181 The overall level of unfilled places in schools in Cardiff is too high. The authority has made little progress in reducing the overall level of surplus places. The authority has nearly 9,000 surplus places, over 16% of the total capacity of its schools. In January 2008, the authority had 17.1% surplus capacity in its primary schools and 15.5% in its secondary schools. There was significant surplus in 31 of the authority’s 104 primary schools and in seven of the authority’s 20 secondary schools. However, seven of the authority’s primary schools were oversubscribed. In January 2007, the latest year for which comparative data is available, the net surplus capacity in
primary schools was slightly better than the Wales average, but in secondary schools the net surplus capacity was worse than the Wales average. The authority’s
projections, based on detailed analyses, indicate a future reduction in pupil numbers and further increases in surplus capacity.
182 Within this overall context, the authority has identified a recent increase in the demand for Welsh-medium education. The authority has recognised the need to specifically address this increased future demand for Welsh-medium provision as a key priority within its overall school organisation programme.
July 2008
183 The authority has robust school places information systems. School capacity calculations have recently been measured, assessed and agreed by schools. The authority’s scrutiny committee and the Wales Audit Office have both reviewed the authority’s pupil forecasting methodology and considered it to be well developed and robust. The authority has produced accurate city-wide forecasts of pupil numbers. School level forecasts within Single Education Plans have not been as accurate but this has not been significant in the development and consideration of the authority’s school organisation programme.
184 The authority has for some time had a visible corporate commitment to progressing its school organisation programme. It has, however, been slow to begin to tackle the high proportion of surplus places in schools. In 2006, a ‘city-wide investment plan’ failed to obtain member approval and there have been no significant school
organisational changes for a number of years. There has therefore been very little impact on reducing the overall level of surplus places.
185 Following the failure of the 2006 ‘city-wide investment plan’, there is a fresh impetus and commitment by members, officers and headteachers to the need for school reorganisation. Elected members, corporate directors and senior officers share a common vision of how the organisation of schools in Cardiff can contribute to the wider regeneration of the city’s communities and a more inclusive school system, for example, through ensuring a greater focus on the wider community use of school buildings. Together with headteachers and other stakeholders, these members and officers have a good understanding of the nature of the challenges that a school organisation and investment programme will present. Among all stakeholders, there is a strong optimism and confidence that significant progress can now be made. 186 The authority has very recently approved a significant package of reorganisation
proposals that will remove some surplus places and involve significant capital investments. This approval publicly evidences the authority’s commitment to its reorganisation agenda.
187 The authority has initiated a good range of useful structures to support the
management of the current and future school development proposals. These include the introduction of a Programme Board, Programme Panel and effective project management arrangements. These structures have strengthened planning and implementation and enhanced corporate ownership of this project.
188 The authority has made significant progress in identifying investment needs and realistic funding opportunities to address these needs. Executive members and corporate directors have already taken some difficult decisions and made a clear commitment to the ring-fencing of capital receipts arising from the sale of surplus school accommodation and specific revenue savings to support the significant capital investment needs.
189 The early and continuous involvement of legal and human resources officers has demonstrated an understanding that school organisation changes are not just issues relating to school places and buildings, but have significant consequences for
individuals working in schools and other stakeholders. In addition, officers have demonstrated a clear recognition of the need for effective communication, consultation and strict adherence to statutory requirements.
Asset management planning
190 The SLLS asset management plan is of good quality. There are robust information systems that ensure that decision making is underpinned by accurate and up-to-date information on condition, suitability and sufficiency. Officers intend to update asset management information annually.
191 Current information demonstrates that many of the authority’s school buildings are in poor condition and are not fit for purpose. At current funding levels, they are
deteriorating. Welsh Assembly Government grant funding has boosted capital investment in recent years but, given the scale of need in the city, this has made limited impact on the overall condition of schools.
192 The authority has a clear commitment to develop its schools as community-focused assets, and intends that future school reorganisations should contribute significantly to its wider corporate regeneration objectives. The extent to which this vision can be fully realised will be influenced by the quality of planning outside the education service, since sound decisions can only be taken in the context of a full
understanding of the condition and suitability of all the authority’s buildings. Whilst education service asset management planning is good, planning is less well
advanced in other authority services. Therefore, this has the potential to be a barrier to the planning of community-focused schools.
Admissions to schools
193 The authority manages admissions to schools effectively. Admissions criteria are clear and are followed consistently. Nearly all parents get their first choice of school for their children although this, in part, further contributes to the oversubscription at a minority of schools. The Admissions Forum, which meets termly, is reasonably well attended and covers an appropriate range of issues.
194 The parents’ information booklet is transparent, clear and easy to understand. Appeals are dealt with promptly although delays in issuing formal confirmations of appeal decisions are currently causing some subsequent problems.
Home-to-school transport
195 The authority’s home-to-school transport service has good features but there are a few shortcomings that need to be addressed.
196 Home-to-school transport policy is clearly written. Provision is more generous than is statutorily required. There are escorts on all primary school buses and CCTV on all secondary school routes. An identity card system has been introduced for drivers and escorts. Schools have generally expressed satisfaction with the service.
197 However, there is no code of practice for home-to-school transport that has been the subject of consultation with, and clarifies the responsibilities of parents, pupils,
schools and transport operators.
198 Training of bus escorts has not been carried out for some time and there has been no specific child-protection training. Lack of resources has meant that there has been limited spot checking carried out and performance on punctuality and reliability has not been monitored regularly.
July 2008 Support services
Grade 2: Good features and no important shortcomings