The notice has received a good response from the market to date, with an estimated 30 potentially suitable bidders requesting a Pre-Qualification Questionnaire (PQQ);

• Disruption to teaching and learning: Construction inevitably entails the risk of disruption. This has been mitigated by adopting a strategy which minimises decanting (particularly for vulnerable children with Special Education Needs). Where phasing is required at Stockwell Park, phasing plans have been developed to minimise potential disruption. These plans will be further developed with designers and the contractors when appointed.

1.10 Conclusion. The phase 1 programme is deemed viable on the basis of the analysis described in this OBC and it will make a significant contribution to the realisation of Lambeth’s Educational Vision. Formal approval is now sought to enable progress to procurement.

Page 6


2.0

2.1

2.2

INTRODUCTION

Purpose of document This Outline Business Case (OBC) provides the context, objectives and scope for phase 1 of the BSF programme in Lambeth. It also examines the viability of the phase 1 programme in terms of delivery and financial implications. Lambeth has been included in both Wave 2 and Waves 4-6 of the national BSF programme (which relate to commencement of funding in FY 2006/7 and 2008/9 to 20011/12 respectively). The phase 1 programme relates to accelerated works which will be covered by Wave 2 funding. The subsequent phase 2 of Lambeth’s BSF programme relates to remaining projects which will be funded in Waves 4-6.

The OBC has been developed primarily to enable the approval of advanced BSF funding for this project from DfES and subsequently approval to proceed with procurement from Lambeth itself. It is envisaged that the project will be funded from the DfES with a Conventional Capital Grant and the OBC will not therefore require Project Review Group approval (which is normally required only for PFI funding). Both DfES and Partnerships for Schools have supported this approach as described in their letters dated 27th January 2006, 8th February 2006 and 16th February 2006 (which are attached under appendix 13).

Context This Outline Business Case must be considered in the context of the over-arching Strategic Business Case which sets the context for the overall Education Vision and Estates Strategy for Secondary Schools throughout Lambeth. Capital investment that delivers the Strategic Business Case is supported through central government funding from Building Schools for the Future as well as local government funding. Outline Business Cases are prepared to provide more detail on the viability of segments of the overall Estates Strategy and are intended to enable the Authority and the DfES to approve progress to procurement on the basis that the project going out to procurement is viable. Final approval to the project is not provided until real costs are demonstrated following the procurement process. At this time a Final Business Case (FBC) will be prepared to describe the detailed contract which the Local Authority will be expected to sign up to if it decides to proceed with the contract. There is an expectation that the Local Authority will proceed unless there is a fundamental discrepancy between the OBC and FBC. This Outline Business Case is unusual, however, because it is being presented before the over-arching Strategic Business Case has been finalised. The OBC needs to be approved at this stage in order to meet the September 2009 deadline for opening of the new Elmgreen School while minimising disruption to associated Special Schools.

Page 7


In summary the documents required to gain the necessary approvals from Partnerships for Schools, the DfES and the Authority are summarised below:

• Strategic Business Case (SBC): covers the overall strategy for the entire secondary estate and typically requires approval before proceeding with individual programmes/projects;

• Outline Business Case (OBC) for the Phase 1 programme to be funded under Wave 2 which

requires approval prior to commencement of procurement; • Outline Business Case (OBC) for the Phase 2 programme to be funded under Waves 4-6

which requires approval prior to commencement of procurement. This is represented diagrammatically below:

OB

CDecem

ber 2006

BCJune 2006

SBC

Oct 2006

Wave 2

Wave 3

Wave 4

Wave 5

Wave 6

LambethPhase 2

Archbishop TennisonBishop Thomas Grant

Charles Edward BrookeDunravenLa RetraiteLilian Baylis

London NauticalNorwood

St Martins-in-the-FieldLansdowne

Turney

BSF Lambeth Schools

2006/07

2007/08

2008/09

2009/10

2010/11

Lambeth’s BSF Programme

Document Production

Elmgreen TemporaryPark Green Campus

Elm CourtMichael TippettStockwell Park

LambethPhase 1

or

or

Final approval to proceed to contract will be provided after actual costs are known following procurement as a result of formal approval of Final Business Cases for Phase 1 and Phase 2.

Page 8


2.3 Structure of the OBC The document structure is based on the OBC guidance issued by Partnerships for Schools but has been modified to reflect the specific needs of this advanced project. As a conventionally funded project some of the sections required for PFI projects are unnecessary or reduced in content. The OBC therefore contains the following sections: • Section 1 Executive Summary; • Section 2 Introduction; describes the purpose, structure and basis of the OBC; • Section 3 Education Vision; provides a brief synopsis of the Education Vision within

Lambeth that will be enabled through BSF; • Section 4 Estates and ICT Strategy; describes the strategy and scope of work required

to deliver the Education Vision in phase 1. It includes the following subsections;

o Background and current position; outlines the background context for the BSF programme in Lambeth and the project as well as the current position in terms of the schools in the phase 1;

o Phase 1 objectives; describes the fit with overall BSF programme objectives and

identifies the specific objectives for phase 1;

o Options Appraisal and Scope of phase 1; describes the process and overall outcome of the detailed options appraisals undertaken for the project. It then describes the overall scope proposed for the phase 1;

o ICT strategy; describes the authority and schools visions for ICT under BSF and the

proposed strategy for delivery. • Section 5 Delivery; outlines the proposed timescale and the procurement approach to

be adopted to deliver the project within the schedule. It also describes Governance and Project Management arrangements, consultation to date, and key risks associated with the procurement;

• Section 6 Financial implications; assesses the current financial implications of the

phase 1 having considered the estimated costs of the proposed scope of work and various sources of funding available to meet the costs.

Page 9

Building Schools for the Future Phase 1 Outline Business Case 3.0

3.1

EDUCATION VISION

Educational Vision Executive Summary: phase 1 business case.

14

Surrey Oval

1

2 3

4

5 6

7 8

9 10

11

12

13

15 16

Key School Type BSF Ph. 1

1 London Nautical

Foundation Boys

2 Lilian Baylis

Community Mixed

3 Michael Tippett

Community Special (M)

4 Archbishop Tenison’s

Vol Aided CoE Boys

5 Ch. Edward Brooke

Vol Aided CoE Girls

6 Stockwell Park

Community Mixed

7 SPRU KS3

PRU Mixed

8 Landsdowne


9 La Retraite

Vol Aided RC Girls

10 St Martins in the Field

Vol Aided CoE Girls

11 Turney

Community Mixed

12 Park Centre

PRU Mixed

13 Elm Court


14 Dunraven

Community Mixed

15 B. Thomas Grant

Vol Aided RC Mixed

16 Norwood School

Community Girls

17 Lambeth Academy

Academy Mixed

18 Elmgreen (New)

Parent Promoter (M)

19 New Academy

Academy Mixed

(M) = Mixed; RC = Roman Catholic; CoE = Church of England

17

18

Clapham Common

Lambeth Secondary Schools

Page 10


3.2 Phase 1 Schools

Page 11


Page 12


3.3 Education Strategy Overview 3.3.3 Where Lambeth is now: educational outcomes, diversity, access, choice context Lambeth is geographically small but culturally, socially and ethnically very diverse. It has the highest population in central London at 266,170 with an increasing population trend. Approximately 150 languages are spoken in the borough. Lambeth’s diversity provides great vibrancy and richness of cultures as well as challenges for all partners in providing excellent services and meeting the needs of all children and young people: • Over 79% of Lambeth’s school population are from black and ethnic minority

groups; • The number of students with English as an Additional Language has increased to

39.7%; 26.8% of students are not fluent in English; • Student mobility is high (an average of 25% moving each year); • 23.9% of students in secondary education have Special Educational Needs; • 38% of pupils were eligible for free school meals in 2005 (38.4% primary, 36.6%

secondary); • 400 looked after children are of compulsory school age (259 at secondary aged),

(20% of this cohort can be categorised as Asylum Seekers). Almost two thirds of Lambeth’s LAC reside outside the borough.

3.3.4 Progress & Achievements A number of significant successes in recent years indicate improved opportunities and outcomes for young people in Lambeth. These include:

• more than doubling GCSE results over 10 years from 25% to 52% 5+A*-C; • one of the top 4 local authorities for KS3-4 value added in 2005 with rates of

improvement well above national averages (23% compared to 9%); • increased KS2 Level 4+ result by over 30% points; • 7 secondary schools achieving ArtsMark and 6 achieving Sportsmark; • no secondary school in an Ofsted category of concern; • all secondary schools have a specialism; two have a second specialism; • nationally recognised exemplar practice in raising achievement of SEN and Ethnic

Minority groups; • successful launch a City Academy and another Academy planned;

Page 13


• establishing the first new parent-promoted secondary school in the country; • 3 full service schools (1 primary school, 1 special school and 1 secondary); • the LEA’s 2004 Ofsted Inspection assessed overall effectiveness as “improved and

highly satisfactory, as is its capacity for further improvement, under its effective leadership”.

3.3.5 Building on Success Lambeth’s education vision and strategy is designed to build on its successes and, together with the benefits of Building Schools for the Future (BSF) investment in its school buildings and ICT infrastructure, is set to radically transform secondary education over the next ten years and beyond for future generations.

This vision and strategy is integral to the borough’s corporate and Children’s Services priorities. It places the diverse needs of children and young people at its core with a particular commitment to increasing choice and improving outcomes.

3.3.6 Lambeth’s current education provision for 11-18 year old students There are currently ten mainstream secondary schools, one Academy, four secondary special schools and a secondary Pupil Referral Unit. Approximately 50% of the Year 6 cohort is unable to gain a place in a Lambeth secondary school. Lambeth is one of the highest exporters of secondary aged children in London; approximately 6000 aged 11-16 pupils attend a state school in another borough. In January 2004 it was estimated that 74% of 11 to 18 year olds attended schools outside the borough or Independent schools.

Strong collaborative arrangements already exist within Lambeth (North and South).The two 6th form consortia, the North Lambeth 6 and the South Lambeth 6, each serve 3 schools and providing for 516 students overall. The recent LEA and Area Wide Inspections (2005) indicated that whilst Level 3 provision currently meets needs, there is a deficit of Entry Level, Level 1 and Level 2 provision across the sector (Lambeth Local Authority and London Central LSC).

50% of Lambeth children and young people with statements of SEN are educated out of borough. Lambeth wants to retain more of these pupils in Lambeth schools. This will be accomplished by incorporating specialist SEN units within six mainstream schools to provide: 4 centres of 15 students each catering for Autistic Spectrum Disorder, one centre of 30 students catering for hearing impairment and one centre of 30 students catering for language and speech delay or difficulty.

The Key Stage 3 and Key Stage 4 PRUs were combined to create the new Park Centre in September 2005. The work of the Park Centre is now very closely linked to the Behaviour Improvement Programme in order to offer schools a more flexible approach to behaviour management and to reduce the number of students who are excluded from mainstream schools. The centre will expand to provide further and more flexible provision. There is a particular need to address the disproportionate number of Back Caribbean students who are

Page 14


overrepresented in this group representing 38.5% of the total number of exclusions from April 2003 to March 2004, but only 21.6% of the student body.

Constricted school sites with many poorly designed buildings mean the size of schools is limited and militates against value for money.

3.3.7 Areas identified for development and improvement Despite good practice, there is still much to do to support those underperforming groups who consistently underachieve, address in-school variation between core subjects in a minority of schools and reduce year on year variability in the proportion of students achieving 5+ A*-C passes for all Lambeth secondary schools. Many pupils in Lambeth are mobile, live in poverty and deprivation and do not have the family support to help them achieve.

Targeted areas for improvement are:

• Portuguese, Traveller, Black Caribbean, Looked After Children, vulnerable, disadvantaged and mobile students, and those with English as an Additional Language on stages 1-3 of the fluency scale;

• Boy’s attainment in each key indicator at GCSE level, which has been a cause of

concern since 1998, where although there is a slight narrowing of the gap in 2005 girls outperformed boys for all groups except Bangladeshi boys whose achievement was higher than the girls at 5+ A* - C passes;

• Over 100 un-served Key Stage 3 and 4 children who are not accessing full-time

education. Over 75% of these pupils are recent arrivals to the borough; • Enhancing the progress of Gifted and Talented students who enter KS3 with above

average levels of prior attainment to enhance achievement by end of KS4.

3.3.8 Added Value to Lambeth schools through BSF investment Lambeth wants the BSF programme to make a major contribution to realising its vision that: ‘Every young person in secondary education will be confident and creative, aspirational and self reliant, and enjoy high self-esteem’.

Inputs and outputs through BSF have been identified in Table 14 of Lambeth’s Education Vision. In particular, Lambeth wants BSF investment to bring:

• Greater access to secondary school places and diversity and choice for parents. BSF investment will take the borough closer to its target of providing secondary school places for 80% of Lambeth primary school leavers, an increase of around 20 Forms of Entry (FE) BSF is providing funding for a new Parent Promoter secondary school, the capacity for schools to increase their overall pupil capacity, and a new Academy is planned;

• A more rational approach to inclusion. BSF investment is contributing to the

further implementation of the Special Education Needs (SEN) strategy, enabling a wider role for SEN schools and providing additional SEN facilities to enable increased inclusion of children and young people with SEN in mainstream schools. Lambeth plans to build on the combined secondary Pupil Referral Unit (PRU) at

Page 15


Park Campus, to create enhance provision in a purpose built learning environment and a one-stop multi disciplinary approach, to secure preventative work and reduce exclusions. Innovative multi agency collaborations on school sites will help to remove the social and economic barriers that many students face which inhibit ambition and the ability to achieve;

• Further increases in pupil achievement. BSF investment will support this by

providing:

o more flexible learning spaces that meet the needs of individual pupils and enable innovative, effective curriculum development and capacity to meet the government’s expectation for sport & PE;

o opportunities to secure14-19 collaboration across all schools, with the colleges

and other providers to enable a full curriculum offer to meet the needs of pupils;

o high specification ICT to support creative learning anywhere, anytime and

create a common learning platform and systems to support assessment and whole school improvement;

o increased pupil and teacher motivation through improved quality of

buildings and recreational areas;

o improved personalised learning, assessment and whole school improvement strategy, including through better and more flexible ICT provision.

• Increased community involvement and access to improved learning, recreational

provision and services, through all secondary schools providing the extended schools ‘core offer’ and 30 full service schools overall by the end of the BSF programme. creating a range of provision and contributing to Lambeth’s Children & Young People’s and regeneration priorities and indicators;

• Increased engagement of parents, carers and families due to improvements in

facilities offered by schools and through enhanced ICT enabling parental access to more relevant information;

• Further recruitment, retention and development of a highly skilled and motivated

school workforce, by providing better buildings designed to increase the effectiveness of the learning process, teaching and staff development;

• A local authority and school based change management programme that

incorporates high quality continuing professional development (CPD) and effective workforce reform to maximise opportunities through the BSF programme, ensuring all staff are equipped to implement the planned educational transformation;

• Improved condition and accessibility of school buildings to ensure DDA

compliance, flexible learning environments, and energy and sustainability in relation to BREEAM targets;

Page 16


Lambeth is promoting collaborative and inclusive leadership at all levels, within and across schools and the Local Authority. Leadership and partnerships will be key enablers of the transformation required to meet Lambeth’s education vision;

3.3.9 Championing the needs, choices and demands of parents and pupils Lambeth’s Education Vision has been developed with the full support of a wide range of stakeholders, and is informed by the borough’s corporate policies, plans, goals and strategies. It sits at the heart of the corporate vision for the borough through to 2015 which was approved by Lambeth Council and the Local Strategic Partnership (LSP).

The LSP has a theme group on children and young people which monitors performance indicators and oversees the achievement of outcomes on behalf of the LSP. This theme group is chaired by one of the Lead Councillors and brings together BSF and the integration of children's services. Operational and advisory groups bring together statutory agencies, schools and the community and voluntary sectors. In an area of great diversity and challenges these strong partnerships are a pre-requisite for the step changes in performance of which BSF is a key part.

In developing the secondary education vision, Lambeth has taken into account the views of parents, head-teachers, teachers, young people, governors, councillors, and representatives from a wide range of community groups and agencies. Working together, they develop, support and contribute to education and broader policies in Lambeth. Lambeth will continue to work with the above groups to ensure that the specific needs of the borough’s parents and young people are met.

The education vision and strategy has been developed in the context of the priorities and indicators for improvement within Lambeth’s Children & Young People’s Plan. They will be delivered within the following transformation framework.

3.3.10 Four Transformation Themes The framework is based on four key themes, each focusing on activities to improve where and how children learn in Lambeth.

1 Access Expanding school places and increasing choice and diversity.

2 Achievement Excellence in learning, teaching and the curriculum.

3 Inclusion Meeting the needs of and having high expectations for all the children and young people.

4 Community Enhancing community links through a wide range of Links extended school and children’s services provision, including

arts and sports activities, family and adult learning and health and social care services.

Page 17


3.3.11 Key Transformation Enablers Key enablers for delivering the strategy and transforming secondary education in Lambeth include:

• Leadership To lead the transformation at all levels, through partnership;

• ICT Innovative developments with ICT;

• Workforce Remodelling to create a flexible, diverse and locally tailored workforce;

• CPD Focusing on teaching and learning, curriculum, leadership and

support for change management;

• Voice of Understanding their needs, hopes and fears, and enabling Children & them to have real involvement in the development of Young People strategies to improve learning;

• Buildings and Refurbishing, re-designing and re-building to enhance Design opportunities for transforming learning;.

The strategy for using these enablers is described in detail in section 2.3.2 of Lambeth’s ‘Education Vision’.

3.3.12 Developing greater competition in provision of new schools As indicated above Lambeth is already taking every opportunity to capitalise on ways of providing new schools, through creating greater choice and diversity as identified above. It will continue to promote and respond to innovative ways of increasing provision and quality of education in discussion with the Lambeth school and wider education communities, parents, carers, London Challenge and the DfES.

At the end of the BSF programme Lambeth will offer a wide choice of secondary school as shown in the map at the beginning of this section.

3.3.13 Effective delivery of new 14-19 national entitlement Following the Area Wide Inspection, and included in the post inspection action plan, Lambeth is committed to working in partnership with the colleges and with Southwark Local Authority. Lambeth and Southwark local authorities and the Learning and Skills Council (LSC) commissioned a feasibility study into how best to deliver a broader curriculum for the boroughs’ 14–19 year olds in line with the recommendations of the 14–19 White Paper and the 5 lines of vocational learning due to be in place by 2008.

Both authorities are working towards making rational and learner-centred arrangements for post-16, by developing consortium/collaboration arrangements in which all providers will participate. These geographical arrangements will be build on current provision the basis of collaborative delivery of the new 14-19 agenda. Some of these post-16 collaborative arrangements are already established and working successfully across Lambeth providers.

New 14-19 curriculum planning and delivery collaboratives will enable maximisation of resources across providers according to specialisms and expertise in institutions. It is likely

Page 18


that KS4 will contain a much wider range of programmes, with groups of students studying at levels 1, 2 and 3 during years 10 and 11, with many students accessing programmes not fully delivered within the school. Providers will no longer plan separately for 14 -16 and 16 -19. The 14 -19 curriculum will be framed as a continuous phase of education, with the aim of retaining the majority of students in full time education at post 16. Providers will consider how their internal structures will need to alter in order to make this new offer available.

In Lambeth, all institutions will be expected to offer students traditional academic courses alongside mixed diploma and academic courses and pure diploma courses. An increase in flexibility of provision of places is essential if all institutions are, collectively, to offer diplomas alongside GCSEs and A-levels. The new specialised Diplomas in each occupational sector of the economy will be driven by Lambeth’s specialist schools working in extended partnerships, including with local colleges and with Southwark local authority. This will be particularly relevant post 16 where advanced diplomas, in conjunction with other courses, will greatly strengthen the post 16 offer.

3.3.14 How Lambeth will ensure robust challenge to schools to raise standards Lambeth secondary school leaders have been very successful in developing their schools and dramatically improving outcomes for young people over recent years. Five Lambeth mainstream secondary schools have been recognised by OfSTED as performing very effectively. No Lambeth secondary school is in any of the OfSTED categories of concern.

The Local Authority categorises and supports schools according to need, based on a quarterly evaluation of performance and capacity. An agreed, termly school indicator framework is used with schools, to work with headteachers, senior leadership teams, staff and governors in prioritising support and challenge appropriately. In addition to OFSTED categories Lambeth uses three further categories: causing the Local Authority concern; specific issues causing concern; needs noting.

Building on the current framework for school improvement and learning from the qualities of successful urban leaders developed by headteachers and governors In Lambeth schools, the Local Authority is developing the New Relationship with Schools Framework in partnership with Southwark. School Improvement partners are to be introduced from autumn 2006. It is anticipated that the SIPs will undertake the annual external assessment and that the Local Authority School improvement advisers, and where appropriate other consultants, will provide the ongoing support and challenge to schools. In addition, ways of utilising schools strengths and effective practices e.g. Training Schools, Centres of Excellence and areas of particular development are being considered as part of the overall programme to continue to raise standards in Lambeth.

A change management programme is being developed as an integral part of the children’s services and schools’ developments to enable new thinking and skills, that can prepare and support staff for the exciting changes envisaged, to develop and grow. Some specific discussions are a taking place with phase 1 BSF schools to identify appropriate strategies and provision to support change management in their institutions. The Local Authority will be bringing together the change management programme with Workforce reform and CPD strategies to produce a coordinated approach to support transformation in BSF schools.

Monitoring progress and evaluating impact will be an integral part of the NRWS programme, set in the context of Lambeth’s Children’s Improvement Cycle.

Page 19


3.4 Key priorities for the school estate 3.4.1 Pupil Place Planning It is projected that the number of secondary school children of statutory school age in the borough will increase by 17.1% in 2015. Because of the difficulties involved in making accurate predictions of future of roll numbers, taking account of the increase in parental demand for secondary places, an additional increase of between 5 and 10% has been applied to give some flexibility in planning school places for the future.

To meet this projected increase of between 22% and 27%, Lambeth is building a new Academy; a new Parent Promoter 11-19 community school; and extending the capacity of a number of its existing secondary schools. The total increase in mainstream pupil places at Year 7 proposed by the BSF programme is 20 FE, including the Academy.

3.4.2 Key priorities for Phase 1 of Lambeth’s school estate A pressing need for additional secondary pupil places in Lambeth’s mainstream and special school provision, with the need to enable the new Elmgreen School to open in September 2007, has resulted in Phase 1 being delivered in advance of the wider BSF programme, outside of the LEP. Following a review of sites as part of a high level options appraisal process and due to the lack of suitable sites within the borough, it was proposed that the existing Elmcourt Road site would be the location of the new school. This means that the existing special schools and PRU on the Elmcourt Road site must be relocated to accommodate building the new Elmgreen School, on that site. Stockwell Park School has also been identified as a very high priority school to be included in Phase1 due to significant estate issues identified in Lambeth’s Asset Management Plan, and very high educational need. Proposals are to increase pupil numbers at 11-16 by 2FE. This will also make an early contribution to meeting the overall shortfall of pupil places in Lambeth The Phase 1 estate comprises: • Elmgreen School: a new secondary school to be constructed by September 2009.

Provision of temporary accommodation, in a refurbished school (Norwood Park primary school), to open Elmgreen School in September 2007;

• Elm Court School: refurbishment as a SEN FSE; • Michael Tippett School: new build on the existing Willowfield site; • Park Campus: new Pupil Referral Unit, on the existing Norwood Park Annex site; • Stockwell Park: rebuild on site.

Page 20


3.4.3 Headline Strategic Vision for ICT Lambeth intends ICT to be a key enabler of change to support improvements in learning, inclusion, behavior and attendance, raising achievement strategy, school efficiency and security. It will make a major contribution to the development of a coherent and cohesive borough wide curricular offer at 11-19, and particularly at 14 to 19. ICT will play a key part in supporting whole school improvement, e.g. assessment for learning and use of data to identify and produce appropriate, flexible learning opportunities for students and Work Force Reform. ICT will contribute towards reform by streamlining administrative and other manual processes.

Central to Lambeth’s educational vision is greater personalisation of learning, to improve opportunities for all and close the attainment gap, as set out in Lambeth’s Education Vision (section 7). ICT will be a major contributor to this development, with a key focus on increasing access to learning for vulnerable or disadvantaged communities.

It is intended that the development of a common platform with all Lambeth schools through the BSF programme will lead to greater consistency and coherence in use of ICT. The 10 schools involved in the Lambeth PFI ICT initiative (The Lambeth Connected Learning Project – LCLP) are already using this technology to share materials, engage in discussions and collaborate in a number of ways.

Lambeth has adopted the overall objectives set out in the DfES publication “Harnessing Technology” – a key BSF document. These include:

• Transforming learning and teaching though shared idea, lesson enhancement and online help;

• Engaging ‘heard to reach’ learners; • Building an open and accessible system with online information and services and

cross organisation coordination and collaboration; • Greater efficiency and effectiveness.

3.4.4 Lambeth’s High Level Performance Indicators Key result areas are identified against Lambeth’s ‘4 Transformational Themes’ identified in section 3.2.3. above. Links are given to Lambeth’s Children & Young People’s priorities and indicators in Table 26 of Lambeth’s Education Vision. Lambeth’s ‘Key Transformational Enablers’ , also identified in section 3.2.3 above, make a major contribution as strands across the high level Performance Indicators.

More specific measures will be developed with key partners through SBC/OBC processes. 3.4.5 Access: Increased access, choice, diversity for local students and families / careers • An additional 20 forms of entry in Year 7 to accommodate greater numbers of year 6

students in Lambeth schools. • At least one non-denominational school in each of the 5 town centres.

Page 21


• 80% of Lambeth Year 11 leavers gain places in Lambeth post-16 provision. • All 14-19 lines of learning are implemented across all secondary schools, working in

collaboration with the colleges, Southwark Local Authority and other providers. • A second specialism in all secondary schools; specialims, training schools and

centres of excellence will enhance learning and curriculum breadth. • Increased provision for family and adult learning. • All BSF schools are DDA compliant. • All school buildings through BSF investment have improved quality, efficiency and

sustainability against the BREAM ratings. 3.4.6 Achievement & Inclusion • Lambeth Local Authority’s self-evaluation & schools’ SEFs are validated,

respectively by APA/JAR and by SIPs/ school inspections as ‘Good or Better’. • Improved participation rates and increased achievement & standards at 14-19. • Increased number of young people in employment, education & training, including

looked after children. • All schools are above the KS3 floor target and meeting expectations of improvement

(BV 181). • 5+ A*-C / equivalent, with English and maths, is 1% above the national average

(BV38). • Improved VA KS2-3, 2-4 and 3-4 (to be quantified through SBC / OBC). • Continuing to narrow the gap for targeted underperforming groups:

o Portuguese, Black Caribbean, Somali, Travellers, boys, progress of children with EAL and those with SEN;

o Proportion of Children Looked After with 1 or more and with 5 or more

grades A*-C or equivalent (BVP 150);

o Increase attendance (BV45) overall and for Looked After Children (PAF CF /C24);

o 100% provision of alternative provision for permanently excluded pupils of

20 hours (BV 159D);

o Continue to reduce exclusion rates, focusing on key groups (BV44);

Page 22


o Achieve joint DfES/DMCS PSA target for sport & PE;

o Healthy schools standard achieved by all schools.

3.4.7 Community Links • Pupil, parent and community engagement and satisfaction levels measured by

activity level, satisfaction surveys and external assessment. • Overall satisfaction of Children in Need (PAF CF/D65). • Increased community activity level and services in schools, particularly for target

groups. • Evidence of contribution to meeting the 5 ECM Outcomes. • 100% of secondary schools with the core extended school offer and 30 full service

schools.

3.4.8 Existing and planned consultations including plans for school level development Lambeth’s Education Vision and Strategy document has been developed after considerable consultation with head teachers, school governors, school communities (including pupils and parents) the Learning Skills Council (LSC), London Challenge, neighboring local authorities (Merton, Southwark, Wandsworth and Westminster), local businesses, community representatives, Diocese Boards, Trade Unions, local education providers (including HE and FE), local authority departments, Lambeth Youth Council, NHS PCT, Police Authority, ARK (new academy sponsor) and local school communities. These consultations included workshops, one-to-one meetings, published papers and draft papers. The Education Vision and Strategy document is a working document which will be updated regularly as required.

Regular consultation and development meetings are ongoing with all of the following groups, and these will continue throughout the BSF programme: head teachers, school governors, school communities (including pupils and parents) the Learning Skills Council (LSC), community representatives, Diocese Boards, Trade Unions, local education providers (including HE and FE), Lambeth Youth Council, NHS PCT and the Police Authority.

Individual school visions have been developed with each Lambeth secondary mainstream and SEN school and the Park Centre PRU, through group and individual visioning workshops, and one-to-one consultation. These will continue to be developed throughout the course of the BSF programme.

Page 23


4.0 ESTATES & ICT STRATEGY 4.1 Background and prioritisation of phase 1 In November 2003, the London Borough of Lambeth conducted a public consultation across local primary schools and parents were invited to come forward as promoters of a proposed school. Forty parents formed Elmcourt Parent Promoters (EPP) to drive a dynamic new school for their children in order to address Lambeth’s current challenge whereby about half of Lambeth primary students leave the Borough for their secondary education, travelling long distances across London, and breaking up established community links developed during primary years. The EPP established a school with approval by the School Organisation Committee (SOC), Local Education Authority (LEA) and through continued consultation with interested parties and stakeholders. A temporary governing body and one full time employee currently support the school’s conceptual development. The school is voluntary controlled, as defined within the School Standards and Framework Act 1998. Following a review of sites it was proposed that the existing Elmcourt Road site would be prepared as the location of the new school (now named as Elmgreen School). However, the site accommodates several existing schools and other education facilities including. • The Elm Court special school; • Michael Tippett School; • The Park Campus including a Pupil Referral Unit and the Braidwood Centre. These will have to be relocated to clear the site for construction of the Elmgreen School. In 2004 DfES announced that Lambeth had been selected for BSF funding in wave 2 and wave 4-6 of the national BSF programme (to enable commencement of the investment in FY 2006/7 and FY 2008/9 respectively). Since then Lambeth has been developing its BSF programme including consideration of the Elmgreen School. A pressing need for additional pupil numbers together with long standing ambitions to open the Elmgreen School in September 2007 has resulted in the school being prioritised in advance of the wider BSF programme. Despite further reviews of potential sites no suitable alternatives have been identified. Since the existing facilities on the Elmcourt Road site must be relocated the projects have been considered and developed as a group. This group of schools is described diagrammatically on the following page. The replacement and expansion of Stockwell Park school has also been advanced to be delivered concurrently with this group since it provides the next most significant contribution to additional pupil places in the BSF programme (excluding a potential new Academy school) and is the highest priority school when compared to the remaining estate on the basis of condition (with backlog maintenance exceeding £8m), suitability problems, attainment and local socio-economic context. It also contributes to the SEN strategy by providing an ASD unit.

Page 24


The phase 1 programme therefore includes: • A new secondary school with 900 11-16 places (including a 30 place Hearing

Impaired Unit) and a 200 place sixth form to be constructed by September 2009 on the existing Elmcourt Road site;

• The provision of temporary accommodation (in a refurbished school at Norwood

Park primary school) to enable opening of the new West Norwood School in September 2007;

• The refurbishment of the existing facilities on the Strand to provide Elm Court

School as a SEN FSE with capacity for 100 pupils at 11-16; • A new build of the Michael Tippett School at the existing Willowfield site for 80

pupils with a wide range of abilities including severe learning difficulties (PMLD) and Autistic spectrum disorder (ASD);

• A new Pupil Referral Unit, the Park Campus, at the site of the existing Norwood

Park Annex for 110 pupils (11-16) plus accommodation for behaviour and Education support teams (BEST) and staff in the Behaviour Improvement Programme (BIP);

• A new build replacement and expansion of Stockwell Park on its existing site to

provide 1200 11-16 places, a 15 place Autistic Spectrum Disorder (ASD) unit and 100 post 16 places.

Phase 1 projects associated with Elmgreen School

Temp Accom2007 -09

Norwood ParkPrimary

Elmcourt

Open 2009

Start Build 2008

The Elmgreen School

NorwoodPark

Annex

Collocate currently

split school

New School

82007-

Annex

NorwoodPark

New School 2008 Willowfield

Collocate currently

split school

New School 2008

Strand

New School 2008

Braidwood Centre

PRU Key Stage 4

Michael Tippett

Elm Court School

Page 25


Together the schools provide almost 60% of the additional pupil places required (excluding those provided by Academies). The phase 1 also contributes significantly to the SEN strategy. 4.2 Current position of the schools in Phase 1 4.2.1 Elmgreen School There is no existing Elmgreen School but there is huge demand for increased pupil places in Lambeth. The school is to be opened to address this significant demand and to reduce the current export of pupils to schools outside the borough as described in the Education Vision. 4.2.2 Elm Court school Education Position The existing Elm Court School is a secondary special school for about 85 students with mixed needs aged 11-16. The present breakdown of student needs is: 54.7% have social, emotional behavioural difficulties (SEBD); 19% have moderate learning difficulties (MLD); 13% have speech, language and communication difficulties; 2.3% have physical disabilities (PD); 1.1% has visual impairment (VI) and 9.5% have autistic spectrum disorder (ASD). All students are statemented. 58% of students receive free school meals. The school has a strong pastoral system enhanced by an excellent team of Teaching Assistants (TAs). There is a real commitment to the values of Every Child Matters and the school has been supported in this through the Lambeth Children and Young Person’s Support Plan. Services from the LEA; Health (PCT and CAMHS); Social Services and the community work closely together to ensure a joined up approach offering the best possible service to students and families. As the result of the closure of a local SEBD school Elm Court has, in the past year, received more referrals of SEBD children resulting in a higher proportion of these students being admitted to the school. Existing Buildings Elm Court school includes a Main Block, comprising a single storey building of load bearing brick construction with a flat reinforced concrete roof, and four single storey pre-fabricated blocks. The condition is relatively poor with a backlog maintenance requirement of £882,558 in the most recent AMP surveys (2003). The present building makes travelling around the site difficult and prevents good supervision on some routes. The lack of specialist bases and very limited playground and sports facilities limit the curriculum offer and opportunities for extended education. In addition the buildings do not meet current design guidelines and accommodation within pre-fabricated buildings is wholly unsuitable for the students attending the school.

Page 26


Existing ICT Provision Elm Court School is a member of the Lambeth Connected Learning Project (LCLP) which increases opportunities for staff and students to realise the potential of ICT. It is therefore involved in a long term, 8 year project with Research Machines. The contract is described in more detail later. The current service provides all teachers with personal laptop computers and access to information, curriculum resources and tools through a learning platform. In addition, training, support (both technical and user), is provided to assist staff in utilising the service and to meet project objectives. The service has been operational since 1st September 2005. 4.2.3 Michael Tippett Education Position Michael Tippett is a secondary school for 70 students with complex needs, providing an education for those who have a significant degree of special educational needs (SEN). Their students have a wide range of abilities and consequently the school is designed for students with three broad types of need: Severe Learning Difficulties (SLD); Profound and Multiple Learning Difficulties (PMLD) and Autistic Spectrum Disorder (ASD). The school has a student group from a diverse range of backgrounds, with many experiencing English as a second language and some of whom have come directly from overseas. The school has a uniquely student centred culture that meets the needs of the students and celebrates their achievements; is innovative through constantly shaping its organisation to increase the quality of opportunity for its students. Every student has the opportunity to shine as an individual and the school assesses and responds accordingly. The school has existed for some years on two different, non-purpose built sites, 4.5 miles apart (Kennington and West Norwood). This limitation means that there is a constantly revolving distribution of students, staff and facilities are at each site. The wide variety of student needs exist in a context where the majority of students are working towards or within level one of the national curriculum. The proportion of type of need varies year-to-year and the school works on the premise that the student population is varied; the common theme that unites them is their high levels of dependency. A balance is constantly sought to weigh this high dependency against the school’s desire to maximise their independence.

Page 27


Existing Buildings The part of the school at the Kennington site was built in 1972. The Main Block comprises load-bearing brickwork walls with a pre-cast concrete slab roof. There is a recent (2001) Classroom Mobile block comprising timber framed wall panels faced externally with plastic coated steel. Suitability is poor with under-sized classrooms, inadequate and poorly laid out facilities. The part of the school at the Elmcourt Road site is based in the Thurlow Park school building. The building is of mainly single storey construction. The condition is relatively poor across both schools with a backlog maintenance requirement of £1,027,059 in the most recent AMP surveys (2003). Existing ICT Provision Michael Tippett has opted out of Lambeth Connected Learning Project (LCLP) and manages its own ICT provision, but is expected to buy in to the BSF managed service when the school moves in to new premises. The school’s recent OFSTED report notes improvements in the provision of ICT across the school with a need to improve the co-ordination of ICT as a subject. 4.2.4 The Pupil Referral Unit (the Park Campus) Education Position The Park Campus is a School for students who, for a number of reasons cannot function in a mainstream schooling. The School offers a varied curriculum to prepare students for reintegration into a mainstream school, continuation to college and further study including work related and vocational studies or into employment. The students, referred to the Centre by Lambeth have emotional and behavioural issues which fall into three main areas, pupils who are: • Permanently excluded from a, mainstream or specialist schools; • Still attending mainstream; • Out of school for other reasons. The Centre is a Pupil Referral Unit (PRU) in Lambeth. It is a co-educational school that takes a range of students aged 11 to 16 from Lambeth schools. It has recently merged with Rectory Centre, key stage 3 (KS3) to include and offer both a KS3 and KS4 curriculum.

Page 28


Existing Buildings The school is currently based at the Elmcourt Road site in the Grove House Primary School building. The condition is relatively poor with a backlog maintenance requirement of £538,132 in the most recent AMP surveys (2005). Existing ICT Provision The PRU participates in the Lambeth Connected Learning Project and this has seen a significant increase in the capacity of the centre to deploy ICT for both learning and administration. The PRU now has an infrastructure to match any other school in Lambeth in terms of scale and scope. However, the amalgamation of the two previous PRU facilities and a loss of infrastructure due to theft has resulted in the PRU being at an early stage in embedding effective use. This is aggravated by the fact that one of the two PRU facilities had a very poor level of ICT and staff confidence, requiring significant improvement in competence levels. 4.2.5 Stockwell Park School Education Position The school is 11 to 16, mixed, community school with 968 students on roll, and serves an area of significant deprivation in South London. Despite the school being designated 6 form entry it is currently over subscribed. It hosts enough pupils for almost 7 forms. The school enjoys a rich racial and cultural diversity. Students have a wide range of cultural racial and religious heritages and there are over 50 different languages spoken in the school, with English being the second language. The school is mixed gender but the intake is unbalanced with a larger number of boys than girls. 65% of students at Stockwell Park High school have Special Educational Needs and receive specific learning and multi-agency support at the school. Of these students, only 2.9% have statements. 83.6% of students at the school are entitled to Free School Meals. Attainment rates have increased steadily in recent years and are currently at 58% 5+ A*-C The school has specialist business college status with significant local business partners and a major sponsor in the HSBC bank. This specialism permeates the curriculum and is extremely important in providing the students with the skills needed to find employment in an ever-changing job market when they leave school. Existing Buildings The site area for the school is 24,802m2 which is under the BB98 and School Premises Regulations requirements. Sports provision on site is currently provided through 2 small gymnasiums, a swimming pool and a large hard court area.

Page 29


Stockwell Park School includes the following buildings:

• B1 Main Block of 7 storeys. This tower block consists of 7 storeys, mainly classrooms and science labs with dance/drama on the roof. These have been taken out of commission for health and safety reasons;

• B2 Block containing the hall block and constructed in the early 1960’s. Steel framed

single storey with a flat roof; • The Lambeth Wing constructed in the early 1960’s. 3 storey concrete frame with a

concrete flat roof. Provides kitchen and dining facilities for the school and the CLC; • B3 SEN block constructed in the late 1960’s. 3 storey masonry building with

concrete floors and roof.; • B4 Music Block constructed in the late 1960’s; • B5 Technology Block constructed in the early 1960’s. 2 storey steel framed building

with a flat roof; • Gymnasium block constructed in the early 1960s. 2 sports hall, a swimming pool

and associated filtration plant. The buildings are single storey with concrete flat roofs over the changing area and the filtration building;

• Parents Block. A Portacabin type mobile room. The roof is a shallow pitched felt

roof; • The Administration block. The building consists of a concrete frame with cavity

brick walls and steel frame windows. The condition is poor with a backlog maintenance requirement £8, 279,614m in the most recent AMP survey (2003). In addition the School has an Annex, the Woodfield Centre near Streatham Hill BR station which houses approximately 100 pupils. This site is just over 3 miles from the Stockwell Park site. The Annex has its own problems. The building is generally poor and unsuitable and there are issues with fire safety as it is not possible to evacuate everyone from the building in the event of a fire alarm. Existing ICT Provision Stockwell Park is not a member of Lambeth Connected Learning Project (LCLP). The school has a very basic ICT infrastructure with ducting running external to classrooms. The ICT provision itself is extremely poor with poorly ventilated rooms, low quality equipment and poor furniture. The room sizes do not allow the placement of workable clusters of computers in many of the classrooms. Consequently ICT across the curriculum is unlikely to be implemented successfully. The server room is not air-conditioned or adequately ventilated resulting in frequent crashes and lost students’ work.

Page 30


4.3 Programme objectives The phase 1 objectives derive from the overall BSF programme objectives which are to: •

•

•

•

Create world class learning environments for all secondary age children and young people in Lambeth;

Harness the full potential of ICT to transform learning and improve efficiency;

Enable the delivery of the Education Vision, namely:

o Access: to promote diversity of educational provision and thereby increase

the number of Lambeth children in Lambeth schools; o Achievement: to dramatically improve educational outcomes for all

secondary age children and young people in Lambeth, and to narrow significantly the gap between the most under performing groups and the highest achievers;

o Inclusion: to improve the inclusiveness and accessibility of secondary

education in Lambeth; o Community links: to promote community access to Lambeth secondary

schools; and all Lambeth secondary schools to become ‘extended schools’.

To deliver the ‘five outcomes for children’ set out in the Children Act, 2004:

o Be healthy; o Stay safe;

o Enjoy and achieve;

o Make a positive contribution;

o Achieve economic well-being.

Specific project objectives also include: • Meeting individual school visions (which are described further in the design

booklets in appendix 1); • Improving availability of sports facilities for schools; • Optimising Value for Money while meeting affordability constraints; • Minimising the disruption of existing educational operations while investment is

made; • Delivering high quality design;

Page 31


• Sustainability: The Borough aspires to have a reputation for environmental

excellence through the quality of the built environment, the use of its limited green spaces, the effective use of natural resources, good air quality and sustainable waste management;

• Meeting time-scales for delivery.

4.4 Options appraisals, feasibility studies and design development for phase 1 Detailed options appraisals were carried out on the available sites for each of the group of schools associated with the new Elmgreen School, including an assessment of new build or refurbishment where existing facilities were available. An initial options appraisal was also undertaken to consider new build or refurbishment options for the Stockwell Park at its existing site. Following identification of the preferred option for each school further development work has been undertaken to examine feasibility in detail or to establish a ‘control’ option. The various appraisals and studies have entailed significant consultation with stakeholders as described in item 5.5 below. The conclusions from the options appraisals and feasibility studies are summarised below but are described in detail in appendices 2 to 4. 4.4.1 Elmgreen School The original vision for the new school involved co-location with the Elm Court School on the Elmcourt Road site. It was not possible to identify alternative sites in the catchment area that would accommodate a new secondary school. Initial feasibility work into the proposal for co-location established that this was not a feasible option due to site area constraints of the Elmcourt Road site. Other options were examined including a reduction in the respective school sizes to enable co-location; however, it was evident that best value for money would be derived by locating the schools on different sites. Ultimately it was concluded that the existing Elm Court School would have to be re-located. The feasibility study is attached under appendix 4. It concludes that it is feasible to construct the new school on the Elm Court Road site but notes the following: • It is not possible to meet the standards required for Playing Field provision in the

Education (School Premises) Regulations 1999. This would require 50,000m2 of playing field whereas the proposed use of Rosendale playing fields only provides 18,280m2. As described above, Lambeth is developing its sports strategy associated with the entire BSF programme. If no further sports facilities are identified a relaxation will be sought from the Secretary of State after consultation with DfES;

• It is envisaged that the massing of the buildings and traffic assessment may present

some planning risk. It is likely that improvements in highway crossing facilities will be necessary to local roads and that a one-way system along Elmcourt Road will be required (which is currently estimated to cost £750,000).

Page 32


An Outline Planning Application was submitted in early April 2006 however the Planning Authority has not lodged the application pending response to a number of clarifications (including hours of use, and submission of indicative elevations). It is envisaged that the clarifications will be submitted by mid June 2006 and it will then take 13 weeks for the outline planning application to be considered. 4.4.2 Elm Court School Elm Court school is currently located on the Elmcourt Road site, and will be re-located to allow the site to be used for Elmgreen School. The following site options were identified as feasible for re-location of the Elm Court School:

• The Strand; • Norwood Park; • Woodfield; and • Willowfield.

Other sites such as the Kennington and Rectory Grove sites were not deemed feasible for use, since they were not large enough. A refurbishment and extension at the Strand was selected as the preferred option. This site offers an attractive geographical location for the school, with efficient transport links and achieves one of the school’s key objectives which is to forge links with a neighbouring school; namely the Holy Trinity School which is located adjacent to the Strand site. The option appraisal identified that remodelling of the main existing building was a feasible option, although the existing gym and nursery blocks were not deemed as suitable for refurbishment due to their poor sufficiency, suitability and condition. Therefore, it was concluded that new build accommodation would be required to supplement the existing main block, in order to meet minimum area standards. Refurbishment of the main block represents a considerably less risky option than new build in terms of achieving planning approval on this site, which is located in a conservation area. The Norwood Park site was considered less favourable for Elm Court School. The site is notionally split into two parts, known as the Annex and the Primary School. In terms of potential usage for the Elm Court School, the Annex part of the site is severely constrained site in terms of area and was therefore discounted. An alternative development proposal was to utilise the adjacent Primary School part of the site in addition to the Annex site. However, the Primary School site has been discounted as a permanent option as it has been identified for use in the BSF programme as a decant site and possible site for future permanent accommodation. The Woodfield site was also rejected. While the site is larger than the Norwood Park Annex, Norwood Park Primary School and Strand sites, it still has an area shortfall. The existing

Page 33


school building was not considered to be a feasible refurbishment option due to its suitability and sufficiency issues. Furthermore, school Governors and staff were concerned about the geographical location, public transport links and access to the site, which is somewhat restricted. The site is further constrained by the potential massing requirements for a new building, which would have greatly increased the risk of achieving timely planning consent. The Willowfield site offers efficient public transport accessibility, but was not favoured by the school in terms of geographical location. In terms of the existing building, this was not considered to be a feasible refurbishment option, due to its suitability, sufficiency and condition issues. However, the use of this site for a new build was deemed feasible in terms of site area requirements, albeit with an area shortfall which is not expected to constrain the design to a large extent. The feasibility study is attached under appendix 4. It concludes that it is feasible to construct the proposed school at the Strand site but notes the following: • It is not possible to meet the standards required for Playing Field provision in the

Education (School Premises) Regulations 1999. This would require 5,000m2 of playing field whereas no off-site provision has yet been identified. As described above, Lambeth is developing its sports strategy associated with the entire BSF programme. If no further sports facilities are identified a relaxation will be sought from the Secretary of State after consultation with DfES.

It has been deemed that a Full Planning Application will be required since the project is considered to be a major development and is within a conservation area. This will be submitted in due course. 4.4.3 Michael Tippett Special School The Michael Tippett School is smaller than Elm Court (with 80 pupils instead of 100). Despite the smaller size of the school the Kennington and Rectory Grove sites were not deemed as feasible for use, since they were too small. The sites at Willowfield, the Strand, Norwood Park and Woodfield were all viable and were evaluated accordingly as described in appendix 2. A new build at the Willowfield site is the school’s preferred option due to geographical location, public transport accessibility and the potential, identified by the school, to forge links with the local community. The existing building was not considered to be a feasible refurbishment option, due to its suitability, sufficiency and condition issues. The refurbishment of this building would not meet BB77 or the transformational impact envisaged by the BSF programme. However, the use of this site for a new build is feasible in terms of site area requirements, albeit with an area shortfall which is not expected to constrain the design to a large extent. The Strand site offered an opportunity but was favoured for the Elm Court School as described above. As described above the Norwood Park site is notionally split into two parts, known as the Annex and the Primary School. In terms of potential usage for the Michael Tippett Special

Page 34


School, the Annex part of the site is severely constrained site in terms of area and was therefore discounted. Utilisation of both the Annex and adjacent Primary School part of the site was again discounted as a permanent option as it has been identified for use in the BSF programme as a decant site and possible site for future permanent accommodation. The Woodfield site is larger than the Norwood Park Annex, Norwood Park Primary School and Strand sites, but still has a significant area shortfall. As discussed in relation to the Elm Court School, the existing school building was not considered to be a feasible refurbishment option due to its suitability and sufficiency issues. Furthermore, the geographic location of this site is less attractive to the school, as are the public transport links and access to the site, which is somewhat restricted. As described previously, the site is further constrained by the potential massing requirements for a new building, which would have greatly increased the risk of achieving timely planning consent. The feasibility study is attached under appendix 4. It concludes that it is feasible to construct the proposed school at the Willowfield site but notes the following: • It is not possible to meet the standards required for Playing Field provision in the

Education (School Premises) Regulations 1999. The potential use of facilities (basketball and grass) in the adjacent Milkwood Community Park has been proposed although this has not been agreed. As described above, Lambeth is developing its sports strategy associated with the entire BSF programme. If no further sports facilities are identified a relaxation will be sought from the Secretary of State after consultation with DfES.

An Outline Planning Application was submitted in early April 2006 however the Planning Authority has not lodged the application pending response to a number of clarifications (including hours of use, and submission of indicative elevations). Since Full Planning applications are likely to be made in the Autumn it is now considered best to withdraw the Outline Application and proceed towards Full Planning approval. 4.4.4 PRU (Park Campus) and Braidwood Centre The secondary PRU is currently located on two sites, the Rectory site and the Elmcourt Road site. The PRU on the Elmcourt Road site will be re-located to allow the site to be used for Elmgreen School. The re-location of the PRU will allow the KS3 and KS4 PRUs to be combined in one location. The Kennington and Rectory Grove sites were not deemed as feasible for use, since they were too small. The sites at Willowfield, the Strand, Norwood Park and Woodfield were all viable and were evaluated accordingly as described in appendix 2. Norwood Park Primary School Annex was selected as the preferred site. In terms of area requirements for the PRU, there is limited guidance available to allow needs to be determined accurately. Therefore, the requirements have been developed in line with the profile of current and anticipated pupil needs in consultation with the school regarding the specific type of PRU proposed. The proposals include the provision of accommodation, in the same development as the PRU, for the BIP (Behaviour Improvement Programme) and BEST (Behaviour Education Support Team) supporting teams.

Page 35


In terms of planning consultation, discussions have indicated that a street presence is desirable, preferably involving a two-storey structure. In relation to the transport assessment, the initial indications envisage that off site improvement will be necessary, to the existing crossing point and to provide a one-way system along Gipsy Road. A sewer has been identified running beneath the site which cannot be constructed upon, thereby constraining the new building location to an extent, although this it will be possible to mitigate the impact through good design. Additional costs associated with this have been allowed for within the cost estimates. An Outline Planning Application has not yet been sought since the proposed pupil numbers have recently been changed. It is now considered best submit an Full Planning Application since the time required to prepare for an Outline Application means that it would now overlap with the development required for a Full Planning Application.

Page 36


4.4.5 Stockwell Park School The existing footprint of the school is spread across the site with the main teaching block of 7 storeys located in the centre. The technology block and sports block including a swimming pool are separate from the main blocks. A review of the 7 storey block highlighted suitability issues and circulation problems which would not be addressed through internal remodeling. The classrooms are significantly wider on one side of the building than the other and this limits flexibility, with many of the east facing classrooms being very small. Retaining this block would make delivery of the school vision difficult and would not facilitate the transformation required. Aside from the suitability problems, the buildings have some significant condition problems and there are some serious concerns about Health and Safety to be addressed. A new build option would address all the suitability and condition issues and create a more efficient footprint, as well as meeting the head’s vision. A criteria scoring matrix assessing the various options against educational impact, building need, deliverability and value for money is included in appendix 3. In addition initial designs are included in appendix 4. Discussions with the Local Planning Authority have resulted in advice that a Planning Brief is required for this site, rather than outline planning, in preparation for a full detailed planning application. This is due to part of the site being within a conservation area and there being a listed building neighbouring the site. There are a number of trees on site which are protected and the constraints of these and the building line fronting the Clapham Road have meant that the frontage the school would like has a less efficient footprint. 4.4.6 Summary of Proposed Options The table below summarises the proposed options for the Wave 2 Schools.

FACILITIES SITE PROPOSAL

Stockwell Park Existing Site New build Elmgreen School

Elmcourt Road New build

Elm Court School

Strand Remodel existing accommodation and provide new build extension

Michael Tippett Special School

Willowfield New build

PRU (Park Centre) Norwood Park Annex New build

Page 37


4.4.7 Design booklets Design booklets have been prepared to consolidate summary information for each of the schools. They include the School Vision, the options appraisal, a design brief and selected drawings related to the proposed option. They are attached under appendix 1. 4.5 ICT Strategy 4.5.1 Lambeth’s Vision for ICT Through BSF Lambeth aims to: • Support, enhance and transform teaching and learning through the delivery of a

virtual learning environment (VLE) that will allow teachers and pupils to engage in online discussions and to assign, submit and mark homework electronically. It will also support effective differentiation and personalised learning whilst extending the school day beyond traditional school hours.

• Develop a sustainable model for the provision of home access for students. This will

include integrating BSF provision with the Lambeth e-Learning Foundation and the DfES ICT Home Access Programme.

• Integrate the network infrastructure into the management of the school. Firstly,

CCTV over IP will be used to monitor behaviour in the classroom. It is also envisaged that it would, in part, replace direct observation in the assessment of teaching practice. Secondly, ICT will be used for access control, catering and library systems as well as to deliver Voice over IP telephony into every part of the school thereby improving both security and communication.

• Share the expertise and knowledge of the specialist schools through IP based video

conferencing making remote teaching a reality. This will address skills shortages resulting from any recruitment difficulties as well as enabling schools to offer minority subjects, where recruitment is not a viable option.

• Reduce the impact of the schools buildings on the environment and reduce the

pressures (in the long term) on revenue budgets through the use of technology to manage the environmental controls of the school building.

Council Education Priorities. ICT investment under BSF will help meet the Council’s Education Priorities. The priorities for Children and Young Peoples Service are set out in the in the current Education Development Plan 2002-07 (EDP). These priorities will be reflected in the new Children and Young People’s Plan (CYPP) and will be based around the five outcomes for children and young people as well as the delivery of integrated service.

Page 38


Meeting Council Education Priorities: ICT application against EDP priorities

Inclusive Education: Lambeth recognises that ICT has the capacity to transform the lives of many young people with Special Education Needs. Students are overcoming huge barriers and communicating and learning through enabling technology such as switch driven interfaces to computers. In less dramatic ways, a borough-wide VLE will ensure that students in Elm Court, Michael Tippett and the Park Campus are able to share the same learning platform as their peers in mainstream schools. In addition, a VLE will offer home-based learning for pupils unable to attend school supporting the drive toward a fully inclusive education. The advantages of home access in relation to transformative ICT provision are bought into sharp relief by anecdotal evidence from St-Martin’s-in-the-Field. A Yr 9 pupil was absent from school for two weeks due to illness but stayed up to date with her coursework through the LCLP Portal. Continuous improvement in the secondary sector: ICT is a key enabler for personalised learning tailored to individual needs to ensure that students achieve the highest standard possible. The VLE will match learning styles to content to ensure personalised learning and to this end it will support the drive toward higher attainment. All the secondary schools in Lambeth are specialist schools. BSF will enable schools to design facilities to support delivery of their specialist areas so that students will be learning in spaces that are inspirational. In addition to this BSF will support collaboration between schools thereby maximising the impact of schools’ specialisms and strengths and provides high quality educational provision that meets the needs of all learners. Both of these will also positively impact on levels of attainment and contribute to continuous improvement. Lifelong Learning: BSF will result in a wealth of online learning resources, the development of intelligent buildings, greater community involvement in education by facilitating a virtual dialogue between school and home and the development of extended school hours. This, in turn, will make secondary schools the learning hubs of their communities cementing their role in supporting effective lifelong learning. Self managing, improving and evaluating institutions: Self managing, improving and evaluating schools are able to address issues or problems before they highlighted through inspection or other means. This means the issue is resolved sooner lessening the impact on the school. BSF will comprehensively integrate all management information into any ICT solution thereby enabling the schools to be come self managing, improving and evaluating. Recruitment & Retention: High performing institutions always attract and keep the high performing staff. This, in turn, supports continuous high performance. This virtuous circle is no different in secondary education. Once the BSF ICT programme has been leveraged to transform teaching and learning and attainment starts to improve then more teachers will want to teach in Lambeth schools and less will want to leave. In addition to becoming a high achieving organisation there will be a significant reduction in the administrative workload for teachers as well as comprehensive ICT training and support. This too will attract and retain teaching staff. Also ICT is a proven facilitator for workforce reform, allowing school staff to work more efficiently by giving them access to information for planning and reporting in a convenient way.

Page 39


Other Local Authority Initiatives The Authority has taken part in a range of ICT initiatives. BSF will both compliment these initiatives and, in certain cases, offer a level of sustainability to them.

E-Government Strategy: Implementing E-Government in Lambeth: Lambeth is entering the Digital Challenge competition run by the Cabinet Office and sees the development of an Online Lambeth community as important in regenerating the borough. By extending access outwards from the schools in to student homes, BSF will play an important part in creating Lambeth Online. Laptops for Teachers: In 2002 Lambeth participated in the Laptops for Teachers initiative but this did not include all teaching staff nor was it sustainable in terms of technological refresh. The LCLP (2005) offered a higher level of sustainability but did not resolve the issue completely. BSF will ensure that all teachers have access to a laptop. It will also support the requirement of the BSF ICT Output Specification insofar as it refers to ‘Teacher Toolkits’. The London Grid for Learning (LGfL): Lambeth has invested heavily in developing the LGfL and all schools now have broadband connectivity. However, the full power of the network to offer voice calls, video conferencing, secure data exchange and other network services such as security monitoring have not yet been exploited. BSF will allow the Authority to do this. The Role of the City Learning Centre (CLC): The Lambeth CLC will use it's position as a testbed for experimental learning, to support the new models of teaching and learning that the BSF programme is intended to enable. The CLC will work with all stakeholders to help teachers develop content for the Learning Platform, that will make it more relevant and adapted to the needs of individual schools and pupils. In addition the CLC has a strong emphasis on the development of new media in learning and will support schools in teaching this specialist area. It plans to work particularly with secondary schools which have this as their specialism.

4.5.2 School Visions The authority’s vision is seamlessly integrated with that of the schools. Every school has participated in a visioning workshop to create individual school visions. The aim was to capture what provision might look like at the point of transformation. This allows for the Visions to not only answer the requirements of the BSF process, but also become very much owned by the schools.

Elm Court School & Michael Tippett Special School: The schools will use ICT as a tool which empowers students to control and connect with their environment. The individual learning and physical, medical and communication needs of students can be greatly aided both by specialist provision. Further to this the school will ensure that the distinctive needs of students are met with a personalised service. Each student will have an individually tailored and adaptive ICT package, with access to appropriate communication aids and access equipment that will accompany them throughout their school life. ICT will enhance the use of different senses such as auditory, visual and touch. A VLE will be developed that can be accessed from home, which will be seamlessly integrated with the schools learning environment.

Page 40


ICT will be used to enhance the work of therapists, staff and other agencies, to reflect the demands of a multi agency working environment and a fully integrated information system. It will form an integral part of the CPD programme to support staff development and expertise. Park Campus (Secondary PRU): The school is undergoing significant ICT infrastructure development and will look to extend this provision further through ongoing participation in the LCLP. The PRU will develop its infrastructure to include a blend of structured cabling and wireless provision, broadband connectivity and interactive whiteboards. The school will develop the use of a VLE. The new school website will be used to deliver reward based incentives. Smartcards will be implemented to support cashless vending, pupil registration and school access. Elm Green School: It is envisaged that the school will have wireless provision where appropriate. Classroom ICT will include interactive whiteboards, video conferencing and other resources. Ergonomic furniture and room layout will be considered as part of the design for school-wide ICT. The school will develop self-directed teaching and learning spaces. Gifted and talented students will be able to work at their own pace accessing additional materials and resources. Students with learning difficulties and special needs will be better supported by specialist software. All students will be encouraged to see working at home as a natural extension of their school-based activities. Technology will also support the schools administration, management and workforce systems and processes enabling information to be accessed by teachers electronically. The school will encourage parents, where possible to use technologies to share information and to work together to support students that may require specific support. Stockwell Park: Current ICT infrastructure and provision will be renewed to ensure that it will support 1:1 student provision. The school’s administration system will be redeveloped with a more robust and safe environment that is needed for data transfer, storage and retrieval. In addition to this, the school will promote the development of autonomous lifelong learners. The school will use ICT to expand learning beyond the traditional school day enabling students autonomy of learning. The school will have an auditorium with enhanced ICT facilities such as a large screen, a sound system, performance areas, lighting and projection booth and moveable workspaces. A key carded data entry system will be implemented that would benefit not only the user but the school, linked to cashless, pupil registration and an online reward system. It could also be used to monitor healthy eating trends and exercise.

4.5.3 Delivery of the Vision Lambeth is a unique position as it has a transformative ICT PFI project already running in 9 of the 15 secondary schools called the Lambeth Connected Learning Project (LCLP). The LCLP became operational in 2005 and the contract lasts for 8 years, expiring in 2013.

Page 41


However, not all the schools in phase 1 are currently participating in the LCLP as demonstrated by the table below:

School LCLP Non-LCLP Elm Court Special School Michael Tippet Special School Park Campus (Secondary PRU) Elm Green School Stockwell Park Secondary School A gap analysis has been undertaken to compare the services provided under LCLP with those included in the standard BSF Output Specification developed by Partnerships for Schools (which more closely meets Lambeth’s BSF Vision). Despite the transformative nature of the LCLP it falls short of the BSF Output Specification (as described in the gap analysis included in appendix 5). Lambeth therefore requires an ICT solution that will enable LCLP schools to achieve the BSF ICT Output Specification whilst at the same time bridging the more significant gap between the non-LCLP schools and the BSF ICT Output Specification. Consequently, it is proposed that the Authority extends the LCLP contract to cover the schools not currently within the LCLP. This would bring all the phase 1 schools up to the same level. This is completed, the Authority will then enhance the LCLP provision so it can meet the BSF ICT Output Specification. It should be noted that a service that is fully compliant with the BSF ICT Output Specification is unlikely to be in place until the building works have been completed as certain elements of ICT provision are dependent on the building e.g. use of ICT to manage ‘intelligent buildings’. Extension of the contract will require negotiation with the LCLP service provider. The authority has begun this process under the guidance of PfS and Projects Partnership. It is envisaged that this process would be modelled on the timeframe outlined below: Action Start Date End Date Negotiations with LCLP Service Provider 02/06/2006 22/11/2006 Stakeholder Engagement with non-LCLP schools 01/05/2006 15/07/2006

Contract agreement signed 28/11/2006

Roll out of LCLP service to Phase 1 Schools 08/01/2006 02/03/2007 Roll out of BSF compliant to Phase 1 Schools 12/03/2007 27/04/2007 This approach carries the risk that, because there would be no competitive tendering exercise, value for money will not be achieved. To mitigate against this risk all pricing used in the negotiation process will be benchmarked by the Authority’s technical advisors. In the event that this negotiated approach does not represent value for money when benchmarked against market prices the Authority will have to source an alternative solution. As a result of this, the Authority is developing 2 alternatives for the phase 1 schools. The first option is for the schools to utilise the BECTA frameworks to address the gap in provision. This would include the Infrastructure Managed Service Framework due to be established in July 2006 and the Learning Services Framework to be piloted through the development of a pan-London Learning Platform in collaboration with LGfL which is in

Page 42


January 2007. The DfES has advised that there will be no interoperability problems with LCLP in applying services from these framework contracts since they share common standards. It would be possible for the Authority to procure the necessary services from the Framework organisations with a restricted competitive tender within a 3 month timeframe. The second option is to use a traditional procurement method to let a contract that will offer BSF provision to non-LCLP schools and address those elements of BSF provision beyond the scope of the LCLP. This would require a full procurement process under EU procurement regulations. Experience tells us that from OJEU notice through competitive tender to financial close would take approximately 6 months. However, it is important to note that initial communications with the LCLP service provider have been positive. They have indicated that they are willing to support the Authority in demonstrating that value for money can be achieved through a variation to the LCLP. They are also willing to help the Authority secure continuous improvement from an expanded and enhanced LCLP contract. The extension and enhancement of the LCLP also carries the risk of non-LCLP schools not wanting to sign up to the LCLP. This is why ‘Stakeholder Engagement with non-LCLP schools’ is highlighted as a significant phase in the indicative timeline. Initial contact with the schools has demonstrated significant enthusiasm for the LCLP. Elmgreen School have a decision recorded in their January 2006 Governing Body minutes committing to joining the Lambeth BSF Managed Service subject to final detail on cost and level of provision. Stockwell Park and Michael Tippet have both given a verbal assurance that they would sign up for the service. 4.5.4 Other services BSF funding does not allow for life cycle replacement when conventional funding is applied (as opposed to Private Finance Initiative funding where it does). Neither conventional nor PFI funding allows for facilities management costs which are deemed to be covered by devolved funding to schools. It is envisaged that bidders for the Local Education Partnership will be requested to provide mandatory variant bids for the provision of life cycle replacement and those facilities management services associated with maintenance of the premises (i.e. hard FM). These bids will be appraised against alternative arrangements (such as school by school provision or extension of existing Borough wide contracts) considering both value for money and affordability. The intention is to maintain standards of service which are compatible with those achieved under the wider BSF programme. Selection of the services will be dependent on the schools themselves signing up to the contracts. Soft FM services (i.e. caretaking, cleaning, catering, security) are to be excluded on the basis of consultation with schools and affordability.

Page 43


5.0 DELIVERY

5.1

5.2

Introduction This section covers the key issues relating to delivery of the project including key milestones, proposed procurement strategy, project organisation and governance structure and risk management.

Key milestones The Phase 1 programme comprises a series of projects including the relocation of a number of Special Schools and facilities away from the existing Elmcourt site in order that the Elmgreen School may be constructed on the site. The Elmgreen School is programmed to open in September 2007. Detailed consideration has been given to the potential options for different construction completion dates for the new Elmgreen School which would enable occupation of new accommodation in September 2007, 2008 and 2009. It was concluded that the preferred option was the programme which would enable occupation of the new school in September 2009 with the opening of the school in temporary accommodation in September 2007 (see appendix 6). The resulting sequence of projects is as follows: 1 The refurbishment of the Norwood Park Primary school to provide temporary

accommodation for the New Elmgreen School from September 2007; 2 The refurbishment and extension of the existing Strand building to enable relocation

of Elm Court School by January 2008; 3 The construction of a new special school at the existing Willowfield school site to

enable relocation and consolidation of the Michael Tippett School by January 2008; 4 The construction of a new Pupil Referral Unit and replacement for the Braidwood

Centre on the Norwood Park Annex site to enable their relocation by January 2008; 5 The construction of the New Elmgreen secondary on the vacated Elmcourt site to

enable occupation by September 2009. It is envisaged that for Stockwell Park, construction will be phased over a 2.5 year period as the school cannot be constructed without part demolition of the existing school. The phasing and design takes into account the need to retain the 7 storey teaching block for as long as is required, and to ensure the construction of the bulk of the teaching space prior to the demolition. The school will be completed with the remainder of the build intended to occupy part of the area of the existing 7 storey block once decant and demolition have take place. A detailed critical path programme has been prepared and is included under appendix 7. Key milestones drawn from this programme are as follows, and for Stockwell Park assume the separate procurement of a design team and a D&B contractor. Options are being

Page 44


considered to identify how the length of the procurement can be reduced to allow the school to be delivered earlier:

Milestone Stockwell Park

Elm Court (SEN)

Michael Tippett

PRU Temporary Elmgreen

Elmgreen

Selection of design team

Jul 07 May 06 May 06 May 06 May 06 Mar 07

Outline planning permission

N/A N/A N/A N/A N/A Oct 06

Appointment of contractor

Jul 07 Dec 06 Dec 06 Dec 06 Dec 06 Mar 07

Full planning permission

Dec 07 Oct 06 Oct 06 Oct 06 Oct 06 Oct 07

Commence construction

Jan 08 Jan 07 Jan 07 Jan 07 Dec 06 Jan 08

Open school

Phased 2008 -10

Jan 08 Jan 08 Jan 08 Sep 07 Sept 09

5.3 Procurement strategy The programme has limited float and when considered with other procurement objectives (including cost, quality and risk) suggests that a design and build method of procurement is most feasible. Two variant forms of the design and build option will be used to procure the construction work for the schools, due to the timescales, using the OJEU process: 1 A two stage design and build contract to procure the construction for the packages

with restricted timeframes i.e. the Elm Court Special, Michael Tippett Special, Park Campus and the temporary Elmgreen;

2 A single stage Design and Build contract to procure the construction for the

packages with longer timeframes i.e. the construction of the new Elmgreen Secondary School and Stockwell Park School.

The design team for the new Special Schools, the Park Campus and the Temporary School will be procured directly by the Council’s technical advisors (Navigant/Precept) to enable the design to progress concurrently with the procurement of the Design and build contract and to meet required timescales of the programme. The design team may then be novated to the design and build contractor, or recommended to the contractor for use at their discretion after stage 2 tenders. It is envisaged that separate Architects will be procured for each site (and that their scope may include related consultants e.g. acoustics, landscape design etc) and a single design consultancy, for each of the disciplines (M&E, civil/structural, QS and planning supervisor), appointed for the whole package. Procurement of construction will then take place using a two stage tender process.

Page 45


The design team for the Elmgreen School and Stockwell Park School will be appointed via OJEU as construction is not due to commence on site until 2008. It is proposed that the construction for this work package will be procured using a more conventional single stage design and build procurement route (with or without novation of the design team). Alternatively it may be possible to use the one school framework (currently the Academies Framework) which is being established by PfS and is due to go live in September 2006. This approach would avoid the need to go through OJEU advertisement and may therefore ultimately save time. More detail on the procurement options considered is contained in appendix 8. The phase 1 programme has been informally market tested with a range of potential contractors. Interest has been more marked from small and medium sized providers, who find the programme attractive in that it is conventionally funded and there is no need to enter into a Local Education Partnership arrangement. Similarly, large contractors have indicated that the relatively modest capital value of the programme and a lack of investment opportunities make it less attractive to them. The OJEU notice for the initial work packages making up the phase 1 programme was published on 9 May 2006. The notice has received a good response from the market to date, with an estimated 30 potentially suitable bidders requesting a Pre-Qualification Questionnaire (PQQ).

Page 46


5.4 Programme organisation and governance The phase 1 programme has been established as a sub-programme under the overall BSF programme and therefore will comply with the governance arrangements for BSF which are described in detail in the Project Initiation Document and summarised below for completeness: 5.4.1 Overall BSF programme management structure Lambeth are in the process of “Gearing up for Improvement” throughout the Authority and the proposed reorganisation is intended to provide broader and improved services to a diverse community of service users and will have a particularly positive significance for hard-to–reach user groups. Lambeth’s new Children and Young Peoples Service (CYPS) has been established to meet legislative requirements and two of Lambeth’s’ five key priorities: 1 Building Schools for the Future; 2 Services for children and young people.

The new Service brings together all education and social care services for children and young people and was formally launched in October 2005. Since then, and for some time prior, officers at all levels have been involved with the BSF programme within Lambeth ensuring that a clearly defined and workable governance structure is in place to manage the major decisions required with a programme of this size. The Council remains committed to developing and implementing all management and governance processes through close collaboration with all relevant departments, schools and stakeholders where necessary. The programme is managed by Phyllis Dunipace as Sponsor and Michael Pocock as Programme Director with the support of a dedicated project team. Project Sponsor: Phyllis Dunipace, Executive Director of Children and Young Peoples Services, will be the Project Sponsor. She is the senior officer who is accountable to the Programme Board and Cabinet for delivery of the programme objectives. Programme Director: As Programme Director, Michael Pocock is accountable to the Sponsor and the Programme Board for the day-to-day detailed management of the programme and provides the interface between the Programme Board and the delivery side of the project team. Project Team: The make up of the overall project team is included in a visual format in Appendix 8. In order to ensure that the team incorporates the necessary expertise, external consultants have been employed to carry out key roles within the team. Over the longer term, Lambeth officers will be recruited or drafted in to these roles.

Page 47


The following advisers have been appointed: • Project Management: Atkins/Faithful & Gould; • Technical: Precept Programme Management (now Navigant Consulting); • Legal: Project Partnerships; • Financial: PWC. Key members of the Project Team meet weekly (DMG meetings), twice a month (Lead Advisors meeting) and monthly (Project Team Meetings), and meetings are recorded. Each key member of the Project Team is responsible for one or more of the major functional areas of work and establishes robust project structures and systems that will deliver the defined objectives The governance structure established for BSF is demonstrated below:

THE CABINET

LAMBETH STRATEGIC

MANAGEMENT BOARD

BSF PARTNERSHIP

STEERING GROUP

COMMISSIONING BOARDS

LEGAL BOARD TECHNICAL ADVISORS FINANCE

BOARD EDUCATION ADVISORY

BOARD

CYPS DIRECTORATE MANAGEMENT

TEAM

CORPORATE TEAM

SUB-GROUP

BSF PROJECT TEAM

BSF PROJECT BOARD

Further details of each group are provided below: Project Board: Governance of the BSF processes is overseen by the BSF Project Board which is chaired by the Chief Executive of the Council. Membership is made up from senior Council Officers and representatives from PfS, DfES and the 4P’s. The Project Board sets the objectives of the project and is also responsible for risk management and managing the political dimensions of project.

Page 48


The ultimate authority for making decisions lies with the council’s Executive Committee. Reports for decision produced by the project team go to the project board and thence the Council’s Cabinet for approval, before going to central government for any approvals as appropriate. The Project Board meets monthly with the outcome and actions recorded. BSF Partnership Steering Group: This group is predominately made up of head teachers and other partners such as the Police and the Primary Care Trust, the DfES, 4P’s, Sport England, Youth Council and Union Representatives. Following a review of the format and frequency of meetings held it has been agreed to keep these key stakeholders informed via the issue of a regular electronic BSF update. Specific sessions or workshops will also be held to engage these key stakeholders as required and three head teacher representatives also attend the BSF Project Team meetings to ensure that the key stakeholders' views are made known. The Children & Young People’s Services Departmental Management Team (DMT): This group oversee policy, procedural and operational issues relating to the management of Education services, Local Authority wide issues, strategic and operational partnership and advise the Executive Director of Children and Young Peoples Services of all decisions. They are also tasked to monitor the performance and progress made by the BSF team. The BSF project sponsor and Programme Director are included on the members list of Children & Young People’s Services DMT, which considers BSF in their weekly standing agenda. The Corporate Team Sub-Group: Provides member scrutiny and input outside the Executive Committee, and BSF is fully represented by the project sponsor and Programme Director. Lambeth Strategic Management Board (SMB): Has a similar role to DMT, although this group would have a wider strategic oversight of the BSF Programme and other Local Authority activity and is in a strong position to resolve any cross-departmental interdependencies. BSF are represented in this group through the project sponsor. Lambeth Education Advisors Group: The Education Advisors Group has been established to drive the educational transformation part of the BSF programme and act as a key interface with the remainder of the Project Team. The group are an integral element of the Project Team liaising on educational related issues and ensure coordination of the educational vision agenda. 5.4.2 Use of CABE and CDA CABE has been involved in the procurement of the design teams for phase. Currently there is no specific Client Design Advisor appointed on the Elmcourt and Stockwell Park Programmes, because the Design teams appointed on the schools are doing full design. In addition, the Technical Advisors, Navigant, have been providing architectural support on the Wave 2 schemes.

Page 49


5.4.2 Phase 1 Programme Organisation The Phase 1 programme organisation is outlined in the organogram below. The overall programme organisation is attached at Appendix 8.

EXTERNAL TECHNICAL/LEGAL ADVISORS

Programme Manager

ELM COURT

Project ManagerProject Manager

Project Manager

STOCKWELL PARK

Mike PocockProgramme Director

PHASE 1 PHASE 2

PROGRAMME SUPPORT

• FINANCE

• PROCUREMENT

• ICT

• PROCESSES & SYSTEMS

• COMMUNICATIONS

• STAKEHOLDER ENGAGEMENT

• HUMAN RESOURCES

• ADMINISTRATION

• ARCHBISHOP TENISON’S SCHOOL

• BISHOP THOMAS GRANT RC SCHOOL

• CHARLES EDWARD BROOKE CE GIRLS’ SCHOOL

• DUNRAVEN SCHOOL

• LA RETRAITE RC GIRLS’ SCHOOL

• LANSDOWNE SCHOOL

• LILIAN BAYLIS TECHNOLOGY SCHOOL

• LONDON NAUTICAL SCHOOL

• NORWOOD SCHOOL FOR GIRLS

• St MARTIN-IN-THE-FIELDS CE HIGH SCHOOL FOR GIRLS

• TURNEY PRIMARY ANS SECONDARY SPECIAL SCHOOLProject Manager

Senior Project Manager

Phylis DunipaceProject Sponsor

Executive Director, CYPS

5.5 Consultation and stakeholder commitment Lambeth has a communications strategy in place to ensure that communication and consultation are carried out using the correct channels and ensuring that the right stakeholders are engaged as and when appropriate. The following table identifies the level of consultation engaged in to date and the proposed level of consultation:

Stakeholder Group

Format of consultation Dates of Sessions

Head teachers One to one sessions Vision Workshops

31/10/05;1/11/05; Further sessions scheduled for Summer 06 20/9/05;29/9/05;4/10/05;13/10/05

Page 50


Group Consultation Workshop Group Meetings Vision to reality meetings for sample schools and Wave 2 schools ICT strategy paper LEP Workshop

30/10/05; 23/3/06 18/10/05; 2/11/05 ; 25/1/06; 21/2/06; 23/3/06 ongoing From November 2005 Initial Paper issued 28 March 2006 23 March 2006

School Governors

Group Consultation Workshop Attendance at Governor meetings LEP Workshop Meetings with Head teacher and Chair Formal governing body meetings as necessary

Attended Vision workshops above plus 31/10/05; follow up 30/11/05 Anticipated for Spring 2006 23 March 2006Schedules for Early Summer 06 Summer 06

School Community (Teachers, Staff, Pupils and Parents)

Group Consultation Prioritisation and scope paper LEP session School Organisational Committee/School Organisational Plan sessions SOC Notices as appropriate Questionnaire letter

30/10/05 workshop plus via School Organisational Committee consultation Spring 2006 Issued to primary and secondary schools plus officers and some Councillors 23 March 2006 Anticipated Spring 2006 Anticipated Summer/Autumn 06 Summer 06

Learning Skills Council

Project Steering Group Group Consultation Workshop One to one session

Monthly updates or meetings 30/10/05; 21/9/05 with follow up in November 05

London Challenge

Meeting 27/6/05

Surrounding Local Authorities

One to one sessions including discussions on pupil place planning

Croydon 21/7/05 Merton 14/7/05 Southwark 21/7/05 Wandsworth 28/6/05 Westminster 14/7/05 Further contact via questionnaire letter

Local Businesses (Utilising the Lambeth

Group Consultation Workshop

30/10/05; follow up 30/11/05

Page 51


Revitalise Database)

SOC consultations SOC notice

Anticipated Spring 06 Anticipated Summer 06

Community Representatives (Revitalise Database)

Consultation Workshops SOC consultations SOC notice

Vision sessions on 5/10/05;10/10/05;12/10/05 and invited to SOC sessions Anticipated Spring 06 Anticipated Summer 06

DFES Project Board and Steering Group

Monthly updates or meetings

4Ps Project Board and Steering Group

Monthly updates or meetings

School Organisational Committee

Individual One to one sessions Informal and Formal sessions

Guidance meeting held 12/1/06 plus sessions with PLACE in compiling School Organisational Plan (SOP). SOP to be issued in early summer 06 with formal meeting planned for July 06. Individual SOC notices to be addressed as necessary.

Diocese Boards Individual One to one sessions Project Steering Group Attendance at workshop LEP sessions SOC sessions Questionnaire letter

27/10/05 CofE; 10/10/05; 28/10/05 RC Monthly meetings or updates 30/10/05 RC 8/2 and 10/2/06 Reps on SOC and invited to SOC sessions To be issued Summer 06

Trade Unions Project Steering Group One to one BSF update session Copied into SOC proposals

Monthly 17/10/05 20/3/06 As published Summer 06

Local Education Providers

Group Consultation Workshop

30/10/05

Local Authority Departments

One to one sessions Project Team and Steering Group Educational Advisor group

Various dates to cover specific topics Monthly or ad hoc Fortnightly meetings

Lambeth Youth Council

Project Steering Group Monthly updates or meetings

NHS Primary Care Trust

Project Steering Group One to one

Monthly updates or meetings 15/3/06

Police Authority Project Steering Group One to One

Monthly updates or meetings 6/2/06

Academy Sponsor (Ark)

One to one meeting 14/10/05

Parents SOC consultations SOC notice

Anticipated Spring/Summer 06 Anticipated Summer/Autumn 06

Pupils SOC consultations Anticipated Spring/Summer 06

Page 52


SOC notice Anticipated Summer/Autumn 06 Local community (surrounding schools)

Outline planning sessions SOC consultation sessions

Michael Tippett and Elmgreen/Elmcourt sessions undertaken on 5/6 April 2006. Follow on session planned for May 06 Anticipated Spring/Summer 06

5.6 Risk management Lambeth has adopted a rigorous risk management process for the BSF programme. The process covers Strategic, Operational, Governance and Project risks and is structured to consider risks throughout the Corporate and Programme hierarchy (i.e. at overall Programme level, at sub-programme level for phases 1 and 2 and at Project level). The phase 1 risk register is included under appendix 10.

Page 53


6.0 FINANCIAL IMPLICATIONS [Not used – Confidential]

Page 54


APPENDIX 1 SCHOOL VISIONS/DESIGN BOOKLETS

Page 55


APPENDIX 2 SITE OPTIONS ANALYSIS

Page 56


APPENDIX 3 CRITERIA SCORING MATRIX FOR STOCKWELL PARK

Page 57


APPENDIX 4 FEASIBILITY STUDIES

Page 58


APPENDIX 5 ICT GAP ANALYSIS

Page 59


APPENDIX 6 OPTIONS FOR TIMING OF NEW SCHOOL

Page 60


APPENDIX 7 DETAILED PROGRAMME

Page 61


APPENDIX 8 PROCUREMENT REPORTS

Page 62


APPENDIX 9 PROJECT MANAGEMENT STRUCTURE

Page 63


Kate HayesProject Manager

VacantBSF Strategic Support Officer

Robin CarterFinance Manager

Paul GibbsProgramme Manager

Kaz RozputynskiProject Manager

Steve TubbySenior Project

Manager

Priya KantariaProject Coordinator

Indy Badwal Project Manager

Chris Davis ICT officer

Brian NortonPrecept PM - Technical

Advisors

Graham BurnsLegal Advisors, Projects

Partnership

Martin ChilcottEducation Advisors, Place

Matthew WilliamsFinancial Advisors , PWC

Lambeth Officers & Advisors All Departments, CYPS

Lesley SheppardConfiguration

LibrarianKarin Ingram

Project Manager

Michelle BanvillePersonal Assistant

Rene LabuschagneOffice Administration

COMMUNICATIONS STAKEHOLDER ENGAGEMENT

& VISION

SBC/OBC (Phase 2)

SYSTEMS, CONFIGURATION MANAGEMENT & PROGRAMMING

ICT

PHASE 1

PROCUREMENT, ICT SUPPORT, BCs OVERVIEW

Helen Foster-TurnerProject Manager

DeviaFinance Manager

Matt EadesSenior Project

Manager

Abioye PhilipsProject Manager

Tom GordonProject Manager

ELMCOURT

Nick CoultonProject Manager

David AndrewsProject Manager

Kate HayesProject Manager

STOCKWELL PARK

Mike PocockProgramme Director

Donald FarquarsonStrategic Advisor

Christian WilliamsProgrammer

HR, TRAINING AND

ADMINISTRATION FINANCE

NOTE: The long term resource strategy identifies that Lambeth officers will assume the roles currently resourced through external advisors .

Page 64


APPENDIX 10 RISK REGISTER FOR PHASE 1

Page 65


APPENDIX 11 WHOLE LIFE COST MODELS

Page 66


APPENDIX 12 FUNDING ALLOCATION MODEL

Page 67


Page 68

APPENDIX 13 SUPPORTING LETTERS

Documents

Outline Business Case - Lambeth