STEPHENSON GREEN PROOF OF EVIDENCE...1 STEPHENSON GREEN PROOF OF EVIDENCE 1.0 Introduction 1.1 I am Susan Margaret Owen and I hold the post of Strategic Officer with Leicestershire

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STEPHENSON GREEN

PROOF OF EVIDENCE

1.0 Introduction

1.1 I am Susan Margaret Owen and I hold the post of Strategic Officer with

Leicestershire Council. I am responsible for the planning and provision of

pupil places in Leicestershire. I have been employed by Leicestershire

County Council (LCC) since February 2002 and have held my present post

since July 2011. I have over 10 years experience of the planning and

provision of pupil places and have held various posts in the public sector

including Business Manager at a Leicestershire Upper school.

1.2 My proof is in support of the LCC’s request that appropriate and adequate

planning obligations be secured under a section 106 agreement with the LCC

for educational requirements to make the proposed development acceptable

and sustainable in planning terms.

1.3 In preparing my proof I have had regard to the criteria for developer

contributions under Circular 05/2005 and to the relevant provisions of the

Community Infrastructure Levy regulations 2010.

1.4 A colleague, Andrew Tyrer, the County Council’s Developer Contributions

Officer, has produced in his proof the required key planning and developer

contributions policies which underpin the LCC’s case but which I will not

repeat in my proof.

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2.0 EDUCATION

2.1 The County Council is the Local Authority (LA) and has statutory responsibility

for the provision of education services. Under Section 14 of the 1996

Education Act, local authorities must secure sufficient appropriate school

places to serve their area. The available schools must be sufficient in number,

character and equipment to provide for all pupils the opportunity of appropriate

education. Section 2 of the 2006 Education and Inspections Act places

Leicestershire Children and Young People’s Service as the appropriate local

authority, under a further duty to secure diversity in the provision of schools

and increase opportunities for parental choice.

2.2 The 2006 Act also casts local authorities in the role of ‘commissioners of

places’ and requires the running of new schools to be subject to open

competition, unless there are exceptional circumstances. Groups such as

parents and faith communities are thus encouraged to ‘bid’ to run new schools.

It must be noted that the competition process adds to the timescales and

complexity of opening schools on new developments.

3.0 ADMISSIONS POLICY

3.1 Under Section 84 of the School Standards and Framework Act (SSFA) 1998

as amended by Section 40 of the Education and Inspections Act 2006 the

School Admissions Code gives the statutory basis for admissions to all

maintained schools.

In compliance with the Schools Admission Code the Leicestershire County

Council has a School Admissions Policy (SAP) a copy of which is attached as

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Appendix A. The County Council has a duty to provide school places for all

pupils resident in its area: Leicestershire achieves this by giving high priority

to catchment area pupils and allowing parental preference wherever possible.

Within the SAP it lists children’s entitlement as:-

• A place in the catchment area school

• A place in a preferred school, if there is room

• To be considered according to the same priority criteria as other children

where the preferred school is oversubscribed.

In operating this policy the LA arrangements comply fully with the mandatory

requirements of the School Admissions Code and Part 3 of the SSFA.

Every school has an Admission Number (AN) which is calculated by dividing

the net capacity of a school by the number of year groups.

4.0 MAINSTREAM HOME-SCHOOL /COLLEGE TRANSPORT POLICY

4.1 The Local Authority has a duty to make arrangements to facilitate attendance

at Schools and Colleges by providing transport in certain circumstances.

The Mainstream Home-School/College Transport Policy (Version May 2011)

document sets out the Policy and Procedures that apply. Please see

Appendix B.

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4.2 Free transport is provided under the Education Act 1996, Sec 444(5) for:

Primary age pupils who attend the catchment school for their home address

and the distance is more than 2 miles.

Secondary age pupils who attend a catchment school for their home address

and the distance is more than 3 miles.

4.3 Distances are measured by the shortest available walking route from the

middle of the road immediately outside the home address to the nearest

school or college entrance. A route is available if it is a route along which a

child accompanied by a responsible adult can walk with reasonable safety to

school. Distances are measured in a consistent fashion using the County

Council’s MapInfo software.

5.0 CALCULATING SCHOOL NET CAPACITIES

5.1 The Secretary of State requires all LA’S under Section 29(1) of the Education

Act 1996 to inform the Department of the Net Capacity (NC) of each school in

its area and any changes to a school’s net capacity. The Department for

Education and Schools published guidance in August 2002 – “Assessing the

Net Capacity of Schools”. Please see Appendix C (Core Evidence).

5.2 Net capacity was devised by the DFE as a single, robust and consistent

method of assessing the capacity of schools. For Primary schools the NC is

calculated on the basis of the number and size of spaces designated as class

bases. For Secondary schools it is based on the number, size and type of

teaching bases and the age range of the school. In both cases it is checked

against the total useable space available which must be measured and

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ensures that there is neither too much nor too little space available to support

the core teaching activities.

5.3 Every school by law has to have a separate Admission Number (AN) to

determine how many children can be legally admitted to that school year by

the Admissions Authority, in this case the Leicestershire County Council.

The Local Authority and the School do not have a say in how the NC is

calculated, as it is calculated using a national formula as set out by the DFE.

In the case of a Primary school a figure of 90% of the maximum capacity is

used as the minimum capacity figure and therefore set a range within which

the school can set its Admission Number.

In the case of secondary schools a figure of 10% lower than the maximum

capacity is used as the minimum capacity to generate the capacity range.

5.4 Over the County, schools vary in age, design, shape and site. The

Government acknowledges that a single formula could not take into account

all of the different varieties of schools, so they devised the net capacity

assessment to give a range of numbers of children who could safely attend

the school. (A maximum and a minimum capacity). It is then down to the

Head and Governors of each school in consultation with the Local Authority to

determine what is an appropriate maximum number of children for that

school. This has to be on the range given by the Government formula, but

allows schools to take into account individual circumstances of their own

schools, including the educational profile of the pupils attending the school,

how the school is organised and how the curriculum is arranged and

delivered, and how buildings and the site is set out.

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5.5 This means that for some schools, the school can easily set the number of

children at the top of the range and be satisfied that all children will have

sufficient space, both during lessons and during break times to be safe and to

be able to develop, to learn and to be sociable.

5.6 Other schools, however, may need to set their net capacity at the lowest part

of the range if there is some complexity of the buildings or site or for

educational or organisational reasons.

5.7 Many schools, however, set their capacity at some point along the range.

Every school tries to maximise the number of children that it believes it can

safely accommodate, but has to balance other factors such as educational

outcomes, safety and practicalities to achieve this balance.

5.8 The reasons for Admission Numbers are as follows:

(i) The Local Authority is funded for the number of pupils and not the

number of places in schools.

(ii) To ensure Key Stage One class sizes are at or below 30 to comply

with the statutory requirement.

(iii) Leicestershire Local Authority is of the view that the efficient use of

resources is prejudiced when accommodation is under-utilised in

some schools whilst other schools may have numbers in excess of

their capacity.

(iv) It is important that group sizes are not excessive, particularly in

specialist areas (e.g. Science and Design), where group sizes have to

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be limited for safety reasons, but also for the many other facilities

needed in schools such as toilets, playgrounds and playing fields.

(v) Admission Numbers enable schools to plan for the future. As complex

social organisations, schools need to be able to plan for the groupings

of pupils, curriculum provision, class and set sizes, both teachers' and

pupils' timetables and the appointment and allocation of staff.

5.9 If a school sets an Admission Number which is above the maximum capacity

figure then it must fund the provision of the additional accommodation

required to educate the pupils it is agreeing to admit.

5.10 If a school wishes to set an Admission number which is below it’s minimum

capacity then it is restricting and reducing the availability and choice of pupil

places within an area and therefore the Local Authority must publish a

Statutory Notice to enable it to do so. This gives any person or organisation

the opportunity to object to the proposals.

5.11 Empty places at a school do not necessarily equate to their being sufficient

capacity at that school, as it is generally accepted that schools should not

operate at 100% of their capacity.

The Audit Commission wrote in their 2002 report Trading Places – A Review

of Progress on the Supply and Allocation of School Places (Section 2,

Paragraph 7) that “It is unrealistic and probably undesirable to aim for a

perfect match of pupils and places at each school. Some margin of capacity is

necessary to allow pupil’s choice…Not all unfilled places are surplus”

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6.0 POLICY AND PROCEDURES RELEVENT TO THE CALCULATION OF

SECTION 106 REQUIREMENTS

6.1 The School Admission Policy, The Assessment of Net Capacities and the

Mainstream Home-School/College Transport Policy are relevant in the

calculation of Section 106 contributions for Primary and Secondary education.

The County Council’s consideration of whether developer contributions are

required will be informed by the net capacity figures as reported to the

Department for Education.

6.2 Calculation Methodology:-

When calculating an education contribution Leicestershire County Council

use the formula developed for predicting additional demand from new housing

on primary school age pupils it is 0.24 places per house and 0.043 places per

flat/apartment with all one bedroom properties being excluded. The

equivalent factors for Upper school age places are 0.1 per house and 0.016

per flat/apartment.

6.3 The cost of providing a pupil place in Leicestershire is £12,099.01 for Primary

school, £17,876.17 for High school and £18,355.16 for Upper school.

6.4 On the basis of 1,420 homes with two or more bedrooms as proposed by the

development the pupil yield would be as follows. This table also includes the

number of pupil places claimed for through the Section 106 contribution.

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Education Sector Pupil Yield Number of Pupil Places

claimed for

Primary 340 270

High 142 12

Upper 142 0

Total 624 282

7.0 EXISTING FACILITIES AND DEMAND

7.1 The County Council Children and Young People’s Service has made an

assessment of the appeal site and the proposed development in relation to

the primary school and secondary school sectors. The calculations are based

on pupils on roll at each school at the start of the academic year 2011/12, the

latest births data and five year pupil forecasts. Please see Appendix D

8.0 PRIMARY SCHOOL SECTOR

8.1 The proposed development, the subject of this planning appeal is within the

catchment area of two primary schools, Whitwick St. John the Baptist Church

of England Primary School and Coalville Broom Leys Primary School. If this

development was to be upheld on appeal and the development commenced,

then it would be likely to generate 341 pupils of primary school age.

8.2 Whitwick St John the Baptist has a net capacity of 350 pupil places and 538

pupils are projected on roll should this development proceed (a deficit of 188

places). Coalville Broom Leys has a net capacity of 595 pupil places and 758

pupils are projected on roll should this development proceed (a deficit of 163

places).

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Net Capacity

Forecast Number on Roll including pupils from development

Deficit

Whitwick St John the

Baptist

350 538 188

Coalville Broom Leys 595 758 163

351

8.3 The overall deficit in the local catchment primary schools affected by this

development would be 351 places, of which 341 would be attributed to pupils

from the development. There are six other primary schools within a two mile

available walking route of the development. See Appendix E. The deficit or

surplus of places at these schools are listed below:-

New Swannington Primary School Deficit of 8 pupil places

All Saints C of E Primary School Surplus of 19 pupil places

Holy Cross R C Primary School Deficit of 1 pupil place

Belvoirdale Primary School Surplus of 61 places

Hugglescote Primary Full to capacity

Coalville St Clares Primary Surplus of 10 places

8.4 Within these 6 schools overall there are a surplus of 81 pupil places this

reduces the overall deficit of places in the area of the development from 351

to 270, all of which are attributable to the development.

8.5 Whitwick St John the Baptist Primary School occupies a restricted site and it

is therefore not possible to extend this school to accommodate the additional

pupils.

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8.6 Coalville Broom Leys Primary School is already one of the largest primary

schools in Leicestershire and educationally the outcomes for pupils would be

impacted severely if it was to be made any larger.

8.7 Therefore in order to provide the additional primary school places anticipated

by the proposed development the County Council would require the allocation

of a suitable area of land of at least 2 ha within the appeal site and the

provision of a 270 place primary school.

9.0 SECONDARY SCHOOL SECTOR

9.1 The site falls within the catchment area of Coalville Castle Rock High school.

The school has a net capacity of 600 pupil places and 671 pupils are

projected on roll should this development proceed thereby creating a deficit of

71 places.

There is another High school within a three mile available walking route of the

development; this is Coalville Newbridge High School. The school has a net

capacity of 590 and 531 pupils are projected on roll, a surplus of 59 places.

9.2 The deficit of 71 places created by this development can therefore partly be

accommodated at Newbridge High school and a claim for an education

contribution of 12 places in the high school sector of £214,514.04 is justified,

to address the shortfall of places attributed to this development.

9.3 The County Council’s original and previous high school contribution

requirement in February 2011 was £1,144,074.58. However, the latest

response reflects the intake at the start of the 2011/12 academic year to the

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aforementioned high schools and the latest pupil forecast. In addition

Coalville Newbridge High School has increased its Net capacity by 60 pupils

places following the building of a new Sports Hall. The overall impact has

been to reduce the contribution from £1,144,074.58 to £214,514 in the

High School Sector

9.4 In arriving at this figure we have taken into account the places at Coalville

Newbridge because it is within a 3 mile walking route of the development but

it is not the catchment school. Therefore the reality is that should all of the

High school age pupils living on the development exercise their right under

the Admissions Policy to a place at their catchment school they would be

entitled to attend Castle Rock and therefore the Authority would need to fund

the provision of these additional places at Castle Rock.

The LA’s Section 106 request only seeks funding for the deficit of 12 places

across both schools.

9.5 Castle Rock currently has an Admission Number of 200, and a Net Capacity

of 600 (the capacity range is a minimum of 569 to a maximum of 633 places).

The net capacity has been set at 200 to facilitate a method of organisation

and group sizes which are appropriate to the educational needs of the

community of pupils it serves. The reasons for setting an Admission number

of 200 are outlined in following paragraphs.

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9.6 Using the Government methods of assessing deprivation and measured on

the indices of Multiple deprivation, where 100% represents the

most deprived area, the Castle Rock catchment area scores at 60.7%. The

Leicestershire average school score is 38%. The scoring is based on the

home addresses of pupils attending the school.

9.7 Based on pupils home addresses of 280 schools in Leicestershire, Castle

Rock is ranked as the 16th most deprived. The latest OFSTED report,

inspection date November 2010, published in 2011, see Appendix F, stated

that, “The proportion of students who have special educational needs or

disabilities is above the national average, as is the proportion of students with

a Statement of special educational needs. The proportion of students eligible

for free school meals is above the national average.”

9.8 Attainment levels of pupils on entry to the school are significantly lower than

the Leicestershire average. Overall progress from Key Stage 2 to Key Stage 3

for the past 5 years. (Source Local Authority & National Figures)

Average point scores

2007 2008 2009 2010 2011

Key Stage 2(Age 11) on entry to Castle Rock

26.8 27.2 27.4 26.55 27.57

Key Stage 2 national scores

27.9 27.9 27.9 27.6 27.8

Difference -1.1 -0.7 -0.5 -1.05 -0.26 Key Stage 3 (Age 14) on leaving Castle Rock

33.7 33.8 34.8 35.3 35.97

KS3 Leicestershire scores

36.4 36.4 36.9 37.3 37.7

Difference -2.7 -2.6 -2.1 -2 -1.73

Attainment 6.9 6.6 7.4 8.75 8.4

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9.9 As can be seen from the data above students enter the school with average

point scores, (based on literacy and numeracy), that are below the National

Average at Key Stage 2. Since 2009, the school have introduced the

following intervention strategies to address this issue:

• Block timetabling of subjects in Faculties to aid grouping of students and the

effectiveness and efficiency of curriculum delivery.

• One to one literacy and numeracy lessons

• Setting and small groups in English and Mathematics

• Small group work with students in literacy and numeracy

• Individualised computer based learning programmes in spelling, literacy and

numeracy.

• Fresh Start Phonics teaching to small groups in all three years

• Master classes in all areas of the curriculum

• The use of Drama with small groups in English

• ICT skills enhancement lessons with small groups in English

• Nurture Academy (Skills Academy) The Skills Academy is a nurture facility for

pupils who are academically weak, or at risk of exclusion and unable to cope

in a mainstream school setting, it requires the dedicated use of one large

classroom

• Alternative Curriculum opportunities for underachieving students

• Self Esteem, Anger Management , Counselling courses – Green Room

• Year 9 Yellow Jerseys Group offers a diverse curriculum appropriate to

students needs, a large classroom is used solely for this purpose before, after

school and during school and lunchtimes.

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9.10 The results over the last five years show that the intervention strategies are

working and students leave at the end of Key Stage Three with average point

scores that whilst below the Leicestershire average are improving year on

year. Please see table at 9.8.

9.11 The success of the current organisation and strategies is further evidenced in

the reducing the number of fixed term exclusions from school and increasing

pupil attendance figures:-

Exclusions

2008/9 9.7% 47 students

2009/10 6.1% 31 students

2010/11 5.6% 29 students

Attendance

2008/9 92.9%

2009/10 93%

2010/11 93.1%

In order to be successful the school need to continue and improve upon the

curriculum developments and intervention strategies outlined in paragraph

9.9. Any increase in the Admission numbers would require classrooms

currently used for the intervention strategies to be used for general teaching

and severely reduce the potential for these intervention strategies. In

particular the space available for small group and individual work would be

limited.

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9.12 Castle Rock is a fully accessible school and offers a suitable environment for

pupils with physical and medical conditions. Students often require additional

support because of a disability; this support takes the form of additional

staffing or specialised equipment which further restricts the space available to

admit additional pupils. “The Net Capacity calculation offers the flexibility to

allow extra space for pupils with educational needs (SEN) or disabilities. The

Net Capacity of a school can, therefore, be based on a long term policy of

inclusion of all pupils.” (Para 25 Assessing the Net Capacity of All Schools).

9.13 Castle Rock is co-located with a number of Schools including the Forest Way

Special School which is a school for pupils with a range of special educational

needs and/or disabilities and severe learning difficulties. There are exchanges

of pupils at times throughout the term this arrangement has benefits for both

sets of pupils, and crucially offers Forest Way pupils the opportunity to

experience a Mainstream school setting.

9.14 The DFE method of assessing Net Capacity gives schools the flexibility to

respond to the needs of their pupils and to set an Admission number

appropriate to their needs and the needs of the community they serve, and to

support the method of organisation that ensure the best educational outcome

for all pupils.

9.15 Castle Rock School serves a deprived community, its organisation and a

number of key initiatives are improving outcomes for pupils but it needs space

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to operate in this way and in order to provide this space it has set an

Admission number of 200.

9.16 It could not set a higher number without the loss of the intervention strategies

which have been essential for pupils progress, or the addition of more

teaching space, and this is what the Section 106 contribution would be used

to fund. If Castle Rock was to admit pupils above its Net Capacity of 600

without additional teaching space it would have a significant negative impact

on the achievement and attainment of pupils already in the schools and those

that will attend in the future. The initiatives described above would simply not

have the space within which to operate and the loss of these groups and

facilities would be to the detriment of a large number of pupils now and in the

future.

10.0 UPPER SCHOOL SECTOR

10.1 The appeal site falls within the catchment area of Coalville King Edward VII

College. The school has a net capacity of 1228 pupils and 1178 pupils are

projected on roll should this development proceed. There would be a surplus

of 50 places after taking into account the 142 pupils generated by this

development. An education contribution would not be required for this

particular sector.

11.0 FINANCIAL CONTRIBUTION SOUGHT

11.1 On the basis of 1,420 homes with two or more bedrooms, as proposed by the

development, the pupil yield will be as shown on the following table.

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Education Sector Pupil Yield Number of Pupil Places

claimed For

Primary 340 270

High 142 12

Upper 142 0

Total 624 282

The County Council would require a suitable site of 2 hectares and a 270

place primary school building to accommodate the additional capacity

generated by the proposed development.

In the case of the High School education contribution the County Council

would require a financial contribution of £214,514.00 to accommodate the

additional 12 pupils generated by the development.

12.0 PROPOSED USE OF CONTRIBUTION

12.1 The primary school education contribution would be used to accommodate

the additional pupils created by the proposed development and to provide for

the additional capacity needed to cater for the additional pupils by providing

a new primary school within the site of the proposed development.

12.2 The high school education contribution would be used to accommodate the

additional pupils (12) created by the proposed development and to provide

the additional capacity needed to cater for the additional pupils by providing

additional generic classroom space of 110m2 at Castle Rock. This would

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provide a flexible space which the school could use for a variety of curriculum

subjects and would also lend itself to separation into smaller teaching rooms

for small group work with less able students.

12.3 On receipt of the first instalment of the S106 contribution the Local Authority in

conjunction with the school would commission an Architect to prepare a

scheme to RIBA Stage D (Planning Permission in place) on receipt of

subsequent instalments this work would proceed to ensure the space was

available in time for use by the additional pupils.

12.4 The contribution for the high school sector would be spent on the purposes

describe immediately above within five years from the date of the County

Council receiving the final instalment of the education contribution in full.

Sue Owen

Strategic Development Officer

12 December 2011

1 mile1 mile1 mile1 mile1 mile1 mile1 mile1 mile1 mile

1.7 miles1.7 miles1.7 miles1.7 miles1.7 miles1.7 miles1.7 miles1.7 miles1.7 miles



2 miles2 miles2 miles2 miles2 miles2 miles2 miles2 miles2 miles


Saint Clare's Catholic Primary School, Coalville, LeicestershireSaint Clare's Catholic Primary School, Coalville, LeicestershireSaint Clare's Catholic Primary School, Coalville, LeicestershireSaint Clare's Catholic Primary School, Coalville, LeicestershireSaint Clare's Catholic Primary School, Coalville, LeicestershireSaint Clare's Catholic Primary School, Coalville, LeicestershireSaint Clare's Catholic Primary School, Coalville, LeicestershireSaint Clare's Catholic Primary School, Coalville, LeicestershireSaint Clare's Catholic Primary School, Coalville, Leicestershire

Broom Leys SchoolBroom Leys SchoolBroom Leys SchoolBroom Leys SchoolBroom Leys SchoolBroom Leys SchoolBroom Leys SchoolBroom Leys SchoolBroom Leys School

New Swannington Primary SchoolNew Swannington Primary SchoolNew Swannington Primary SchoolNew Swannington Primary SchoolNew Swannington Primary SchoolNew Swannington Primary SchoolNew Swannington Primary SchoolNew Swannington Primary SchoolNew Swannington Primary School

Holy Cross Catholic Primary School, Whitwick, LeicestershireHoly Cross Catholic Primary School, Whitwick, LeicestershireHoly Cross Catholic Primary School, Whitwick, LeicestershireHoly Cross Catholic Primary School, Whitwick, LeicestershireHoly Cross Catholic Primary School, Whitwick, LeicestershireHoly Cross Catholic Primary School, Whitwick, LeicestershireHoly Cross Catholic Primary School, Whitwick, LeicestershireHoly Cross Catholic Primary School, Whitwick, LeicestershireHoly Cross Catholic Primary School, Whitwick, Leicestershire

Whitwick St John The Baptist Church of England Primary SchoolWhitwick St John The Baptist Church of England Primary SchoolWhitwick St John The Baptist Church of England Primary SchoolWhitwick St John The Baptist Church of England Primary SchoolWhitwick St John The Baptist Church of England Primary SchoolWhitwick St John The Baptist Church of England Primary SchoolWhitwick St John The Baptist Church of England Primary SchoolWhitwick St John The Baptist Church of England Primary SchoolWhitwick St John The Baptist Church of England Primary School

Belvoirdale Community Primary SchoolBelvoirdale Community Primary SchoolBelvoirdale Community Primary SchoolBelvoirdale Community Primary SchoolBelvoirdale Community Primary SchoolBelvoirdale Community Primary SchoolBelvoirdale Community Primary SchoolBelvoirdale Community Primary SchoolBelvoirdale Community Primary School

Hugglescote Community Primary SchoolHugglescote Community Primary SchoolHugglescote Community Primary SchoolHugglescote Community Primary SchoolHugglescote Community Primary SchoolHugglescote Community Primary SchoolHugglescote Community Primary SchoolHugglescote Community Primary SchoolHugglescote Community Primary School

All Saints Church of England Primary School CoalvilleAll Saints Church of England Primary School CoalvilleAll Saints Church of England Primary School CoalvilleAll Saints Church of England Primary School CoalvilleAll Saints Church of England Primary School CoalvilleAll Saints Church of England Primary School CoalvilleAll Saints Church of England Primary School CoalvilleAll Saints Church of England Primary School CoalvilleAll Saints Church of England Primary School Coalville

© Crown copyright. All rights reserved. Leicestershire CountyCouncil. 100019271. Published 2011

Primary schools within a 2 mile walking distance of land north of Stephensons Way(A50), Coalville


Castle Rock High SchoolCastle Rock High SchoolCastle Rock High SchoolCastle Rock High SchoolCastle Rock High SchoolCastle Rock High SchoolCastle Rock High SchoolCastle Rock High SchoolCastle Rock High School

Newbridge High SchoolNewbridge High SchoolNewbridge High SchoolNewbridge High SchoolNewbridge High SchoolNewbridge High SchoolNewbridge High SchoolNewbridge High SchoolNewbridge High School

© Crown copyright. All rights reserved. Leicestershire CountyCouncil. 100019271. Published 2011

High schools within a 3 mile walkingdistance of land north of Stephenson Way(A50), Coalville

JANUARY ACTUALS FOR LAST 5 YEARS AND ESTIMATES FOR NEXT 5 YEARS

School: Date of forecast: 13/12/2011 Forecast from January: 2012

Age Range: Status: 351 Max Capacity: 390DfE : 2020 Approved Admission Number: 45

onwardsBelvoirdale Community Primary School

4-11 Community Approved Net Capacity:

1. Pupils Numbers Graph

340

360

380

400

l

January Actual/Forecast

200

220

240

260

280

300

320

340

360

380

400

Nu

mb

ers

on

Ro

ll


Actual NOR

Capacity

No Housing

Incl. Housing

2. Actual and forecast NOR for next five years without the effects of new housingBelvoirdale Community Primary School Surplus

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %

200

220

240

260

280

300

320

340

360

380

400

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %2011 44 42 39 39 37 39 47 287 64 18.22012 35 42 41 37 38 37 38 268 83 23.62013 46 33 41 39 36 38 36 269 82 23.42014 56 44 32 39 38 36 37 282 69 19.72015 41 53 43 31 38 38 35 279 72 20.52016 44 39 51 41 30 38 37 280 71 20.2

200

220

240

260

280

300

320

340

360

380

400

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

3. Actual and forecast NOR for next five years with potential effect of new housingBelvoirdale Community Primary School Surplus

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %2011 44 42 39 39 37 39 47 287 64 18.22012 35 42 41 37 38 37 38 268 83 23.62013 47 34 42 40 37 39 37 276 75 21.42014 57 45 33 40 39 37 38 289 62 17.72015 42 54 44 32 39 39 36 286 65 18 5

200

220

240

260

280

300

320

340

360

380

400

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

2015 42 54 44 32 39 39 36 286 65 18.52016 46 41 53 43 32 40 39 294 57 16.2

200

220

240

260

280

300

320

340

360

380

400

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

Research and Insight Team, Community Planning 1 Primary School Forecast 13/12/2011

Supporting Data

4. Number on Roll & Births HistoryFeeder Known Births January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total

79 2007 47 38 53 37 46 51 45 31779 2008 45 46 39 52 39 48 49 31870 2009 45 44 44 38 50 41 48 31070 2009 45 44 44 38 50 41 48 31083 2010 45 41 42 42 40 49 42 301

2011 44 42 39 39 37 39 47 287

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limitedFrom To Births for January to PAN to PAN2011 2012 57 2012 33 33 22012 2013 80 2013 4 46

Manual Adjustment

2012 2013 80 2013 45 46 - 2013 2014 98 2014 45 56 - 2014 2015 72 2015 41 41 - 2015 2016 77 2016 44 44 -

ADMISSIONS TEAM INFORMATION

Total 10+ Intake for the given year% known children

Revised 4 yr ave

2011 2012 35 61.4 58.5

6. Percentage Used to Predict IntakesPre-calculated Births to R Percentages

%Percentage

ChosenLatest year: 53.0 Average for last 4 years: 57.6 YWeighted Average for last 4 years: 56.8Weighted Average for last 4 years: 56.8Own estimate

7. Percentage Used to Predict Transfer Between Non Intake GroupsTransfer rates between existing age groups

Age 4 to 5 Age 5 to 6 Age 6 to 7 Age 7 to 8 Age 8 to 9 Age 9 to 10Percentage

ChosenLatest year 93.3 95.1 92.9 88.1 97.5 95.9 4 year average 95.1 97.0 96.1 98.2 101.1 97.9 Y4 year average 95.1 97.0 96.1 98.2 101.1 97.9 Y4 year Weighted Average 93.9 96.0 94.7 95.3 99.4 97.8 Own estimate

8. Housing GainsNo of Houses to be Occupied 35No of Flats to be Occupied 42Estimated Housing Gains after 5 Years 11g





onwardsHugglescote Community Primary School



440

460

l


360

380

400

420

440

460

Nu

mb

ers

on

Ro

ll


Actual NOR

Capacity

No Housing

Incl. Housing

2. Actual and forecast NOR for next five years without the effects of new housingHugglescote Community Primary School Surplus


360

380

400

420

440

460

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %2011 62 61 63 62 70 52 63 433 -13 2012 58 62 61 65 63 67 53 429 -9 2013 52 58 62 63 66 61 68 430 -10 2014 53 52 58 64 64 64 62 417 3 0.72015 63 53 52 60 65 62 65 420 02016 58 63 53 54 61 63 63 415 5 1.2

360

380

400

420

440

460

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

3. Actual and forecast NOR for next five years with potential effect of new housingHugglescote Community Primary School Surplus

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %2011 62 61 63 62 70 52 63 433 -13 2012 58 62 61 65 63 67 53 429 -9 2013 52 58 62 63 66 61 68 430 -10 2014 53 52 58 64 64 64 62 417 3 0.72015 63 53 52 60 65 62 65 420 0

360

380

400

420

440

460

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

2015 63 53 52 60 65 62 65 420 02016 58 63 53 54 61 63 63 415 5 1.2

360

380

400

420

440

460

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing


Supporting Data


72 2007 61 53 65 62 62 59 58 42067 2008 58 64 51 66 62 59 58 41872 2009 63 56 65 51 67 58 64 42472 2009 63 56 65 51 67 58 64 42462 2010 64 64 57 67 51 64 59 426

2011 62 61 63 62 70 52 63 433

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limitedFrom To Births for January to PAN to PAN2011 2012 66 2012 60 63 -52012 2013 2013 2 2

Manual Adjustment

2012 2013 55 2013 52 52 - 2013 2014 56 2014 53 53 - 2014 2015 66 2015 60 63 - 2015 2016 61 2016 58 58 -



Revised 4 yr ave

2011 2012 58 87.9 92.5


%Percentage

ChosenLatest year: 100.0 Average for last 4 years: 90.5 Weighted Average for last 4 years: 94.4Weighted Average for last 4 years: 94.4Own estimate 94.9 Y









onwardsNew Swannington Primary School



240

260

l


140

160

180

200

220

240

260

Nu

mb

ers

on

Ro

ll


Actual NOR

Capacity

No Housing

Incl. Housing

2. Actual and forecast NOR for next five years without the effects of new housingNew Swannington Primary School Surplus


140

160

180

200

220

240

260

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %2011 31 28 27 29 27 33 27 202 1 0.52012 25 31 29 27 29 27 35 203 02013 31 25 32 29 27 29 29 202 1 0.52014 28 31 26 32 29 27 31 204 -1 2015 35 28 32 26 32 29 29 211 -8 2016 31 35 29 32 26 32 31 216 -13

140

160

180

200

220

240

260

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

3. Actual and forecast NOR for next five years with potential effect of new housingNew Swannington Primary School Surplus

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %2011 31 28 27 29 27 33 27 202 1 0.52012 25 31 29 27 29 27 35 203 02013 31 25 32 29 27 29 29 202 1 0.52014 28 31 26 32 29 27 31 204 -1 2015 35 28 32 26 32 29 29 211 8

140

160

180

200

220

240

260

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

2015 35 28 32 26 32 29 29 211 -8 2016 31 35 29 32 26 32 31 216 -13

140

160

180

200

220

240

260

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing


Supporting Data


31 2007 25 29 29 28 27 25 30 19323 2008 29 25 29 25 28 29 28 19326 2009 24 28 26 31 24 26 29 18826 2009 24 28 26 31 24 26 29 18829 2010 28 24 29 27 33 23 26 190

2011 31 28 27 29 27 33 27 202

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limitedFrom To Births for January to PAN to PAN2011 2012 27 2012 28 28 -32012 2013 30 2013 29 31

Manual Adjustment

2012 2013 30 2013 29 31 - 2013 2014 27 2014 28 28 - 2014 2015 34 2015 29 35 - 2015 2016 30 2016 29 31 -



Revised 4 yr ave

2011 2012 23 85.2 101.0


%Percentage

ChosenLatest year: 106.9 Average for last 4 years: 102.8 YWeighted Average for last 4 years: 105.4Weighted Average for last 4 years: 105.4Own estimate



ChosenLatest year 100.0 112.5 100.0 100.0 100.0 117.4 4 year average 99.1 104.7 99.1 100.9 99.1 106.84 year average 99.1 104.7 99.1 100.9 99.1 106.84 year Weighted Average 99.5 107.8 100.6 101.0 98.6 109.9 Own estimate 99.5 104.7 99.1 100.9 99.1 106.8 Y






onwardsBroom Leys School



620

640

660

l


500

520

540

560

580

600

620

640

660

Nu

mb

ers

on

Ro

ll


Actual NOR

Capacity

No Housing

Incl. Housing

2. Actual and forecast NOR for next five years without the effects of new housingBroom Leys School Surplus


500

520

540

560

580

600

620

640

660

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %2011 86 84 85 93 83 81 83 595 -10 2012 81 87 82 86 89 81 81 587 -2 2013 87 82 85 83 82 87 81 587 -2 2014 86 88 80 86 79 80 87 586 -1 2015 73 87 86 81 82 77 80 566 19 3.22016 82 74 85 87 78 80 77 563 22 3.8

500

520

540

560

580

600

620

640

660

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

3. Actual and forecast NOR for next five years with potential effect of new housingBroom Leys School Surplus

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %2011 86 84 85 93 83 81 83 595 -10 2012 81 87 82 86 89 81 81 587 -2 2013 87 82 85 83 82 87 81 587 -2 2014 86 88 80 86 79 80 87 586 -1 2015 73 87 86 81 82 77 80 566 19 3 2

500

520

540

560

580

600

620

640

660

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

2015 73 87 86 81 82 77 80 566 19 3.22016 82 74 85 87 78 80 77 563 22 3.8

500

520

540

560

580

600

620

640

660

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing


Supporting Data


96 2007 87 89 88 84 83 90 73 594105 2008 93 88 89 89 81 86 91 617113 2009 84 93 89 89 86 80 84 605113 2009 84 93 89 89 86 80 84 605109 2010 86 88 90 88 85 85 82 604

2011 86 84 85 93 83 81 83 595


Manual Adjustment

2012 2013 99 2013 83 87 - 2013 2014 98 2014 83 86 - 2014 2015 83 2015 73 73 - 2015 2016 93 2016 82 82 -



Revised 4 yr ave

2011 2012 81 87.1 80.2


%Percentage










onwardsAll Saints Church of England Primary School Coalville

4-11 Voluntary Controlled Approved Net Capacity:


200

220

240

l


60

80

100

120

140

160

180

200

220

240

Nu

mb

ers

on

Ro

ll


Actual NOR

Capacity

No Housing

Incl. Housing

2. Actual and forecast NOR for next five years without the effects of new housingAll Saints Church of England Primary School Coalville Surplus


60

80

100

120

140

160

180

200

220

240

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing


60

80

100

120

140

160

180

200

220

240

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

3. Actual and forecast NOR for next five years with potential effect of new housingAll Saints Church of England Primary School Coalville Surplus


60

80

100

120

140

160

180

200

220

240

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

2015 31 21 27 21 15 30 20 165 24 12.72016 28 31 22 29 21 17 30 178 11 5.8

60

80

100

120

140

160

180

200

220

240

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing


Supporting Data


19 2007 17 19 22 26 17 24 25 15016 2008 25 17 20 25 24 24 26 16129 2009 17 22 15 19 23 23 22 14129 2009 17 22 15 19 23 23 22 14113 2010 25 17 23 15 20 22 23 145

2011 14 24 16 23 14 24 21 136


Manual Adjustment

2012 2013 27 2013 25 25 - 2013 2014 21 2014 19 19 - 2014 2015 31 2015 27 28 - 2015 2016 26 2016 24 24 -



Revised 4 yr ave

2011 2012 19 79.2 91.5


%Percentage










onwardsWhitwick St John The Baptist Church of England Primary School

4-11 Voluntary Controlled Approved Net Capacity:


340

360

380

400

l


200

220

240

260

280

300

320

340

360

380

400

Nu

mb

ers

on

Ro

ll


Actual NOR

Capacity

No Housing

Incl. Housing

2. Actual and forecast NOR for next five years without the effects of new housingWhitwick St John The Baptist Church of England Primary School Surplus


200

220

240

260

280

300

320

340

360

380

400

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %2011 51 49 42 48 46 38 39 313 37 10.62012 50 52 51 45 50 45 38 331 19 5.42013 50 51 54 55 47 49 46 352 -2 2014 44 51 53 58 58 46 50 360 -10 2015 45 45 53 57 61 57 47 365 -15 2016 50 46 47 57 60 60 58 378 -28

200

220

240

260

280

300

320

340

360

380

400

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

3. Actual and forecast NOR for next five years with potential effect of new housingWhitwick St John The Baptist Church of England Primary School Surplus

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %2011 51 49 42 48 46 38 39 313 37 10.62012 50 52 51 45 50 45 38 331 19 5.42013 50 51 54 55 47 49 46 352 -2 2014 44 51 53 58 58 46 50 360 -10 2015 46 46 54 58 62 58 48 372 22

200

220

240

260

280

300

320

340

360

380

400

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

2015 46 46 54 58 62 58 48 372 -22 2016 51 47 48 58 61 61 59 385 -35

200

220

240

260

280

300

320

340

360

380

400

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing


Supporting Data


53 2007 38 30 29 37 48 42 35 25936 2008 43 41 34 34 39 44 42 27734 2009 45 45 41 36 35 37 44 28334 2009 45 45 41 36 35 37 44 28345 2010 48 42 47 44 38 38 38 295

2011 51 49 42 48 46 38 39 313

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limitedFrom To Births for January to PAN to PAN2011 2012 64 2012 50 62 CAP2012 2013 2013 0 3 CAP

Manual Adjustment

2012 2013 55 2013 50 53 CAP2013 2014 45 2014 44 44 - 2014 2015 46 2015 45 45 - 2015 2016 53 2016 50 52 CAP



Revised 4 yr ave

2011 2012 50 78.1 108.4


%Percentage









Age Range: Status: 204 Max Capacity: 204DfE : 3340 30

Holy Cross Catholic Primary School, Whitwick, Leicestershire

4-11 Approved Net Capacity:Voluntary AidedApproved Admission Number:

onwards


240

260

280


120

140

160

180

200

220

240

260

280

Nu

mb

ers

on

Ro

ll


Actual NOR

Capacity

No Housing

Incl. Housing

2. Actual and forecast NOR for next five years without the effects of new housingHoly Cross Catholic Primary School, Whitwick, Leicestershire Surplus


120

140

160

180

200

220

240

260

280

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %2011 26 30 30 24 26 21 27 184 20 9.82012 30 26 30 30 24 27 21 188 16 7.82013 29 30 26 30 30 25 27 197 7 3.42014 29 29 30 26 30 31 25 200 4 2.02015 29 29 29 30 26 31 31 205 -1 2016 29 29 29 29 30 27 31 204 0

120

140

160

180

200

220

240

260

280

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

3. Actual and forecast NOR for next five years with potential effect of new housingHoly Cross Catholic Primary School, Whitwick, Leicestershire Surplus

January 4+ 5+ 6+ 7+ 8+ 9+ 10+ Total places %2011 26 30 30 24 26 21 27 184 20 9.82012 30 26 30 30 24 27 21 188 16 7.82013 29 30 26 30 30 25 27 197 7 3.42014 29 29 30 26 30 31 25 200 4 2.02015 29 29 29 30 26 31 31 205 1

120

140

160

180

200

220

240

260

280

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

2015 29 29 29 30 26 31 31 205 -1 2016 29 29 29 29 30 27 31 204 0

120

140

160

180

200

220

240

260

280

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

Research and Insight Team, Community Planning 1 Primary School Pupil Forecast 2011/13/12/2011

Supporting Data


0 2007 25 19 23 29 25 36 26 1830 2008 29 27 21 25 30 26 36 1940 2009 29 27 26 21 26 32 28 1890 2010 30 30 26 26 21 28 33 1940 2010 30 30 26 26 21 28 33 194

2011 26 30 30 24 26 21 27 184

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limitedFrom To Births for January to PAN to PAN2011 2012 0 2012 29 29 12012 2013 0 2013 29 29 - 2013 2014 0 2014 29 29

Manual Adjustment

2013 2014 0 2014 29 29 - 2014 2015 0 2015 29 29 - 2015 2016 0 2016 29 29 -


Total 10+ Intake for the given yearGain/Loss c/f

BirthsRevised 4 yr

ave2011 2012 30 0 29


Gain/LossAverage Chosen

Latest year: 26.0 Average for last 4 years: 29.0 YWeighted Average for last 4 years: 28.0 Own estimateOwn estimate


Age 4 to 5 Age 5 to 6 Age 6 to 7 Age 7 to 8 Age 8 to 9 Age 9 to 10Average Chosen

Latest year 100.0 100.0 92.3 100.0 100.0 96.4 4 year Average 100.9 100.0 100.0 102.0 104.9 101.6 4 year Weighted Average: 100.6 99.6 97.0 100.9 103.3 100.1 y g gOwn estimate 100.9 100.0 100.0 100.9 104.9 101.6 Y

8. Housing GainsNo of Houses to be Occupied 0No of Flats to be Occupied 0Estimated Housing Gains after 5 Years 0




Age Range: Status: 210 Max Capacity: 210DfE : 3348 30

Saint Clare's Catholic Primary School, Coalville, Leicestershire

4-11 Approved Net Capacity:Voluntary AidedApproved Admission Number:

onwards


220

230


180

190

200

210

220

230

Nu

mb

ers

on

Ro

ll


Actual NOR

Capacity

No Housing

Incl. Housing

2. Actual and forecast NOR for next five years without the effects of new housingSaint Clare's Catholic Primary School, Coalville, Leicestershire Surplus


180

190

200

210

220

230

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing


180

190

200

210

220

230

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

3. Actual and forecast NOR for next five years with potential effect of new housingSaint Clare's Catholic Primary School, Coalville, Leicestershire Surplus


180

190

200

210

220

230

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing

2015 30 29 29 29 28 28 27 200 10 4.82016 30 29 29 29 29 27 28 201 9 4.3

180

190

200

210

220

230

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Nu

mb

ers

on

Ro

ll

Year


Actual NOR

Capacity

No Housing

Incl. Housing


Supporting Data


0 2007 26 30 29 28 32 32 25 2020 2008 30 27 30 32 31 30 30 2100 2009 30 28 29 28 32 32 30 2090 2010 30 29 28 30 28 30 33 2080 2010 30 29 28 30 28 30 33 208

2011 29 29 28 28 29 27 30 200

5. Births Data for Intakes for Academic Year Estimated 4+ Limited Not limitedFrom To Births for January to PAN to PAN2011 2012 0 2012 30 30 - 2012 2013 0 2013 30 30 - 2013 2014 0 2014 30 30

Manual Adjustment

2013 2014 0 2014 30 30 - 2014 2015 0 2015 30 30 - 2015 2016 0 2016 30 30 -


Total 10+ Intake for the given yearGain/Loss c/f

BirthsRevised 4 yr

ave2011 2012 30 0 30


Gain/LossAverage Chosen

Latest year: 29.0 Average for last 4 years: 30.0 YWeighted Average for last 4 years: 30.0 YOwn estimateOwn estimate


Age 4 to 5 Age 5 to 6 Age 6 to 7 Age 7 to 8 Age 8 to 9 Age 9 to 10Average Chosen

Latest year 96.7 96.6 100.0 96.7 96.4 100.0 4 year Average 97.4 100.9 101.7 101.7 96.7 99.2 Y4 year Weighted Average: 96.9 99.4 100.9 99.4 96.5 100.2 y g gOwn estimate






onwards

Approved Net Capacity:

Coalville King Edward VII Science & Sport College

14-19 Community


1200

1300

1400

l


700

800

900

1000

1100

1200

1300

1400

Nu

mb

ers

on

Ro

ll


Incl. Housing

No Housing

Capacity

Actual NOR

2. Actual and forecast NOR for next five years without the effects of new housingS l

700

800

900

1000

1100

1200

1300

1400

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

Nu

mb

ers

on

Ro

ll

Year


Incl. Housing

No Housing

Capacity

Actual NOR

Coalville King Edward VII Science & Sport College Surplus January 14+ 15+ 16+ 17+ 18+ Total places %

2011 319 360 145 125 7 956 237 19.92012 335 317 159 101 15 927 266 22.32013 348 333 140 110 12 943 250 21.02014 334 346 154 97 14 945 248 20.82015 337 332 160 107 12 948 245 20.5

700

800

900

1000

1100

1200

1300

1400

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

Nu

mb

ers

on

Ro

ll

Year


Incl. Housing

No Housing

Capacity

Actual NOR

2016 340 335 154 117 13 959 234 19.62017 332 338 155 112 14 951 242 20.32018 349 330 157 113 14 963 230 19.32019 329 347 153 114 14 957 236 19.82020 355 327 161 111 14 968 225 18.92021 359 353 151 117 14 994 199 16.7

700

800

900

1000

1100

1200

1300

1400

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

Nu

mb

ers

on

Ro

ll

Year


Incl. Housing

No Housing

Capacity

Actual NOR

700

800

900

1000

1100

1200

1300

1400

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

Nu

mb

ers

on

Ro

ll

Year


Incl. Housing

No Housing

Capacity

Actual NOR

Research and Insight Team, Community Planning 1 Secondary School Forecast 13/12/2011

3. Actual and forecast NOR for next five years with potential effect of new housingCoalville King Edward VII Science & Sport College Surplus

January 14+ 15+ 16+ 17+ 18+ TOTAL places %2011 319 360 145 125 7 956 237 19.92012 336 318 160 102 15 931 262 22.02013 353 338 142 112 12 957 236 19.82014 342 354 158 101 14 969 224 18.82014 342 354 158 101 14 969 224 18.82015 348 343 166 113 12 982 211 17.72016 353 348 161 124 13 999 194 16.32017 345 351 162 119 14 991 202 16.92018 362 343 164 120 14 1003 190 15.92019 342 360 160 121 14 997 196 16.42020 368 340 168 118 14 1008 185 15.52021 372 366 158 124 14 1034 159 13.32021 372 366 158 124 14 1034 159 13.3

Supporting Data

4. Number on Roll & 9+ Feeder History Linked 13+ January 13+ 14+ 15+ 16+ 17+ 18+ TotalLinked 13+ January 13+ 14+ 15+ 16+ 17+ 18+ Total

484 2007 0 353 403 140 101 11 1008426 2008 0 381 354 165 103 15 1018435 2009 0 340 375 161 106 12 994414 2010 0 359 336 177 112 18 1002

2011 0 319 360 145 125 7 956

5. Linked High School Number on Roll for Current Academic YearJanuary 2011School DCSF No. 4+ 5+ 6+ 7+ 8+ 9+ 10+ 11+ 12+ 13+

Newbridge High School 4007 162 167 157 168 164 164 166 178 162 168

Ibstock Community College 4012 113 107 98 88 92 98 97 99 100 119

Forecast NOR from Linked High Schools

Ibstock Community College 4012 113 107 98 88 92 98 97 99 100 119

Castle Rock High School 4035 184 180 166 191 169 173 168 150 184 172

459 454 421 447 425 435 431 427 446 459Total


6. 13+ Data for Intakes for Academic Year Estimated 14+ Limited Not limitedFrom To 13+ for January to PAN to PAN2011 2012 459 2012 359 359 -242012 2013 446 2013 348 348 - 2013 2014 427 2014 334 334 - 2014 2015 431 2015 337 337 - 2015 2016 435 2016 340 340 - 2016 2017 425 2017 332 332

Manual Adjustment

2016 2017 425 2017 332 332 - 2017 2018 447 2018 349 349 - 2018 2019 421 2019 329 329 - 2019 2020 454 2020 355 355 - 2020 2021 459 2021 359 359 -



Revised 4 yr ave

2011 2012 335 73 0 78 02011 2012 335 73.0 78.0

7. Percentage Used to Predict IntakesPre-calculated Yr9 to Yr10 Percentages

%Percentage

ChosenLatest year: 77.1 Average for last 4 years: 79.5Average for last 4 years: 79.5Own estimate 78.1 Y


Age 14 to 15 Age 15 to 16 Age 16 to 17 Age 17 to 18Percentage

ChosenLatest year 100.3 43.2 70.6 6.3 4 ear a erage 99 4 44 1 69 4 12 3 Y4 year average 99.4 44.1 69.4 12.3 YOwn estimate






onwardsCoalville Newbridge High School

11-14 Approved Net Capacity:Community


740

840

l


240

340

440

540

640

740

840

Nu

mb

ers

on

Ro

ll


Incl. Housing

No Housing

Capacity

Actual NOR

2. Actual and forecast NOR for next five years without the effects of new housingCoalville Newbridge High School Surplus

240

340

440

540

640

740

840

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

Nu

mb

ers

on

Ro

ll

Year


Incl. Housing

No Housing

Capacity

Actual NOR

g g pJanuary 11+ 12+ 13+ Total places %

2011 178 162 167 507 83 14.12012 168 177 162 507 83 14.12013 165 167 176 508 82 13.92014 165 164 166 495 95 16.12015 170 164 164 498 92 15.62016 158 169 164 491 99 16.8

240

340

440

540

640

740

840

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

Nu

mb

ers

on

Ro

ll

Year


Incl. Housing

No Housing

Capacity

Actual NOR

2017 169 157 168 494 96 16.32018 163 168 157 488 102 17.32019 150 162 167 479 111 18.82020 167 149 162 478 112 19.02021 161 166 149 476 114 19.3

240

340

440

540

640

740

840

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

Nu

mb

ers

on

Ro

ll

Year


Incl. Housing

No Housing

Capacity

Actual NOR

240

340

440

540

640

740

840

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

Nu

mb

ers

on

Ro

ll

Year


Incl. Housing

No Housing

Capacity

Actual NOR


3. Actual and forecast NOR for next five years with potential effect of new housingCoalville Newbridge High School Surplus

January 11+ 12+ 13+ TOTAL places %2011 178 162 167 507 83 14.12012 169 178 163 510 80 13.62013 168 170 179 517 73 12.42014 170 169 171 510 80 13.62015 177 171 171 519 71 12.02016 166 177 172 515 75 12.72017 177 165 176 518 72 12.22018 171 176 165 512 78 13.22019 158 170 175 503 87 14.72020 175 157 170 502 88 14.92021 169 174 157 500 90 15.3


Supporting Data

4. Number on Roll & 10+ Feeder History Linked 10+ January 11+ 12+ 13+ Total

168 2007 178 151 179 508171 2008 169 175 157 501178 2009 163 168 171 502157 2010 167 168 170 505157 2010 167 168 170 505

2011 178 162 167 507

5. Primary School Number on Roll for Current Academic YearJanuary 2011School DCSF No. 1+ 2+ 3+ 4+ 5+ 6+ 7+ 8+ 9+ 10+

COALVILLE BELVOIRDALE PRIMARY SCHOOL 2020 56 46 34 44 42 39 39 37 39 47

NOR from linked Primary/Infant/Junior schools

SCHOOL 2020 56 46 34 44 42 39 39 37 39 47HUGGLESCOTE COMMUNITY PRIMARY SCHOOL 2024 53 52 57 62 61 63 62 70 52 63

THRINGSTONE PRIMARY SCHOOL 2164 19 26 27 21 26 17 18 25 28 14COALVILLE ALL SAINTS C OF E PRIM. SCHOOL 3022 21 27 26 14 24 16 23 14 24 21SWANNINGTON C OF E PRIMARY SCHOOL 3089 1 5 3 10 4 11 16 7 10 8

150 156 147 151 157 146 158 153 153 153Total


6. 10+ Data for Intakes for Academic Year Estimated 11+ Limited Not limitedFrom To 10+ for January to PAN to PAN2011 2012 153 2012 165 165 32012 2013 153 2013 165 165 - 2013 2014 153 2014 165 165 - 2014 2015 158 2015 170 170 - 2015 2016 146 2016 158 158 - 2016 2017 157 2017 169 169 -

Manual Adjustment

2016 2017 157 2017 169 169 - 2017 2018 151 2018 163 163 - 2018 2019 147 2019 159 159 -92019 2020 156 2020 168 168 -12020 2021 150 2021 162 162 -1



Revised 4 yr ave

2011 2012 168 109 8 102 62011 2012 168 109.8 102.6

7. Percentage Used to Predict Intakes

Pre-calculated Yr6 to Yr7 Percentages %Percentage

ChosenLatest year: 113.4 Average for last 4 years: 100.4 O ti t 107 9 YOwn estimate 107.9 Y


Age 11 to 12 Age 12 to 13Percentage

ChosenLatest year 97.0 98.8 4 year average 99.4 99.7 Yy gOwn estimate






onwardsCoalville Castle Rock High School

11-14 Approved Net Capacity:Community


740

840

l


240

340

440

540

640

740

840

Nu

mb

ers

on

Ro

ll


Incl. Housing

No Housing

Capacity

Actual NOR

2. Actual and forecast NOR for next five years without the effects of new housingCoalville Castle Rock High School Surplus

240

340

440

540

640

740

840

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

Nu

mb

ers

on

Ro

ll

Year


Incl. Housing

No Housing

Capacity

Actual NOR

g pJanuary 11+ 12+ 13+ Total places %

2011 150 184 172 506 94 15.72012 165 150 187 502 98 16.32013 171 165 152 488 112 18.72014 167 170 168 505 95 15.82015 189 166 173 528 72 12.02016 163 188 169 520 80 13.3

240

340

440

540

640

740

840

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

Nu

mb

ers

on

Ro

ll

Year


Incl. Housing

No Housing

Capacity

Actual NOR

2017 178 163 191 532 68 11.32018 182 177 166 525 75 12.52019 176 181 180 537 63 10.52020 177 175 184 536 64 10.72021 171 176 178 525 75 12.5

240

340

440

540

640

740

840

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

Nu

mb

ers

on

Ro

ll

Year


Incl. Housing

No Housing

Capacity

Actual NOR

240

340

440

540

640

740

840

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

Nu

mb

ers

on

Ro

ll

Year


Incl. Housing

No Housing

Capacity

Actual NOR


3. Actual and forecast NOR for next five years with potential effect of new housingCoalville Castle Rock High School Surplus

January 11+ 12+ 13+ TOTAL places %2011 150 184 172 506 94 15.72012 165 150 187 502 98 16.32013 171 165 152 488 112 18.72014 167 170 168 505 95 15.82015 190 167 174 531 69 11.52016 164 189 170 523 77 12.82017 179 164 192 535 65 10.82018 183 178 167 528 72 12.02019 177 182 181 540 60 10.02020 178 176 185 539 61 10.22021 172 177 179 528 72 12.0


Supporting Data

4. Number on Roll & 10+ Feeder History Linked 10+ January 11+ 12+ 13+ Total

166 2007 158 161 176 495175 2008 152 163 171 486180 2009 175 150 162 487164 2010 183 169 152 504164 2010 183 169 152 504

2011 150 184 172 506

5. Primary School Number on Roll for Current Academic YearJanuary 2011School DCSF No. 1+ 2+ 3+ 4+ 5+ 6+ 7+ 8+ 9+ 10+

NEW SWANNINGTON PRIMARY SCHOOL 2026 28 31 26 31 28 27 29 27 33 27

NOR from linked Primary/Infant/Junior schools

SCHOOL 2026 28 31 26 31 28 27 29 27 33 27COALVILLE WARREN HILLS PRIMARY SCHOOL 2177 23 19 30 24 27 18 30 20 28 28

COALVILLE BROOM LEYS SCHOOL 2360 86 87 78 86 84 85 93 83 81 83WHITWICK ST JOHN THE BAPTIST PRIM.SCHOOL 3101 44 50 53 51 49 42 48 46 38 39

181 187 187 192 188 172 200 176 180 177Total


6. 10+ Data for Intakes for Academic Year Estimated 11+ Limited Not limitedFrom To 10+ for January to PAN to PAN2011 2012 177 2012 168 168 -32012 2013 180 2013 171 171 - 2013 2014 176 2014 167 167 - 2014 2015 200 2015 189 189 - 2015 2016 172 2016 163 163 - 2016 2017 188 2017 178 178 -

Manual Adjustment

2016 2017 188 2017 178 178 - 2017 2018 192 2018 182 182 - 2018 2019 187 2019 177 177 -12019 2020 187 2020 177 177 - 2020 2021 181 2021 171 171 -



Revised 4 yr ave

2011 2012 165 93 2 96 72011 2012 165 93.2 96.7

7. Percentage Used to Predict Intakes

Pre-calculated Yr6 to Yr7 Percentages %Percentage

ChosenLatest year: 91.5 Average for last 4 years: 96.4 O ti t 94 7 YOwn estimate 94.7 Y


Age 11 to 12 Age 12 to 13Percentage

ChosenLatest year 100.5 101.8 4 year average 99.7 101.9 y gOwn estimate 99.7 101.6 Y



Guidance

Management and Finance

Local EducationAuthorities

Status: Statutory

Date of Issue: August 2002

Ref: DfES/0739/2001 REV

Assessing the NetCapacity of Schools

Contents

Introduction 2

The Purpose of Net Capacity 2

Schools to which Net Capacity Applies 2

How Net Capacity is Assessed 2

Responsibilities 3

Part 1 Background 4

Why Net Capacity has been Introduced 4

Increased Area Standards 4

Part 2 How the Net Capacity Method Works 5

General 5

Flexibility to Allow for SEN Inclusion and Admission Arrangements 5

One Permanent Measure 6

Indicated Admission Number 6

Workplaces 6

Schools Without Halls 8

Split Sites and Small Sites 8

Part 3 What Needs to be Measured 9

Non-Maintained Accommodation 9

Net Area 9

Measuring ‘Non-net’ Area 10

Open Plan Areas 11

Accuracy of Area Measurements 11

Part 4 Measured But Excluded Areas 12

Non-School and Support Provision 12

Early Years Provision 12

Adult Learning and Skills Facilities 13

Specially Resourced Facilities 13

Parents/Community Rooms and Chapels 13

Spaces Unusable as Basic Workplaces 14

Large Non-Teaching Spaces 14

Part 5 Using the Net Capacity Assessment Forms 15

Summary 15

Unusual Situations 17

Example 1: a 5–11 Primary School 18

Example 2: an 11–16 Secondary School 26

Example 3: an 11–18 Secondary School with a Second Admission Year 32

Annexe A Definitions of Types of Spaces 37

Primary Schools 37

Middle Schools 38

Secondary Schools 38

Assessing the Net Capacity of Schools

Audience Local Education Authorities

Status Statutory

Date of issue August 2002

Reference number DfES/0739/2001 REV

Related documents Asset Management Plans Section 5: Sufficiency

Superseded documents This guidance will replace all previous methods for determining the

capacity of a school, including the method found in Schedule 2 to the

Education (Information as to Provision of Education) (England)

Regulations 1999 which will be amended.

Overview

Overview The capacity of a school is the number of pupil places it can accommodate.

This guidance describes the method of assessing the ‘net capacity’ of

schools, which should now be used as the measure of the capacity of all

maintained, mainstream schools in England.

Action required Local Education Authorities in England are responsible for informing the

Department of the net capacity of all maintained mainstream schools,

and any future changes to them.

Further information Web-site for copies of relevant forms: www.dfes.gov.uk

Search for ‘netcapacity’.

Further advice and guidance:

Tamasin Dale 020 7273 6766 [email protected]

Beech Williamson 020 7273 6749 [email protected]

Schools Building and Design Unit www.teachernet.gov.uk/

schoolbuildings

Caxton House

Tothill Street

LONDON

SW1H 9NA

Fax 020 7273 5703

More copies:

DfES Publications 0845 60 222 60 [email protected]

PO Box 5050, Sherwood Park

Annesley, Nottinghamshire

NG15 0DJ

Fax: 0845 60 333 60

1

Guidance

Introduction

1 The capacity of a school is the number of pupil places available. This Guidance describes the

‘net capacity assessment method’ of assessing the capacity of all maintained mainstream

schools in England, which replaces all previous methods of assessing the capacity of schools.

Any references to the capacity of a school will now mean the net capacity.

The Purpose of Net Capacity

2 Net capacity is intended to provide a single, robust and consistent method of assessing the

capacity of schools. It will be used for a number of purposes. By comparison with the number

on roll, it can indicate the number of places that are surplus or additional places that are needed

in a school. If it is divided by the number of year groups, it can indicate the admission number

that can generally be accommodated. It will also inform decisions about how capital resources

are best deployed, as the basis of a School Organisation Plan.

Schools to which Net Capacity Applies

3 The net capacity assessment method will apply to all mainstream Community, Voluntary Aided,

Voluntary Controlled and Foundation schools in England. The method will not apply to City

Technology Colleges, Academies, nursery schools, special schools or pupil referral units.

How Net Capacity is Assessed

4 For primary schools, the net capacity is calculated on the basis of the number and size of

spaces designated as ‘classbases’. For secondary schools, it is based on the number, size and

type of teaching spaces and the age range of the school. In both cases, this is checked against

the total usable space available, which must be measured, and ensures that there is neither too

much nor too little space available to support the core teaching activities. The method also

allows some flexibility to suit the inclusion of pupils with special educational needs (SEN) and

admission arrangements.

5 The net capacity of a school should be assessed by the

measurement of the available space and calculation,

using the relevant assessment form. Although

the information and calculations can be done

by hand on a printed copy of the form, it is

easier to use the computer spreadsheets

available by searching for ‘netcapacity’ on the

Internet at www.dfes.gov.uk. All calculations will

then be done automatically by the computer.

6 Although the method of assessing net capacity is

broadly similar, different assessment forms are used

for primary schools (including middle deemed primary)

and secondary schools (including middle deemed

secondary). Examples of both assessment forms are

set out in Part 5 of this Guidance.

We confirm that we are sa

spaces (step 4 of the Net Area Sche

Authority

/ /

De

Page 3

C

C

3E

27E

1E

5E

15U

11411

C

110

C

111

053

01

04

01

306

09

05

170

P

01

04

03

011

01

01

303

C

01

303

C

01

01

06

303

C

01

01

Net Capacity Assessment Method for Primary Schools

DfES/0748/2001

Use the Net Area Schedule to list all spaces in the net area of the school, following the notes below. Allocate

each room a type, as listed below, and indicate the measured area in square metres. Finally, allocate the

status of each space, as applicable.

DEFINITIONS & FORMULAE TO USE IN NET AREA SCHEDULE (opposite):

STEP 1: reference, name and area (m2 ) of all spaces in net area of all buildings

Include all usable spaces, both teaching and non-teaching, in the total net area; that is all spaces except:

* residential or farm buildings in use as such, or intended for next use;

* buildings condemned by the Authority as structurally unsafe;

* buildings under the control of service or external bodies (such as telephone or electricity services, the Police or Health Service);

* open-sided covered areas and any other area not intended to be secure and provide reasonable weather resistance;

* areas with headroom of less than 1.5m, unless beneath an open mezzanine level;

* additional area provided by open mezzanine levels in spaces of 3m or less in height;

* toilets, washrooms and showers, including any associated lobbies, (including changing areas where these adjoin showers);

* plant rooms, including lift rooms, boiler rooms, tank rooms, fuel stores, ducts or electrical intake cupboards;

* internal walls, including structural walls, non-structural partition walls, columns, piers, chimney breasts and other projections;

* school kitchen facilities for preparing school meals, including kitchen staff facilities and stores (except servery areas used for storage);

* circulation space for essential access. ‘Shared circulation’ through mixed use areas (see guidance) can be measured or estimated as the

most appropriate of 15%, 50% or 85% of the area of which it is a part.

If in doubt refer to Net Capacity guidance for a more detailed definition.

STEP 2: definitions and formulae for types of space

Identify each space as one of the following types, by entering ‘1’ in the appropriate column.

GENERAL

Any area which is not a specialist space, as described below (including classbases,

associated shared practical areas and any wet, practical or ICT area within classrooms

or shared teaching areas).

SPECIALIST

All halls (including any stage area), dedicated dining rooms, drama, dance, music spaces,

indoor swimming pools; enclosed spaces equipped with specialist fixtures to provide

dedicated ICT rooms, food rooms, ceramics rooms, libraries;

middle school practical areas for science, art, food and design and technology.

STEP 3: definition of workplaces

BASIC WORKPLACES are those between 15 and 30 or, in larger spaces, the highest multiple of 30 (e.g. 60, 90, etc.), unless marked ‘U’.

RESOURCE WORKPLACES are those in spaces with less than 15 workplaces, or the remaining workplaces in spaces with more than 30.

STEP 4: definitions for the ‘status’ of each space

Use the appropriate code letter to note if any space is excluded from the capacity by being one of the following. The net area of these spaces

should be measured and they should be listed in the Net Area Schedule (with areas entered in the ‘net area’ column). However, they will not count

towards the net capacity of the school.

Round up the following formulae to the

nearest whole number to calculate the

number of workplaces for each type of

space:

(area/1.5)-3

if less than 6m2 , the area may be

estimated and will only be allocated one

resource workplace

if under 75m2 (area/2.5)-4

if 75m2 or more (area/12.5)+20

if less than 12m2 , note as 1 workplace

CHAPEL OR OTHER PLACE OF WORSHIP, only one may be excluded, unless the school is on a ‘split site’, as defined by the LEA, when up to

one may be identified for each site, where appropriate. Other ancillary spaces should not be marked but will usually be too small to affect the net

capacity.

A PARENTS’/COMMUNITY ROOM, only one may be excluded for each school.

LEA DESIGNATED EARLY YEARS AND CHILDCARE PROVISION, as noted under School Details on page 1.

LEA DESIGNATED SPECIALLY RESOURCED FACILITIES, as noted under School Details on page 1.

LEA DESIGNATED ADULT LEARNING AND SKILLS FACILITIES, as noted under School Details on page 1.

SPACES USED BY THE SCHOOL AS CLASSBASES, including any associated part of shared teaching area, if appropriate (see guidance).

UNUSABLE AS BASIC WORKPLACES. Spaces unusable as potential teaching spaces:

* Spaces with no or very little light, ventilation or heating, or inadequate access or means of escape (such as basements, garages,

storage containers, sheds or loft space used only for storage, or servery areas also used for storage).

* Indoor swimming pools.

* Dedicated cloakrooms and changing rooms (without showers) that have fixed benches and/or hooks.

* Usable area in spaces which are predominantly for circulation, such as malls or other large corridors, or atria.

When a space is marked ‘U’, all workplaces should be entered in the ‘resource workplaces’ column.

W

PERA

Or if any space is included as one of the folowing

CU

Page 4

LEA designated adult learning facilities, if E

Page 1


DfES/0748/2001

DfES no 765/9876

school name Merlin Primary School

STEP 1

STEP 2

STEP 3STEP 4

TOTALS

781037

314

356141

1classroom 1

741

3017

C

1Afull height cupboard

21

01

2classroom 2

741

3017

C


21

01

7cloakroom (85% circulation)

61

1

01


61

1

01

9nursery staff

81

03

E

10nursery classroom

901

3027

E

11nursery store

31

01

E

12nursery cloakroom

121

05

E

16outdoor store

261

015

U


66

1

01


21

01

19MI room

1010

1

04

20classroom 3

661

3011

C


21

01

21classroom 4

641

3010

C


21

01

22ICT area (15% circulation)

636

01

011

23staff room

351

210

24Head’s office

121

05

25Admin. office

81

03

29store

31

01

32library (50% circulation)

1818

01

04

33store

31

01

34hall

1920

130

6

35servery (and dining furniture store)

171

09

41PE equipment store

121

05

42Parents’ room

291

170

P

43display corridor (85% circulation)

163

1

01

44Food room

200

10

4

46shared teaching area

91

03

47group room

211

011


21

01


66

1

01

51/52 class 5

541

303

C


21

01

52/53 class 6

541

303

C


21

01

cloakroom (50% circulation)

66

1

01

aching area

131

06

541

303

C

31

01

61

01

Roo

m

Ref

eren

ce

Room Name

(based on the activities the room is

designed or equipped to

accommodate)

‘Non-net’

Area, if

known

(m2 )

Net

Area

(m2 )

gene

ral

spec

ialis

t stat

us

Res

ourc

e

Wor

kpla

ces

Bas

ic

Wor

kpla

ces

Net Area Schedule (and allocation of workplaces)

Net Capacity Assessment Meth

Use the Net Area Schedule to list a

each room a type, as listed below

status of each space, as applicab

DEFINITIONS & FORMULAE TO

STEP 1: reference, name and a

Include all usable spaces, both teaching

* residential or farm buildings in use as

* buildings condemned by the Authorit

* buildings under the control of servic

* open-sided covered areas and any

* areas with headroom of less than

* additional area provided by open

* toilets, washrooms and showers

* plant rooms, including lift rooms

* internal walls, including structu

* school kitchen facilities for pre

* circulation space for essential

most appropriate of 15%, 50%

If in doubt refer to Net Capa

STEP 2: definitions a

Identify each space as on

GENERAL

Any area which is not a

associated shared prac

or shared teaching are

SPECIALIST

All halls (including a

indoor swimming p

dedicated ICT roo

middle school pra

STEP 3: def

BASIC WORK

RESOURCE

STEP 4:

Use the a

should b

towards

Co

W

PERA

m

cf

dg

eh

d) / bh = (f x g) / b

(third

year, if

applicable)

uch as a community library, multi-agency

tre) or support facilities (such as an SEN

earning Support Unit).

of any additional specially resourced

.rea’ column and note with an ‘R’ at step 4

arning Centres, teacher training, or other

g facilities).

et area’ column and note with an ‘A’ at step 4

or

ear of

d the number of places involved.

umn and note with an ‘E’ at step 4

sion, not normally available to the


DfES/0748/2001

Workplaces Not Included in Capacity Calculation (if measured)

parents’/community room17

0

early years and childcare facilities30

36

specially resourced facilities

adult learning facilities

Workplaces Included in Capacity Calculation261 p

166 q

capacity based on classbases210 r

basic workplace allowance75

s

maximum workplaces available

210 v

(r), or ((p - s) x 70%), if higher

minimum workplaces available

189 w

capacity based on planned admission no.210 x

(b x n)

Net Capacity 210 y

indicated admission number 30

z

(z x e) / c(z x h) / f

We confirm that we are satisfied with the accuracy of the information given under School Details and the status of

spaces (step 4 of the Net Area Schedule) on this form.

Resource

WorkplacesBasic

Workplaces

if x is more than v, then y = v

if x is between v and w, then y = x

if x is less than w, then y = w

first

admission

year

(second

admission

year, if

(third

admission

year, if

All calculations below should be

rounded down to the nearest

whole number.

totals of all workplaces except those

shown above as excluded or marked ‘W’

at step 4

Signature on behalf

of Local Education

Authority

Signature

of Head

Teacher

/ /

/ /

workplaces in spaces marked ‘A’ at step 4,

as described under School Detailsworkplaces in spaces marked ‘R’ at step 4,

as described under School Detailsworkplaces in spaces marked ‘E’ at step 4,

as noted under School Details

lower of (v x 90%) and v rounded down to

nearest multiple of (30 x n / 4)

workplaces in space marked ‘P’ at step 4;

only one per school

basic workplaces in spaces marked ‘C’ at

step 4, or ((p + q ) x 70%), if lower

(75 x l ), plus 50 if m is less than

(1500 + (15 x r))

Date

Date

Capacity Calculation

Declaration of Accuracy

(y / n) rounded down

(n, c, e, f and h as calculated under School

Details)

Page 3

DfES/0748/2001

notes below. Allocate

ate the


DfES/0748/2001

LEA Wessex

765

DfES LEA/school number 765/9876765_9876

dateSep-01


age range 5

to11

no. of sites l

#765

m

normal year of admission R

number of years 7

a

cf

planned admission number 30

b

dg

eh

e = (c x d) / bh = (f x g) / b

number of age groups 7

n (a + e + h)

If applicable: Description of

LEA designated Early Years and Childcare provision, if any

LEA designated specially resourced facilities, if any

LEA designated adult learning facilities, if any

Please read guidance on the Net Capacity Assessment Method before filling in this form for the first time.

This form can be used to assess any primary, middle deemed primary or first and middle school.

It is easiest to use the computer spreadsheet, available on www.dfes.gov.uk - search for ‘netcapacity’.

Use this page to identify the basic information required. List all spaces in the Net Area Schedule on page 2

(following the notes on the facing page). All boxes shaded in grey will be worked out automatically in the

computer spreadsheet. The ‘Declaration of Accuracy’ should be signed by the Head Teacher and a

representative of the Local Education Authority.

first

admission

year

(second

admission

year, if

applicable)

(third

admission

year, if

applicable)

if known (allowing for infant class size limits)number of years that those in the admission

year will be at this school (e.g. ‘7’)for instance ‘Y2’ or ‘R’ if reception (do not

include nurseries: see below)

non-school facilities (such as a community library, multi-agency

facilities, or youth centre) or support facilities (such as an SEN

support centre or a Learning Support Unit).

Include the number of any additional specially resourced

places, if applicable.

Enter area in ‘net area’ column and note with an ‘R’ at step 4

(such as City Learning Centres, teacher training, or other

Lifelong Learning facilities).

Enter area in ‘net area’ column and note with an ‘A’ at step 4

total site

area (m2 )

School Details

If applicable: complete the

boxes below if the school is

on a small or split site or

has more than one year of

admission.

Nursery unit for 26 FTE 3-4 year olds

including the age range and the number of places involved.

Enter area in ‘net area’ column and note with an ‘E’ at step 4

non-school and support provision, not normally available to the

school during the school day

Page 1

Net Capacity Assessment Me

Workplaces Not Included in C

pa

early yea

sp

Workplaces Inc

capacit

ba

maxim

min

capacity bas

i


ls

DfES/0748/2001

School Details


Net Area Schedule

Notes Page

2

7 Both assessment forms comprise four parts:

● School Details (including boxes ‘a’ to ‘n’);

● Net Area Schedule (steps 1 to 4);

● Capacity Calculation (including boxes ‘p’ to ‘z’);

● Declaration of Accuracy.

Responsibilities

8 Steps 1 to 3 of the Net Area Schedule, as well as the status of spaces marked ‘U’ as described

in paragraph 66, may be measured and assessed by independent surveyors, such as the

Valuation Office, as they are based only on the physical attributes of the spaces available.

9 Local Education Authorities are responsible for assessing the net capacity of all maintained

mainstream schools in the Authority, based on these measurements. This will include identifying

the School Details and, at step 4 of the Net Area Schedule:

● designating any non-school or support facilities excluded from the capacity assessment of the

school, including early years provision, adult learning and skills facilities and specially resourced

facilities (such as Learning Support Units) in line with the definitions in Part 4 of this Guidance;

● designating a chapel and/or parents/community room if applicable;

● designating the rooms that are ‘classbases’ in primary schools, or teaching rooms in

secondary schools, that are the basis of the capacity calculation.

Local Education Authorities may therefore keep and update a database of net capacity assessment

forms. They should ensure that the extent of any excluded facilities are appropriate to local needs.

10 The Secretary of State requires all Local Education Authorities under Section 29(1) of the Education

Act 1996 to inform the Department of the net capacity of each school in its area, and any changes to

a school’s net capacity. Local Education Authorities should provide the Department with a completed

net capacity form for each school, as requested.

11 School governors may determine part of the school premises to be used for childcare facilities,

family learning rooms, health or social care rooms or adult and community learning facilities.

Where governors establish such facilities or services, the Local Education Authorities may

designate them as an excluded area for the purposes of the net capacity assessment (see Part 4).

12 Schools are not responsible for the measurement of area or capacity. Similarly, Admission

Authorities, where they are not the Local Education Authority, are not responsible for setting the

net capacity, although the net capacity should be one of the factors that governors take into

account when setting the admission number for the school. However, schools may be involved

in initial capacity assessment, in:

● agreeing that the admission details are in line with current practice or acceptable as proposed;

● establishing which rooms are identified as ‘classbases’ in primary schools, or teaching

rooms in secondary schools.

13 Schools must inform the Local Education Authority of any physical change to the buildings that

might change the area or capacity measurements.

Assess ing the Net Capac i ty o f Schoo ls

3

Part 1: Background

Why Net Capacity has been Introduced

14 Historically, a variety of methods have been used to assess the capacity of schools, based on

different indicators. But the capacity of a school, for any purpose, should now be the net

capacity. This will be based on the physical capacity of the school buildings.

15 The net capacity assessment method will provide a realistic and fair assessment of physical

capacity. Its key features are that:

● all usable spaces are measured, both teaching and non-teaching, to present a fair

assessment of the actual space available and ensure that there is sufficient space available

for ancillary accommodation such as staff rooms and storage;

● the assessment is based only on the physical attributes of the available space, and is not

affected by the number of sixth form students on roll or pupils with statement of special

educational needs (SEN);

● the assessment does not need to be updated unless there is any change in the physical

attributes of the usable space;

● the capacity divided by the number of years will generally produce a figure that is related

to a reasonable or consistent year size (based on a number of forms of entry (FE) of 30,

for instance);

● realistic long-term allowances are made for pupils with SEN or disabilities.

16 The net capacity of most schools should match their preferred admissions number. It will often

be the same or very close to the capacity measured under the previous assessment methods.

It is most likely to differ if the number of pupils with a statement of SEN has been consistently

very high or the amount of supporting space is insufficient.

Increased Area Standards

17 The net capacity method uses a higher standard area per pupil than in the past. In primary

schools, the minimum area for a classbase for 30 pupils is 49m2, but this must be supported by

at least a further 14m2 of ancillary area, not including the hall. Part of this further area could be

in non-teaching spaces such as stores, but it will predominantly be for teaching: either within

the overall area of the classroom or in shared teaching areas1.

18 In secondary schools, the smallest general classroom assumed for 30 pupils has risen from

46m2 to 49m2 and in other types of space there is a similar increase from previous methods.

In both sectors, further allowances are made for increasing the overall area per pupil to allow

for those with SEN or disabilities.

4

1 Further guidance on the recommended teaching area of schools is in Building Bulletin 82: Area Guidelines forSchools and other Building Bulletins.

Part 2: How the Net Capacity Method Works

General

19 All usable spaces must be included in the net capacity measurement. Every space in the ‘net

area’ of the school buildings must therefore be listed and measured, including separate stores,

garages and temporary buildings. This is to ensure that there is enough support space available

in the school for staff, storage and other ancillary accommodation.

20 Net area is the total area of all usable spaces, both teaching and non-teaching. It includes

everything except corridors, toilets and showers, boiler and plant rooms, school kitchens, and

the area occupied by internal walls. A full definition of net area is given in paragraph 47. This

parallels the standard measurement used in non-educational sectors, except that it excludes

‘shared circulation’ and school kitchens.

21 The capacity will be calculated from the space in the classbases or teaching spaces as long as

this is within reasonable limits. Because all spaces in the net area are measured, these limits are

based on a minimum and maximum proportion of all the usable space available (as set out in

paragraphs 37 and 38). The upper limit ensures that there is enough space available for the

support areas that the school needs. The lower limit checks that a reasonable proportion of

spaces that could be used for classbases or teaching spaces are actually designated as such.

22 So, although all spaces in the net area of a school must be measured, this is only to set the

limits described above. Unless it exceeds these limits, the net capacity of primary schools is

based only on the size and number of spaces designated as ‘classbases’. A classbase is a

classroom or area designated as the registration base for one class.

23 Similarly, in secondary schools the net capacity is based on the size and number of teaching

spaces, and on a ‘utilisation factor’ linked to the age range of the school, unless it exceeds

the limits mentioned above. This is similar to the previous method of assessing the physical

capacity of secondary schools.

24 Teaching spaces comprise all rooms available for teaching or learning, including all timetabled

spaces, halls, libraries and study areas (but not including dining areas or social areas).

The utilisation factor is a decimal fraction equivalent to the average proportion of time that

any workplace is in use, to allow for teaching spaces being timetabled or partially used.

Flexibility to Allow for SEN Inclusion and Admission Arrangements

25 Net capacity offers the flexibility to allow extra space for pupils with special educational needs

(SEN) or disabilities. The net capacity of a school can therefore be based on a long-term policy

of inclusion of all pupils (with and without statements of SEN).

26 The net capacity based on classbases or teaching spaces can be reduced by up to 10% in

both primary and secondary schools. A primary school intake of 30 could therefore be reduced

to 27, 28 or 29 to allow extra space for adult assistants or for wheelchair users, where the Local

Education Authority recognise that the long-term inclusion policy of the school requires this

extra allowance. This would be in addition to the allowances for specially resourced facilities

(paragraph 60).

5

27 The flexibility also allows the net capacity to be reduced slightly to match the proposed

admission number if it is a little below the capacity based on spaces. This allows some flexibility

to suit a reasonable admission arrangement and organisation of the school (including infant

class size limits, as necessary). For instance, a 5 to 11 primary school with 11 classbases

suitable for 30 pupils each would have a capacity of 330 based on classbases, but the

proposed admission number of 45 at box ‘b’ (11⁄2 ‘forms of entry’) would reduce the capacity

to 315 to avoid more than three classes of 30 in every two year groups.

One Permanent Measure

28 Net capacity does not need to be calculated every year. It will only need to be updated if

physical changes are made to the usable space, such as:

● space being removed or more space being added;

● several small spaces being converted into one larger one;

● changes being made that affect the type of space (as described in paragraph 34) in

classbases in primary schools or in teaching spaces in secondary schools.

29 Not having to update capacity calculations each year will save time and resources in the longer

term. It also means that the Local Education Authority has flexibility to set a capacity to suit the

long-term organisation of the school. For instance, if the number on roll of a primary school

were significantly lower or higher than a capacity that would suit the space available, the

number of rooms designated as classbases need not match the number actually used as such.

The school may use underused spaces for other purposes in the short term. The capacity

should also be set at a level that allows for the long-term approach to the inclusion of pupils

with SEN or disabilities (see paragraphs 25 and 26).

Indicated Admission Number

30 The indicated admission number is calculated by dividing the net capacity by the number of year

groups to be accommodated at the school. In secondary schools with sixth forms, the number

of year groups is adjusted to include the ‘stay-on’ rate of all post-16 students remaining at the

school. If the school also admits sixth form students from elsewhere, this should be noted as a

second year of admission.

31 In schools where there is more than one normal year of admission, the number of year groups

will also be adjusted. The number of additional pupils it is intended to admit from outside the

school for each additional normal year of admission should be noted. For instance, where a

primary school has a feeder infant school so that it has 30 pupils in Reception and Year 1 and

2, and 60 pupils in Years 3, 4, 5 and 6, the number of further pupils to be admitted in the

second normal year of admission (30) should be noted (see Example 3 in Section 5).

Workplaces

32 The net capacity method measures the area available in units known as ‘workplaces’.

Workplaces are used as the unit of measurement to ensure that the spaces in schools are

weighted fairly. This is because different activities require different types of space, which in turn

require very different floor areas to accommodate the same number of pupils. For instance, a

classroom of 50m2 and a gymnasium of 260m2 will both accommodate a class of 30.


6

33 Each space in the net area is allocated a notional number of workplaces. This is based on

different formulae for each type of space (as described in paragraph 34). These formulae are

based, in turn, on guidance for the size of such spaces2. However, the number of workplaces

is not an indication of the minimum or maximum number of pupils that any room can or should

hold. Nor is it an indication that the room should be used for teaching or working.

34 The types of space are generally based on the physical attributes of the space rather than

its use. A change to the use of a space (for instance, from classroom to staff room) would

therefore not be enough for its type to change.

● In primary schools there are two types of space. Most spaces will be ‘general’. Some will be

‘specialist’, including halls, dining, drama, dance, or music spaces, indoor swimming pools,

ICT rooms and libraries.

● In secondary schools there are four types of space. Again, ‘general’ describes most spaces.

Other specialist spaces are divided into ‘light practical’, ‘heavy practical’ and ‘large and

performance’.

Annexe A lists the rooms and areas that would normally be included in each type of space,

and their likely physical attributes.

35 A further element of the net capacity assessment method is that:

● workplaces between 15 and 30 or, in larger spaces, the highest multiple of 30 (for example

60, 90, etc.) are known as ‘basic workplaces’; and

● workplaces in spaces with less than 15 workplaces, or the remaining workplaces in spaces

with more than 30, are known as ‘resource workplaces’.

This means that small rooms (25m2 or less in ‘general’ spaces) and extra space in larger rooms

(over 49m2 in general) do not count towards the capacity of any school. Such space should still

be measured, however, to ensure that there is enough support space. They may also be used

as ancillary teaching areas or seminar rooms for small groups.

36 The allocation of basic workplaces to a space indicates that it is a potential classbase or teaching

space. This is based purely on the size and type of the space. It is not a reflection of the current

use of the space. Nor is it expected that all basic workplaces should be used for teaching.

37 The upper limit described in paragraph 21 means that if more than 70% of all workplaces

available are designated as classbases in primary schools, or as teaching spaces in secondary

schools, a lower figure will be set as the capacity. This default figure will make allowance for a

reasonable amount of support space.

38 The lower limit described in paragraph 21 means that the capacity will be set at a higher figure

if the number of basic workplaces in spaces designated as classbases in primary schools, or

as teaching spaces in secondary schools, is less than 70% of the basic workplaces available,

having discounted an additional allowance of 75 basic workplaces.

39 This allowance of 75 basic workplaces, additional to the three basic workplaces for every

seven pupil places in the net capacity, allows parity across a range of school sizes for large

non-teaching spaces and halls (see paragraph 68). Small schools with few classbases may

have a reasonable number of basic workplaces in a hall, staff room and other supporting


7

2 In Building Bulletin 82: Area Guidelines for Schools.

spaces, such as a dining area, while large schools have a sufficient proportion of space to allow

for two halls or staff rooms and various other larger supporting spaces such as an SEN

resource base.

Schools Without Halls

40 Some schools have no hall because physical activities can be done in other, non-maintained

accommodation, such as a village hall. If the non-maintained facilities (as described in

paragraph 46) are available to the school for less than 80% of the normal school week,

they need not be measured or included in the capacity of the school.

41 If a school has no hall but has a large classroom that can be used as such, even if it is not well

suited for the purpose, that classroom can be deemed to be the hall by the Local Education

Authority. It can then be marked as a ‘specialist’ space (in a primary school) in step 2 of the

net area schedule.

Split Sites and Small Sites

42 The allowance of 75 basic workplaces (paragraph 39) is for each site that the school occupies,

to allow for the extra space requirements of split sites. Schools on split sites are those identified

as such by the Local Education Authority for the purposes of funding through the Local

Management of Schools (LMS) system.

43 A further allowance of 50 basic workplaces is given to schools where the total site area is smaller

than an area approximately equivalent to the minimum team game playing field area required by

the Education (School Premises) Regulations 1999. This effectively allows schools on small sites

(such as in inner city areas) to have more space than a school with a larger site, such as an

additional hall. This will help to make up for their inadequate outdoor ‘playing field’ area.


Plant room (boiler) andelectrical intake cupboard

not in net area

Servery used fordining furniture

storage, so net area

Kitchennot in net

area

display corridor 85%

circulation

library 50%

circulation

ICT area:15% circulation

Full-heightcupboards included

in net area

Primary school plan showing net area.

8

Part 3: What Needs to be Measured

44 The net capacity of a school is based on the net area of all buildings that are available to that

school. These comprise:

● all buildings, on any site used by the school, that are owned or maintained by the Local

Education Authority, Governing Body or Trustees and are intended to be secure and

weather-tight;

● ‘non-maintained’ accommodation used by the school as described in paragraph 46 below.

45 All spaces in the net area should be measured. This should be done by listing the spaces and

their measurements in the Net Area Schedule on page 2 of both net capacity assessment forms

(see Part 5). Certain spaces will be measured but excluded from the net capacity of the school.

These are described in Part 4.

Non-Maintained Accommodation

46 Non-maintained accommodation means any buildings that are not maintained by the Local

Education Authority, Governing Body or Trustees as part of the school premises. The net area

of any ‘non-maintained’ accommodation should also be measured and included if it is available

for the school to use during at least 80% of any normal school week. This would normally be

under a ‘joint use agreement’, or similar. The accommodation would normally be on a site that

is adjacent to the school or is easily accessible from the school.

Net Area

47 Net area includes all spaces in all buildings (as described in paragraph 44 above) except the

following, which need not be measured.

● Residential (including caretaker’s houses) or farm buildings in use as such, or intended for

next use3.

● Buildings condemned by the Local Education Authority as structurally unsafe.

● Accommodation under the control of service or external bodies and maintained by them

(such as telephone or electricity services, the Police or Health Service).

● Open-sided covered areas (such as external balconies, covered ways, external fire escapes

and canopies) and any other area not intended to be secure and provide reasonable

weather resistance4 (including outdoor swimming pools).

● Areas with headroom of less than 1.5m, unless beneath an open mezzanine level.

● Additional area provided by open mezzanine levels in spaces of 3m or less in height.

● Toilets, washrooms and showers, and any associated lobbies (including changing areas

where these adjoin showers).

● Plant rooms, including lift rooms, boiler rooms, tank rooms, fuels stores, and any space

occupied by permanent air conditioning, heating or cooling apparatus and ducting which

renders that space substantially unusable.

9

3 For instance, if it is a temporarily empty residence awaiting a new tenant.4 Reasonable resistance to penetration by rain, snow and wind, and to moisture rising from the ground.

● Internal walls, including structural walls, non-structural partition walls, columns, piers,

chimney breasts other projections and vertical ducts.

● School kitchens, used for preparing school meals for pupils, including the kitchen, related

stores, office and washroom facilities for catering staff, and servery areas (where these are

not available for furniture storage or other uses at other times)5.

● Circulation area, including any corridor, landing or balcony 2.5m or less wide for essential

access, stairwells, entrance lobbies, lift wells, any protected corridor (deemed to be for the

purpose of escape in case of fire) and shared circulation in mixed use areas that have a

circulation route running through them.

48 Shared circulation is that part of an entrance hall, atrium, wide corridor or open plan area

used for the purpose of essential access. It can be determined by either:

● measuring, from a scale plan, the notional circulation routes between openings across the

shared space, using appropriate widths (normally 1.5m); or

● estimating the circulation area as one of the following three proportions of the floor area

of the space of which it is a part:

– 85% (for instance, in corridors between 2.5m and 3.5m wide);

– 50% (for instance, in shared resource areas or reception spaces with circulation

through them);

– 15% (for instance, in halls or classrooms with a single circulation route through them).

In cases of dispute, shared circulation should be measured from a scale plan.

49 Essential access is the primary or only circulation route for regular access by pupils to a room

or discrete area from a corridor or other spaces. It does not therefore apply to:

● secondary routes to spaces accessible from other circulation areas;

● routes through other spaces leading to offices, storerooms or similar that do not require

regular access by pupils;

● circulation between desks or work-stations within rooms.

Measuring ‘Non-net’ Area

50 It is possible to list all the spaces in a school in the net area schedule if, for instance, the data

is being downloaded from a computer-aided drawing. In these cases, the area of any spaces

that are not in the net area (such as toilets, corridors or plant rooms) should be noted in the

‘non-net’ column6. These spaces will not be allocated workplaces. Although it is not required,

it can be useful to list potentially useful spaces that are not currently in the net area, such as

school kitchen facilities, for future reference or benchmarking.


10

5 In some cases, the level of specialist equipment provided or Environmental Health requirements mean that a serverycannot be used for any other purpose than preparing, finishing or re-heating and serving food. However, where thisis not the case, the servery can provide a useful storage area (for instance, for dining furniture) when not being usedfor serving food. Where such areas can be used as storage, therefore, they should be included in the net area.

6 Once the data is in the computer spreadsheet, ‘dragging and dropping’ from ‘net’ to ‘non-net’ columns, or vice-versa, must be avoided.

Open Plan Areas

51 Some open or semi-open plan schools have small classbases that were designed to be used

with part of an adjacent shared teaching area. Where such spaces exist and can be used

together for teaching a class, their floor areas can be combined for the net capacity

assessment. In this situation, a marked up scale plan should be used to show the notional

boundaries of the space or spaces (see Example 1 in Part 5). If the classbases and shared area

are so designed that they cannot reasonably be used together to teach a class, they should be

measured and included as separate spaces.

Accuracy of Area Measurements

52 Internal area should be measured to the face of internal walls or sliding/folding doors. Any fixed

storage, such as benching, should be included in the area of the space, unless it is full-height

(from floor to ceiling) and effectively forms another space. The measurement of any space larger

than 6m2 should be rounded up or down to the nearest one square metre (1m2). 0.5m2 should

be rounded up. Small spaces of less than 6m2 do not need to be measured as accurately

because they will have just one resource workplace, whatever the exact area.


11

Line ofnotional

class areas

Open plan area in a primary school, from Example 1 in Part 5.

Part 4: Measured But Excluded Areas

53 Many schools have small rooms that are not available to the school during the school day, because

they are used, for example, as community offices or stores, or by school nurses or counselling

services. These can normally be noted as such and included in the net area schedule and will not

count towards the net capacity, because they are too small to have basic workplaces (paragraph 35).

54 Some larger areas should be measured but will be excluded from the capacity assessment

by being designated by the Local Education Authority as non-school and support provision

or as a parents/community room or chapel. These will be noted on the assessment form, and

designated by marking an appropriate code letter at step 4 of the Net Area Schedule. The

area measurements can be used as a record of how much space is available in this type of

accommodation, for future use or benchmarking.

Non-School and Support Provision

55 Non-school and support provision should be measured but can be excluded from the capacity

if approved by the Local Education Authority as being in one of the following categories. The

first two categories would only apply to facilities that are not normally available to the school

during the school day.

● Early Years and Childcare (marked with an ‘E’ at step 4 of the Net Area Schedule).

● Adult Learning and Skills facilities (marked with an ‘A’).

● Specially resourced facilities (marked with an ‘R’).

Early Years Provision

56 Early years provision will include both Local Education Authority and other nursery provision and

will normally be part of the Early Years Development and Childcare Partnership Development

Plan. Therefore, if a nursery for 3 to 4 year olds is on the school site, this should be excluded

from the capacity of the school and the age range of the school should start at Reception.

57 In some schools, early years provision on the school site includes Reception classes. This may still

be excluded and, for the purposes of the calculating capacity only, the age range of the school

will then start at Year 1 rather than Reception. The indicated admission number (paragraph 30)

would then be calculated on the basis of the number of year groups in the school excluding

Reception. However, it will also apply to the Reception year group.

58 Measurements of workplaces in early years and childcare facilities on school sites may be useful

for future planning for the provision of such facilities. So if there is this type of accommodation

on the school site that is included in the Early Years Development and Childcare Partnership

Development Plan but is in a building that is not owned or maintained by the LEA or school,

it could still be measured. It will not count towards the net capacity of the school.

12

Adult Learning and Skills Facilities

59 Adult Learning and Skills facilities will normally be in line with the Local Learning and Skills

Council Business Plan. They will include:

● parts of City Learning Centres not generally available to the school;

● space specifically for teacher training;

● other Lifelong Learning facilities not available to the school.

Specially Resourced Facilities

60 Specially resourced facilities are those where the premises related costs of maintaining the

accommodation are covered by specialist funding from the Local Authority or other sources.

These will include:

● non-school facilities funded from other sources and not available to the school during the

normal school day, such as community library facilities or youth centres;

● support facilities normally available to the school during the normal school day, including:

– facilities for pupils with special educational needs (SEN) and disabilities (such as a

support centre for pupils with sensory impairments);

– facilities for pupils with behaviour management problems (such as a Learning Support Unit);

– accommodation for Local Education Authority designated support services, including

peripatetic and support staff.

Parents/Community Rooms and Chapels

61 In some primary schools, a room for parents, families or the local community may be large

enough to have basic workplaces7 and may affect the capacity calculation. This space may

be felt to play an important role in encouraging parents and others in the local community to

participate in the life of the school. One parents/community room in any primary school may

therefore be marked with a ‘P’ at step 4 of the net area schedule and excluded if:

● the Local Education Authority agrees;

● it is used regularly during the normal school day by parents or members of the local community;

● it is not available to the school during the school day (for instance because of the size or

type of furniture).

62 A parents’ or community room in a secondary school that is large enough to have basic

workplaces can be noted as such and need not be marked with a ‘P’. It is unlikely to affect the

capacity as the secondary methodology allows for a number of non-teaching spaces with basic

workplaces to be included.

63 One Chapel, or other place of worship, on any school site may also be excluded by being

marked with a ‘W’ at step 4 of the Net Area Schedule if:

● the Local Education Authority agrees (usually because it is a Church school);

● it is in use as such;

● it is not available to the school except for that purpose.


13

7 A parents/community room over 25m2 would be allocated basic workplaces by the formula at step 2 of theNet Area Schedule. However, such a room would not be expected to exceed 30 basic workplaces.

64 Related ancillary spaces will usually be too small to have basic workplaces, so will rarely affect

the capacity calculation. They should therefore be noted as such and included in the net area

schedule.

Spaces Unusable as Basic Workplaces

65 Basic workplaces should only be allocated to spaces that could potentially be used as

classbases or teaching spaces, although this may not reflect their current use (halls or staff

rooms, for instance). As discussed in paragraph 35, the net capacity method ensures that small

rooms and extra space in large rooms are only allocated resource workplaces, so do not count

towards the capacity of a school. This is done automatically in the computer spreadsheet.

66 Some spaces are large enough to be allocated basic workplaces, but their physical attributes

mean that they should not be considered a potential teaching space. Such spaces should still

be measured and allocated workplaces as they can provide useful support space (lofts or

basements used for storage, for instance). However, they should be marked with a ‘U’ at step

4 of the Net Area Schedule and allocated only resource workplaces. They cannot then count

towards the net capacity. The computer spreadsheet will not allocate basic workplaces to

spaces marked with a ‘U’.

67 Normally, therefore, the following spaces only are not suitable as potential teaching spaces and

should be given a status of ‘U’, on the basis of their physical attributes, if they are large enough

to otherwise be allocated basic workplaces.

● Spaces with no, or very little, light, ventilation or heating, or inadequate access or means of

escape (such as basements, garages, storage containers, sheds or loft space used only for

storage, or enclosed servery areas also used for storage)8.

● Spaces or areas that are less than 3.5m wide (not including any shared circulation area).

● Dedicated cloakrooms and changing rooms (without showers9) that have fixed benches

and/or hooks on most walls, and perhaps fixed ‘island’ units.

● Usable area in spaces which are predominantly for circulation, such as malls or other large

corridors (where shared circulation is 85% of the total area), foyers or main entrance halls.

● Indoor swimming pools10.

Large Non-Teaching Spaces

68 Some spaces, such as dining areas and staff rooms, will be large enough to be allocated basic

workplaces but do not have any of the physical attributes above to be given a status of ‘U’.

Although they may theoretically be potential classbases or teaching spaces, they will not count

towards the capacity because they will not be marked with a ‘C’ or ‘T’. Instead, the basic

workplaces they are allocated will be part of the allowance for large non-teaching spaces and

halls discussed in paragraph 39.


14

8 In cases of dispute, reference should be made to the Education (School Premises) Regulations 1999 and therelevant Approved Document of the Building Regulations 2000.

9 Changing rooms with showers directly adjacent should not be included in the net area of the school.10 Outdoor swimming pools should not be included in the net area of a school.

Part 5: Using the Net Capacity Assessment Forms

69 The net capacity of a school should be assessed by using the relevant assessment form.

Although the information and calculations can be done by hand on a printed copy of the form,

it is easier to use the computer spreadsheets available by searching for ‘netcapacity’ on the

Internet at www.dfes.gov.uk.

70 This part of the Guidance summarises the process involved, with reference to relevant

paragraphs elsewhere in the Guidance, and highlights what to do in some unusual situations.

It then uses three examples11 to demonstrate a primary school assessment, a secondary school

assessment (without a sixth form) and the relevant parts of an assessment of a school with a

sixth form and a second admission year.

Summary

71 Different assessment forms are used for primary schools (including middle deemed primary)

and secondary schools (including middle deemed secondary). They both follow the same

arrangement, as set out below.

72 School Details (on the first page) should be completed to show some basic information about

the school. In the secondary school form, this includes determining the ‘utilisation factor’

(paragraph 24) and, in schools with sixth forms, the average ‘stay-on rate’ (paragraph 30).

73 Box ‘b’ allows the admission number to be noted12, so that the final capacity calculation can

take account of any minor reductions required. As discussed in paragraphs 25 to 27, this may

be to allow for the inclusion of pupils with special educational needs (SEN) or disabilities, or to

suit admission arrangements based on an appropriate organisation. Alternatively, this box may

be left blank. If it is filled in, it should be based on the current admission number or a preferred,

organisationally sensible admission arrangement, taking account of infant class size limits, and

should include any reduction planned to allow for the inclusion of pupils with SEN or disabilities.

74 If the assessment form is being completed before details of pupil numbers are known (for

instance in a new school or one that does not currently have a sixth form), then proposed

or projected pupil numbers should be entered here.

75 The School Details section should also be used to describe any accommodation that is used

for non-school or support functions (see paragraph 55), as designated by the Local Education

Authority. Such accommodation should be measured but is excluded from the net capacity

assessment, so the descriptions are primarily for the use of Local Education Authorities.

The description of any early years or specially resourced support facility, such as a centre for

hearing impaired pupils, should include the number of places accommodated, as designated

by the Local Education Authority, over and above the maintained places in the school13.

15

11 These examples, based on real schools, have been chosen as they show a variety of situations relevantto capacity assessment. They are not intended to illustrate best practice or design guidance.

12 If the admission year is Reception in a school with a policy of ‘rising fives’ (i.e. it takes smaller numbers in thefirst two terms of Reception), the maximum number in that year should be taken as the admission number.

13 Unlike previous capacity methods, the number of pupils with statements of SEN is not required and will notaffect the capacity.

76 The Net Area Schedule, on page 2 of the form, is the basis of the net capacity assessment

and should be used to list all the measured spaces in the net area. There are four steps to

completing a Net Area Schedule.

● Step 1 is to note the reference number, the name and the measured area of each space

listed. The room names should generally be those used by the school or the Local

Education Authority (not the cleaning contractor).

● Step 2 is to identify the type of each space based on its physical attributes, as described

in paragraph 34. Annexe A and the ‘notes page’ opposite the Net Area Schedule in the

assessment forms give further guidance.

– In primary schools there are two types of space. Most spaces will be ‘general’.

Some will be ‘specialist’, including halls and libraries.

– In secondary schools there are four types of space: ‘general’, ‘light practical’,

‘heavy practical’ and ‘large and performance’.

● Step 3 is to calculate the number of ‘workplaces’ in each space, depending on the type of

space and its size. The calculation will be done automatically in the computer spreadsheet.

Workplaces are the unit of measurement used in the capacity calculation and are described

in paragraphs 32 to 36.

● Step 4 is to identify the status of each space, in the last column. Various code letters can

be used to designate any space:

– that should be measured but excluded from the net capacity of the school (marked ‘E’,

‘R’ or ‘A’ as discussed in paragraph 55, ‘P’, paragraph 61 or ‘W’, paragraph 63);

– that is a parents/community room or chapel (marked with a ‘P’ or ‘W’ as discussed in

paragraphs 61 to 64);

– that is large enough to be allocated basic workplaces but is not suitable as a potential

classbase or teaching space because of its physical attributes (marked with a ‘U’), as

described in paragraphs 65 to 68;

– as a classbase in a primary school (marked with a ‘C’) or teaching space in secondary

schools (marked with a ‘T’).

Spaces that are none of the above, including staff rooms, store rooms and, in primary schools, halls

and other ancillary teaching areas, should not be marked and this column should be left blank.

77 Steps 1 to 3 (and designating spaces marked ‘U’ in step 4) may be done by independent building

surveyors, such as the Valuation Office. Local Education Authorities are responsible for designating

other code letters at step 4. These will usually match current use but, as discussed in paragraph

29, in some cases they may not. Rooms not given a code letter in the Net Area Schedule may be

used by the school for any purpose, without the capacity calculation being affected.

78 The Capacity Calculation, on the last page of the form, is done automatically in the computer

spreadsheet. The first part shows the total workplaces measured in the Net Area Schedule,

starting with those in spaces that are excluded from the net capacity of the school. These

spaces will include those described at the end of the School Details section, if applicable,

and may include a parents/community room. Workplaces in a chapel, if the school has one,

will not be shown in this part of the form, but will be excluded from the net capacity.

79 The total workplaces remaining are used in the calculation of the net capacity of the school.

In primary schools the net capacity is based initially on the ‘basic workplaces’ in spaces

designated in step 4 of the Net Area Schedule as classbases (marked ‘C’). In secondary

schools it is based initially on the ‘basic workplaces’ in teaching spaces (marked ‘T’ in step 4),


16

less 60 basic workplaces for untimetabled teaching spaces such as the hall and the library,

multiplied by the ‘utilisation factor’ determined in the School Details.

80 The formulae in boxes ‘r’ to ‘y’ check that this initial calculation is a reasonable proportion of the

total available (paragraph 21) and incorporates any reduction required to suit the planned admission

number if it has been entered in box ‘b’. The indicated admission number is calculated at box ‘z’ by

dividing the net capacity by the number of age groups (from box ‘n’ in the School Details).

81 The Declaration of Accuracy offers the opportunity for a representative of the Local

Education Authority, who are responsible for the assessment, and the Head Teacher of the

school to sign and date in the boxes provided to confirm that they are satisfied with the

accuracy of the information given in the School Details and step 4 of the Net Area Schedule.

The Head Teacher may represent the Admission Authority where it is different to the Local

Education Authority, for the purposes of the capacity assessment.

82 This declaration does not apply to the measurement of area, which may be carried out

independently by building surveyors, or the calculations, which are done automatically in

the computer spreadsheet.

Unusual Situations

83 If a school is on a split site, as identified as such by the Local Education Authority for the

purposes of funding through the Local Management of Schools (LMS) system, the number

of sites should be noted in box ‘l’.

84 If the school is on a small site, such that the total site area is smaller than an area equivalent

to the minimum team game playing field area required by the Education (School Premises)

Regulations 1999, the total site area should be noted in box ‘m’.

85 In schools with more than one normal year of admission, the number of years that those

pupils admitted are expected to be in the school should be noted in box ‘c’ (and, for a third

year of admission, box ‘f’). The number of additional pupils it is intended to admit from outside

the school for each additional normal year of admission should be noted in box ‘d’ (and, for a

third year of admission, box ‘g’).

86 If the school has a separate agreed admission number for post-16 pupils, it should be entered

in box ‘g’ of the secondary school assessment form. For the purposes of calculating admission

numbers, it is assumed that such pupils are expected to be at the school for two years (even if a

few stay on for three). If it is not intended to admit into the sixth form from outside the school, as in

the majority of cases, these boxes will not apply.

87 Some schools share their accommodation with other sixth forms. For the purposes of indicating

admission numbers, the full-time equivalent number of sixth form pupils should be used for both

those staying on (boxes ‘i’ and ‘j’) and any further admissions (box ‘g’). However, the number of

sixth form pupils will not affect the net capacity: only the indicated admission numbers.14

88 If a change in age range is envisaged, the net capacity of the school can often be re-assessed

without re-measuring. The School Details and step 4 (except for ‘U’) of the Net Area Schedule

will need to be altered, but steps 1 to 3 may remain unless the school is moving from primary to

secondary status.


17

14 Any change to sixth form details will only alter the net capacity within the flexibility allowed by the capacitycalculation. An average stay-on rate is calculated so that sixth form details should only be changed if there is asignificant, long-term increase or decrease in the size of the sixth form.

Example 1: a 5–11 Primary School

School Details

89 The first part of this section is completed to show the date of the assessment and some basic

information about the school: its DfES reference number, the Local Education Authority (LEA),

the school name, and its age range. In this example, the school is on one site, so box ‘l’ is left

blank. The overall site area is well above the statutory minimum requirement for team game

playing field area for a school of this size, so box ‘m’ is also left blank.

90 The normal year of admission and number of years that pupils will be in the school are noted in

this section. In this case, the normal year of admission is Reception, so ‘R’ is noted. This does

not include the 26 nursery places noted in the ‘Early Years and Child Care’ box at the bottom

of this page.

91 Box ‘a’ indicates the number of years that pupils in the first admission year will be in school.

In this case this is 7, as the age range is 5 to 11. This information is used in the indicated

admission limit calculation in the Capacity Calculation.

92 Box ‘b’ can be used to show the planned admission number. In this example, 30 pupils are

currently admitted in year ‘R’ (Reception). For instance, this box could indicate 30 in a school

that could otherwise take 32 but needs to now take account of maximum infant class sizes,

or 45 in a school that would otherwise take 46 (as described in paragraph 27).

93 Box ‘n’ is calculated automatically in the computer spreadsheet. In this example, like most

primary schools, there is only one admission year, so the figure in ‘n’ equals the number of

years in box ‘a’.

If Applicable: Areas Not Included in School Capacity

94 This part of the School Details section should be used to describe any accommodation that is

used for designated non-school or support provision (see paragraph 55). Such accommodation

should be measured but is excluded from the net capacity assessment of the school. In this

example, a Nursery Unit for a full time equivalent of 26 3-4 year olds is noted in this section.

This accommodation is excluded from the net capacity assessment, but is listed in the net area

schedule for future reference and benchmarking.


18


DfES/0748/2001

LEA Wessex

765

DfES LEA/school number 765/9876 765_9876date Sep-01

school name Merlin Primary Schoolage range 5

to 11

no. of sites l

#765

mnormal year of admission Rnumber of years 7a

cf

planned admission number 30 b

dg

eh

e = (c x d) / b h = (f x g) / b

number of age groups 7n (a + e + h)

If applicable: Description ofLEA designated Early Years and Childcare provision, if anyLEA designated specially resourced facilities, if any

LEA designated adult learning facilities, if any

Please read guidance on the Net Capacity Assessment Method before filling in this form for the first time.

This form can be used to assess any primary, middle deemed primary or first and middle school.




computer spreadsheet. The ‘Declaration of Accuracy’ should be signed by the Head Teacher and a

representative of the Local Education Authority.

first admission year(second admission year, if applicable)

(third admission year, if applicable)if known (allowing for infant class size limits)

number of years that those in the admission

year will be at this school (e.g. ‘7’)

for instance ‘Y2’ or ‘R’ if reception (do not

include nurseries: see below)

non-school facilities (such as a community library, multi-agency



Include the number of any additional specially resourced

places, if applicable.Enter area in ‘net area’ column and note with an ‘R’ at step 4


Lifelong Learning facilities).Enter area in ‘net area’ column and note with an ‘A’ at step 4

total site area (m 2)

School Details

If applicable: complete the boxes below if the school is on a small or split site or has more than one year of admission.

Nursery unit for 26 FTE 3-4 year olds





Page 1


19

The Net Area Schedule

95 Guidance on the four steps involved in completing the Net Area Schedule, on page 2 of the

form, is given here and in the ‘notes page’ to the right of the Net Area Schedule in the form.

96 Step 1 is to list all measured spaces (as described in Parts 3 and 4 of this Guidance) using a

room reference and room name for each space. The measured area (to the nearest m2) of all

spaces in the net area is shown in the ‘net area’ column. The area of any shared circulation

(as described in paragraph 48) is entered in the ‘non-net area’ column. All spaces that have a

net area are allocated a minimum of one workplace, even those below 0.5m2. In this example:

● Rooms 7, 8 and 43 are around 3.5m wide and are 85% circulation;

● Rooms 17, 32, 50 and 54 are 50% circulation;

● Room 22 is 15% circulation.

In each case the circulation area is noted in the ‘non-net’ column.

97 Room references are linked to a scale plan of the school (see page 25). Rooms 51, 52 and 53

are in an open plan area, the plan of which has been marked up to indicate the classbase

areas, as discussed in paragraphs 114 to 116.

98 Step 2 is to tick the type of each space as either general or specialist. In the computer

spreadsheet a ‘1’ is used as a tick (when a measurement is placed in the ‘net area’ column

the computer will automatically place a ‘1’ in the ‘general’ column, but it is removed if a ‘1’

is placed in the specialist column).

99 The definitions of the two types of space for primary schools are listed on the ‘notes page’

of the form and explained in more detail in Annexe A of this Guidance. Here there are four

‘specialist’ spaces: the library, a food room, the hall and a dedicated ICT room. All other spaces

in this example are ‘general’ spaces.

100 Step 3 is to calculate the number of workplaces. The area of each space is put into one of

three formulae, as listed on the ‘notes page’ and in Annexe A of this Guidance, depending on

its type and size. This is done automatically in the computer spreadsheet.

101 As described in paragraph 35, each space will be allocated basic workplaces and/or resource

workplaces. For instance, in this example:

● Room 47 is a general space of 21m2. Using the formula for ‘general’ spaces, the number

of workplaces would be calculated as (21÷1.5) –3. This equates to 11 workplaces, all of

which are resource workplaces.

● Room 34, the hall, is a specialist space of 192m2. This would be calculated using the

formula for specialist spaces of more than 75m2 as (192÷12.5)+20. Rounded up, this

equates to 16+20 = 36, of which the first 30 are basic workplaces and the remaining

6 are resource workplaces.

102 Step 4, in the last column, is to identify the status of spaces (with one of the code letters listed on the

‘notes page’). In this example, Rooms 1, 2, 20, 21, 51/52, 52/53 and 58 have been designated

as classbases and are marked with a ‘C’. Room 42 is a parents’ room and has therefore been

marked with a ‘P’. Rooms 9 to 12 are marked with an ‘E’ as they provide the nursery facilities.


20


21


DfES/0748/2001

DfES no 765/9876


STEP 1

STEP 2

STEP 3STEP 4

TOTALS

701065

404

308204

1classroom 1

741

3017

C

1A full height cupboard

21

01

2classroom 2

741

3017

C


21

01


61

1

01


61

1

01

9nursery staff

81

03

E

10 nursery classroom

901

3027

E

11 nursery store

31

01

E

12 nursery cloakroom

121

05

E

16 outdoor store

261

015

U

17 cloakroom (50% circulation)

66

1

01


21

01

19 MI room

101

04

20 classroom 3

661

3011

C


21

01

21 classroom 4

641

3010

C


21

01

22 ICT area (15% circulation)

636

01

011

23 staff room

351

210

24 head’s office

121

05

25 admin. office

81

03

29 store

31

01

32 library (50% circulation)

1818

01

04

33 store

31

01

34 hall

1920

130

6

35 servery (and dining furniture store)

171

09

41 PE equipment store

121

05

42 parents’ room

291

170

P

43 display corridor (85% circulation)16

31

01

44 food room

200

10

4

46 shared teaching area

91

03

47 group room

211

011


21

01


66

1

01

51/52 class 5

541

303

C


21

01

52/53 class 6

541

303

C


21

01


66

1

01

57 shared teaching area

131

06

58 mobile classroom 7

541

303

C

61 mobile classroom store

31

01

62 outdoor store (shed)

61

01

Roo

m

Ref

eren

ce Room Name(based on the activities the room is

designed or equipped to accommodate)

‘Non-net’ Area, if known (m 2

)

Net Area(m 2)

gene

ral

spec

ialis

t

stat

us

Res

ou

rce

Wo

rkp

lace

s

Bas

ic

Wo

rkp

lace

s


Page 2


103 All the calculations are done automatically in the computer spreadsheet, but are described here.

Letters used in any formulae refer to the figure in the box with the same letter.

104 The first part of this section shows the total of workplaces in spaces that have been measured

but are not included in the net capacity calculation, as described in Part 4 of this Guidance.

Here there are 30 basic workplaces and 36 resource workplaces in the nursery (marked with an

‘E’ at step 4 of the Net Area Schedule) and 17 basic workplaces in the parents’ room (marked

with a ‘P’ at step 4).

105 Boxes ‘p’ and ‘q’ show the total number of workplaces in the net area of accommodation

available to the school. This is calculated by subtracting the excluded workplaces marked ‘E’, ‘R’,

‘A’, ‘P’ or ‘W’ at step 4 from the overall totals at the top of the Net Area Schedule. In the example,

excluded workplaces are those in the nursery and parents’ room, marked with ‘E’ and ‘P’ at step 4.

106 Box ‘r’ indicates the initial calculation of the capacity based on the basic workplaces available

in the classbases. However, it defaults to 70% of the total workplaces (p + q) if this is lower

(as described in paragraphs 21 and 37). In this example, box ‘r’ shows the total basic

workplaces in the 7 spaces that are designated as classbases (marked with a ‘C’ at step 4).

This is 7 x 30 = 210. If this were more than 70% of the total workplaces available (in this case

(261 + 168) x 70% = 300) then ‘r’ would show the lower figure instead.

107 Box ‘s’ indicates the additional allowances used to give parity to small schools, split site

schools and those on small sites, as described in paragraphs 39, 42 and 43. Box ‘s’ equals

75 multiplied by the number of sites noted in box ‘l’ under School Details, plus a further 50

if the total site area noted in box ‘m’ under School Details is less than 1500 + (15 x r).

This formula is approximately equivalent to the requirement for team game playing fields.

108 Box ‘v’ sets the maximum workplaces available, which will equal ‘r’ unless it exceeds the limit

described in paragraphs 21 and 38. It is the higher of ‘r’ and (p – s) x 70%. In the example, box

‘v’ shows the total from box ‘r’ again, because this is more than 70% of the total basic

workplaces (‘p’) less the allowance shown in box ‘s’ (in this case (261 – 75) x 70% = 130).

109 Box ‘w’ sets the minimum workplaces available, based on ‘v’ but slightly reduced to allow

some flexibility to set a reasonable admission number that suits the organisation of the school,

or to allow extra space for pupils with SEN or disabilities. In the primary form, this figure is the

lower of two calculations: 90% of the figure in box ‘v’, or ‘v’ rounded down to the nearest

multiple of a quarter form of entry (FE). In this case, ‘v’ multiplied by 90% is 189 and ‘v’ rounded

down to the nearest multiple of 1⁄4 FE is 210. 189 is lower, so box ‘w’ shows a figure of 189.

110 Box ‘x’ calculates the capacity based on the planned admission number by multiplying

the planned admission number (box ‘b’ = 30) by the number of age groups in the school

(box ‘n’ = 7). If box ‘b’ has not been filled in, box ‘x’ should remain blank.

111 Box ‘y’ is the final calculation of the net capacity of the school, which will match the capacity

based on the planned admission number if it is within the minimum and maximum set in boxes

‘w’ and ‘v’. Hence it equals ‘v’ if ‘x’ is more than ‘v’ (or if ‘x’ is blank), equals ‘x’ if ‘x’ is between

‘v’ and ‘w’ inclusive, or equals ‘w’ if ‘x’ is less than ‘w’. Box ‘y’ is the same as the capacity

based on the planned admission number (‘x’ = 210) in this example. However, a planned

admission number of 28 could be entered in box ‘b’ (to allow for SEN inclusion) to give a net

capacity of 28 x 7 = 196.


22


23


DfES/0748/2001

Workplaces Not Included in Capacity Calculation (if measured)

parents/community room17

0

early years and childcare facilities30

36

specially resourced facilitiesadult learning facilities

Workplaces Included in Capacity Calculation

261 p 168 q

capacity based on classbases210 r

basic workplace allowance75 s


210 v(r), or ((p - s) x 70%), if higher


189 w

capacity based on planned admission no. 210 x

(b x n)Net Capacity 210 y

indicated admission number 30 z

(z x e) / c(z x h) / f

We confirm that we are satisfied with the accuracy of the information given under School Details and the status of

spaces (step 4 of the Net Area Schedule) on this form.

Resource Workplaces

Basic Workplaces

if x is more than v, then y = vif x is between v and w, then y = x

if x is less than w, then y = w

first admission year

(thirdadmissionyear, ifapplicable

(secondadmissionyear, ifapplicable



whole number.totals of all workplaces except those

shown above as excluded or marked ‘W’

at step 4

Signature on behalf of Local Education Authority

Signature of Head Teacher / /

/ /


as described under School Details

workplaces in spaces marked ‘R’ at step 4,


workplaces in spaces marked ‘E’ at step 4,

as noted under School Details

lower of (v x 90%) and v rounded down to

nearest multiple of (30 x n / 4)

workplaces in space marked ‘P’ at step 4,

only one per school

basic workplaces in spaces marked ‘C’ at

step 4, or ((p + q ) x 70%), if lower(75 x l ), plus 50 if m is less than

(1500 + (15 x r))

Date

Date


Declaration of Accuracy

(y / n) rounded down(n, c, e, f and h as calculated under School

Details)

Page 3

112 Box ‘z’ calculates the indicated admission number for the first year of admission by dividing the

net capacity (at box ‘y’) by the number of age groups (at box ‘n’ in the School Details). If there is

a second year of admission noted in box ‘e’ in the School Details, the indicated admission

number for that year equals (z x e) ÷ c, as described in Example 3.

Section F: Declaration of Accuracy

113 A representative of the Local Education Authority and the Head Teacher of the school should sign

and date in the boxes provided (on a hard copy of the form) to confirm that they are satisfied with

the accuracy of the information given under School Details and step 4 of the Net Area Schedule.

Open Plan Areas

114 As discussed in paragraph 51, some schools include open or semi-open plan areas that may

have small classbases that were designed to be used with part of an adjacent shared teaching

area. Where such spaces exist and can be used together for teaching a class, their floor areas

can be combined for the net capacity assessment.

115 An example of this situation is included in the plan of the example primary school on the

opposite page. The broken lines show the notional boundaries of the classbases labelled

51 and 53. If the classbase areas were measured separately, each would be 22m2. This is too

small to be allocated basic workplaces so these areas would not count towards the capacity.

However, in this case, these areas are capable of being used with the shared wet area labelled

52 and the central shared teaching area, so the Local Education Authority has marked an

overall area for each class on the plan (marked with the diagonal ‘dash-dot’ line), such that

each area totals around 54m2.

116 In the case of the group room (marked 47), this is separated from the central shared area

(marked 46) by a door and a store room, so it would not be easy to use it reasonably in

conjunction with the shared area. This room has therefore been noted only as 21m2, although

with minimal adaptations the two areas (46 and 47) could be used as a small classbase.


24

Key to ‘Non-net’ Areas

3 Girls toilet 3m2

4 Boys toilet 3m2

5 Boys toilet 3m2

6 Girls toilet 3m2

13 Nursery lobby 6m2

14 Nursery toilets 8m2

15 Pupil toilets 5m2

18 Pupil toilets 10m2

26 Staff corridor 7m2

27 Male staff toilets 8m2

28 Female staff toilets 8m2

30 Entrance lobby 14m2

31 Entrance 30m2

36 Kitchen 40m2

37 Kitchen store 3m2

38 Kitchen lobby 3m2

39 Kitchen office 2m2

40 Kitchen store 4m2

45 Corridor 25m2

48 Girls toilet 5m2

49 Boys toilet 4m2

55 Boys toilet 4m2

56 Girls toilet 5m2

60 Mobile classroom lobby 4m2

61 Mobile classroom toilet 4m2

64 Covered area 30m2

Mer

lin P

rimar

y S

choo

l Pla

n

Par

ents

roo

mex

clud

ed m

arke

dw

ith a

‘P’

Pla

nt r

oom

(bo

iler)

not

in n

et a

rea

Ser

very

use

d fo

rdi

ning

fur

nitu

rest

orag

e, s

one

tar

ea

Kitc

hen

not

inne

tar

ea

Mob

ile c

lass

room

incl

uded

ICT

area

:15

%ci

rcul

atio

n;sp

ecia

list

spac

e

Ful

l-hei

ght

cupb

oard

s in

clud

edin

net

are

a

Nur

sery

: m

easu

red

but

excl

uded

by

bein

g m

arke

d ‘E

’

Out

door

sto

re:

mar

ked

with

‘U’s

oha

s 15

res

ourc

ew

orkp

lace

s

Sta

ff ro

om:

21 b

asic

wor

kpla

ces

but

not

mar

ked

‘C’

Hal

l is

a sp

ecia

list

spac

e

Line

of

notio

nal

clas

s ar

eas

Ele

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al in

take

cupb

oard

not

net

area


25

Example 2: an 11–16 Secondary School

117 This example demonstrates how to assess the capacity of a secondary school without a sixth

form, or a middle deemed secondary school. Schools with sixth forms are covered in the next

example. Most of the methodology is the same as that in the primary school assessment form.

School Details

118 The first part of the School Details section is completed to show the date of the assessment

and some basic information about the school: its DfES reference number, the LEA, the school

name, and its age range. Like Example 1, this example is on one site of a reasonable size,

so boxes ‘l’ and ‘m’ are left blank.

119 The normal year of admission and the age range of the school are noted in this section.

This information is used to determine the utilisation factor (shown in box ‘u’) that is used in

the Capacity Calculation. For this 11–16 school, the utilisation factor is 0.75. This is selected

automatically in the computer spreadsheet.

120 Box ‘a’ indicates the number of years that pupils in the first year of admission will be in school.

In this case this is 5, as the age range is 11 to 16. This information is used in the indicated

admission limit calculation in the Capacity Calculation.

121 Box ‘b’ can be used to show the planned admission number. In this example, 174 pupils are

admitted in year ‘Y7’. These pupils will therefore be at the school for 5 years (box ‘a’). The figure

of 174 allows for 6 classes of 29 rather than 30 to make some allowance for the inclusion of

pupils with SEN and disabilities.

122 Box ‘n’ is calculated automatically in the computer spreadsheet. In this example, like most

secondary schools, there is only one admission year, so the figure in ‘n’ equals the number

of years in box ‘a’.

If Applicable: Areas Not Included in School Capacity

123 This part of the School Details section can also be used to show details of any accommodation

that is for designated non-school or support functions (see paragraph 55), which is excluded

from net capacity assessment. In this example, a support centre for hearing impaired pupils is

noted in this section. The number of places (28) in the unit and a brief description of the

facilities are shown.


26


27

Net Capacity Assessment Method for Secondary Schools

DfES/0749/2001

LEA Wessex

765

#N/A ##


school name Holy Grail Community Secondary School

age range 11 to 16

no. of sites l

utilisation factor 0.75 u

0.00

m

0.75

normal year of admission Y7number of years up to age 16 5 a

c


dg

eh

e = (c x d) / b h = (2 x g) / b

sixth form data

this year

last year

j

year before last average sixth form ‘stay-on rate’

k

number of age groups 5 n

(a + e + h + k)

If applicable: Description ofLEA designated Early Years and Childcare provision, if any

LEA designated specially resourced facilities, if anyLEA designated adult learning facilities, if any

i

Please read the Net Capacity guidance (DfES/0739/2001) before filling in this form for the first time.

This form can be used to assess any secondary, middle deemed secondary or upper school.




computer spreadsheet. The ‘Declaration of Accuracy’ should be signed by the Head Teacher and a representative

of the Local Education Authority. School Details

number of years, up to age 16, that those in the

admission year will be at this school (e.g. ‘5’)

for instance ‘Y7’

if known; if in Y12, further agreed admission

number beyond those ‘staying on’

(second admission year, if applicable)

(Y12 admission, if applicable)


first admission year (if below 16)

total site area (m2)

FTE NoRin Year 11 FTE pupils staying on post-16

‘stay-on rate’

Post-16 numbers should only include pupils remaining at

the school in Years 12 to 14. Calculate the ‘stay-on rate’

to nearest two decimal places by dividing the post-16

numbers by the PREVIOUS Year 11 (e.g. 1.33).

In new sixth forms use proposed numbers.(i + j) / 2

If applicable: complete these boxes if the

school has a sixth form.

A support centre for 28 hearing impaired pupilsnon-school facilities (such as a community library, multi-agency



Include the number of any additional specially resourced places,

if applicable.Enter area in ‘net area’ column and note with an ‘R’ at step 4







‘u’0.830.79

0.750.730.720.69

‘u’0.710.700.690.670.63

9 - 1311 - 13

11 - 1612 - 1613 - 1614 - 16

11 - 1812 - 1813 - 1814 - 1816 - 18

Page 1

Y12

2

The Net Area Schedule

124 Step 1 is to list all measured spaces (as described in Parts 3 and 4 of this Guidance), using

a room reference and room name for each space. Like the primary school form, the measured

area (to the nearest m2) of all spaces in the net area is shown in the ‘net area’ column. The

area of shared circulation is entered in the ‘non-net area’ column. Room references are linked

to a scale plan of the school (see page 36).

125 Step 2 is to tick the type of each included space. In the computer spreadsheet a ‘1’ is used

as a tick (see paragraph 98).

126 The definitions of the four types of space for secondary schools are listed on the ‘notes page’

of the form and explained in more detail in Annexe A of this Guidance. In this example, ‘light

practical’ spaces include the science preparation area, the dark room and kiln room, and the

library; ‘heavy practical’ spaces include the multi-materials preparation area and the multi-gym

(because it is less than 120m2); and ‘large and performance’ spaces include the drama space

(including a stage area) and a music practice room.

127 Step 3 is to calculate the number of workplaces. The area of each space is put into one of five

formulae, as listed on the ‘notes page’ and in Annexe A of this Guidance, depending on its type

and size. This is done automatically in the computer spreadsheet.

128 As described in paragraph 35, spaces will have basic workplaces and/or resource workplaces.

For instance, in this example:

● Room A8 is a general space of 21m2. Using the general formula, the number of workplaces

would be calculated as (21÷1.5) –3. This equates to 11 workplaces, all of which are

resource workplaces.

● Room A41 is a dining hall of 195m2. This would be calculated using the ‘large and

performance’ formula for spaces of 75m2 or more as (195÷12.5) + 20. Rounded up, this

equates to 16 + 20 = 36, of which the first 30 are basic workplaces and the remaining

6 are resource workplaces.

129 Step 4 is to identify (with one of the code letters listed on the page opposite the Net Area

Schedule) the status of spaces. In this example, the spaces marked with a ‘T’ have been

designated as teaching spaces. These include mobile classrooms, the hall and the library.

They also include a music practice room, kiln room and dark room. However, small spaces,

such as music practice rooms, kiln rooms and dark rooms, will not count towards the capacity

as they do not have basic workplaces. Room A21 has been marked with a ‘U’ because it has

no source of light or ventilation. Other stores are too small to be given basic workplaces so do

not need to be marked with a ‘U’. Room A26 is a chapel and has therefore been marked with a

‘W’ (the workplaces in this space will not be included in the capacity). The sacristy is not

marked but only has resource workplaces so will not count towards the capacity.


28


617003

520 1

3027

T

151

07

T

aired pupils

571

305

R

e office

131

06

R

Page 2


DfES/0749/2001

DfES no. 765/4242school name Holy Grail Community Secondary School

STEP 1

STEP 2

STEP 3STEP 4

Ro

om

R

efer

ence

Room Name(based on the activities the room

is designed or equipped to accommodate)

gene

ral

light

pra

ctic

al

larg

e &

per

form

.

Sta

tus

Res

our

ceW

ork

pla

ces

Bas

icW

ork

pla

ces

heav

y pr

actic

al

‘Non-Net’

Area, if known (m2)

Net Area (m2)

A62 HI support centre ICT ‘cluster’

280 1

08

R

A63 SEN resource base

311

180

A64 ICT room

580 1

200

T

A66 textiles (15% circulation)

1164

0

220

T

A67 laundry (50% circulation)

66

0

01

A68 food room

930

122

0T

A69 stores

121

05

A73 classroom

521

30

A74 staff room

521

A80 store

8

A83 storeA84 multi-gymA85 hall/gymA86 storeA87

11 T

T


DfES/0749/2001

DfES no. 765/4242school name Holy Grail Community Secondary School

STEP 1

STEP 2

STEP 3STEP 4

Totals

705382 105 25 5 10 1531

526

M1 mobile classroom

541

303

T

M2 store

41

01

M3 mobile classroom

501

301

T

M4 mobile classroom

501

301

T

M5 mobile classroom

501

301

T

M6 mobile classroom

501

301

T

A5 deputy head’s office

181

09

A6 bursar’s office

161

08

A8 Head teacher’s office

211

011

A9 deputy head’s office

121

05

A10 office

111

05

A12 reception area

111

05

A13 waiting/corridor (50% circulation)8

81

03

A14 office

91

03

A15 store

121

05

A16 MI room

91

03

A18/19 drama hall/stage

2050

130

7T

A20 lobby/ locker area (85% circulation)30

51

01

A21 under-stage storage

911

058

U

A22 music

760

127

0T

A22A store

61

01

A22B store

31

01

A22C store

61

01

A23 music practice

120

10

1T

A24 store (50% circulation)

55

1

01

A25 sacristy

101

04

A26 chapel

661

3011

W

A27 art room

740 1

260

T

A28 kiln room

60 1

01

A29 wet cupboard

61

01

A30 print store

81

03

A31 art room

620 1

210

T

A32 dark room

50 1

01

T

A33 multi-materials workshop

1060

126

0T

A34 heat treatment bay

160

10

1T

A35 graphics

820 1

290

T

A36 multi-materials prep.

230

10

2

A37 CAD-CAM

350 1

010

T

A38 pneumatics, electronics, control technology57

0 1

190

T

A39 materials store

191

010

A41 dining room

1950

130

6

A45 outdoor store

131

06

A52 caretaker’s office

291

170

A53 store

91

03

A57 learning resource centre (library)

1520 1

3027

T

A58 careers room

151

07

T

A60 support centre for hearing impaired pupils57

1

305

R

A61 HI support centre office

131

06

R

Ro

om

R

efer

ence

Room Name(based on the activities the room

is designed or equipped to accommodate)

gene

ral

light

pra

ctic

al

larg

e &

per

form

.

Sta

tus

Res

our

ceW

ork

pla

ces

Bas

icW

ork

pla

ces

heav

y pr

actic

al


‘Non-Net’

Area, if known (m2)

Net Area (m2)

Page 2


DfES/0

DfES no. 765/4242school name Holy Grail Community Secondary S

STEP 1 Room Name

29


130 This section is similar to the Capacity calculation in the primary form, except for the addition

of box ‘t’ to allow for the utilisation factor. Again, calculations described here are automatic in

the computer spreadsheet (see paragraph 103).

131 The totals of basic and resource workplaces in measured but excluded spaces are shown

in the first part of this section. Here there are 30 basic and 19 resource workplaces in the

support centre for hearing impaired pupils (marked with an ‘R’ at step 4).

132 Boxes ‘p’ and ‘q’ show the total number of workplaces in the net area of accommodation

available to the school. This is calculated by subtracting the excluded workplaces, in this case

marked with ‘W’ and ‘R’ at step 4, from the overall totals at the top of the Net Area Schedule.

133 Box ‘t’ shows the total basic workplaces in the spaces that are designated as teaching areas

(marked with a ‘T’ at step 4). This is 1239. If this were more than 70% of the total workplaces

available (in this case (1471 + 496) x 70% = 1376), then ‘t’ would show the lower figure instead

(as described in paragraphs 21 and 37).

134 Box ‘r’ indicates the initial calculation of the capacity based on the basic workplaces available

in teaching spaces, less 60 workplaces for untimetabled teaching spaces such as the hall and

library, multiplied by a utilisation factor (in this case, 0.75) from box ‘u’ under School Details. In

this example, r = 884.

135 Box ‘s’ shows the allowance for large non-teaching spaces, as discussed in paragraph 107.

In secondary schools, 50 is added if the site area is less than 10,000 + (30 x r).

136 Box ‘v’ shows the total from box ‘r’ again, because this is more than 70% of the total basic

workplaces (‘p’) less the allowance shown in box ‘s’ all multiplied by the utilisation factor

(in this case (1471 – 75) x 70% x 0.75 = 732). If ‘r’ were less than this, then ‘v’ would show

the higher figure instead.

137 Box ‘w’ sets the minimum workplaces available, to allow for admission arrangements and

pupils with SEN or disabilities. In the secondary school assessment form, this is 10% below the

figure in box ‘v’, giving a minimum of 795 in this example.

138 Box ‘x’ calculates the capacity based on the planned admission number by multiplying the

planned admission number (‘b’ = 174, from School Details) by the number of age groups in

the school (‘n’ = 5, from School Details), giving a figure of 870, in this case.

139 Box ‘y’ shows the net capacity of the school. This is the same as the capacity based on the

planned admission number (‘x’ = 870 in this case). If the capacity based on the planned

admission number is more than ‘v’ or less than ‘w’, then the net capacity will be ‘v’ or ‘w’,

respectively.

140 Box ‘z’ is the indicated admission number. This is calculated by dividing the net capacity

(‘y’ = 870) by the number of age groups (‘n’ = 5, from School Details).


30


31


DfES/0749/2001

Workplaces Not Included in Capacity Calculation (if measured)early years and childcare facilitesspecially resourced facilities


Workplaces Included in Capacity Calculation1471 p 496 q

workplaces available in teaching spaces 1239 t

capacity based on teaching spaces884 r

((t -60) x u) (u from School Details)



884 v(r), or ((p - s) x 70% x u), if higher


795 w(v x 90%)




(z x e) / c



whole number.

(y / n) rounded down(n, c, e, f and h as calculated under

School Details)


ResourceWorkplaces

BasicWorkplaces



workplaces in spaces marked ‘R’ at step 4,


workplaces in spaces marked ‘E’ at step 4,


totals of all workplaces except those shown

above as excluded or marked ‘W’ at step 4

basic workplaces in spaces marked ‘T’ at

step 4, or ((p + q ) x 70%), if lower(75 x l ), plus 50 if (m) is less than

(10,000 + (30 x r))


if x is less than w, then y = w first admission year(second admission year, if applicable)

(Yr12 admission, if applicable)


Signature of Head Teacher

/ /

/ /

Date

Date

Declaration of AccuracyWe confirm that we are satisfied with the accuracy of the information given under School Details and

the status of spaces (step 4 of the Net Area Schedule) on this form.

Page 1

00

3019

00

(z x h) / 2

Example 3: an 11–18 Secondary School with a Second Admission Year

141 The following example shows how a net capacity assessment form would be completed if the

school in Example 2 had smaller 11 to 16 numbers and a sixth form. The spaces listed in the

Net Area Schedule are exactly the same, but some additional data needs to be entered under

School Details and this will affect the net capacity calculation.

School Details

142 The age range is shown as 11–18, so a utilisation factor of 0.71 (rather than 0.75) is shown

in box ‘u’ and will be used in the calculation in box ‘r’. As in Example 2, the normal year of

admission is ‘Y7’ and pupils will be at the school for 5 years, up to the age of 16 (box ‘a’).

However, the admission number at Year 7 is only 116 in this example, to allow for the additional

pupils in the sixth form.

143 To illustrate an example of a second admission year, the sixth form includes a separate

admission of pupils into year 12 from outside the school, in addition to those remaining at this

school in the sixth form. This further admission number of 40 pupils in Yr 12 is shown in box ‘g’.

144 The shaded ‘sixth form data’ section under School Details calculates an average ‘stay-on rate’

from the average of ‘i’ and ‘j’. This is in the form of a decimal fraction indicating the proportion

of a year group (not as a percentage). So, in this example, last year’s Year 11 group was 119 and

the total sixth form this year is 153. The ‘stay-on rate’ is therefore calculated as 1.29 (153÷119).

Box ‘i’ is the ‘stay-on rate’ for the total number of sixth form pupils remaining on roll at the

school in the academic year of the capacity assessment (in this case 2002–03), as a proportion

of the Year 11 number on roll in the previous year (2001–02). Box ‘j’ is the stay-on rate for the

previous academic year (2001–02).

145 The number of sixth form pupils remaining on roll in each case is the total full time equivalent

(FTE) number of post-16 pupils remaining at the school, not just those in Year 12. It should not

include those admitted from elsewhere, as noted in box ‘g’. In the example, the average ‘stay-

on’ rate, calculated from the sixth form details (‘k’ = 1.28), is added to the Yr 12 admission

number as a proportion of the first admission number (‘h’ = 0.67) and to the number of years

up to age 16 (‘b’ = 5) to give a total number of age groups in box ‘n’ of 6.95. This total is used

in boxes ‘x’ and ‘z’ in the Capacity Calculation.

146 Details of areas not included in the school capacity are the same as in Example 2.


32


33


DfES/0749/2001

LEA Wessex

765

#N/A ##


school name Holy Grail Community Secondary School

age range 11 to 18

no. of sites l

utilisation factor 0.71 u

0.00

m

0.71

normal year of admission Y7number of years up to age 16 5 a

c


dg

eh

e = (c x d) / b h = (2 x g) / b

sixth form data

this year

last year

j

year before last average sixth form ‘stay-on rate’

1.28 k

number of age groups 6.95 n

(a + e + h + k)

If applicable: Description ofLEA designated Early Years and Childcare provision, if any

LEA designated specially resourced facilities, if anyLEA designated adult learning facilities, if any

i

Please read the Net Capacity guidance (DfES/0739/2001) before filling in this form for the first time.

This form can be used to assess any secondary, middle deemed secondary or upper school.




computer spreadsheet. The ‘Declaration of Accuracy’ should be signed by the Head Teacher and a representative

of the Local Education Authority. School Details

number of years, up to age 16, that those in the

admission year will be at this school (e.g. ‘5’)

for instance ‘Y7’

if known; if in Y12, further agreed admission

number beyond those ‘staying on’

(second admission year, if applicable)

(Y12 admission, if applicable)


first admission year (if below 16)

total site area (m2)

FTE NoRin Year 11 FTE pupils staying on post-16

‘stay-on rate’

Post-16 numbers should only include pupils remaining at

the school in Years 12 to 14. Calculate the ‘stay-on rate’

to nearest two decimal places by dividing the post-16

numbers by the PREVIOUS Year 11 (e.g. 1.33).

In new sixth forms use proposed numbers.(i + j) / 2

If applicable: complete these boxes if the

school has a sixth form.

A support centre for 28 hearing impaired pupilsnon-school facilities (such as a community library, multi-agency



Include the number of any additional specially resourced places,

if applicable.Enter area in ‘net area’ column and note with an ‘R’ at step 4







‘u’0.830.79

0.750.730.720.69

‘u’0.710.700.690.670.63

9 - 1311 - 13

11 - 1612 - 1613 - 1614 - 16

11 - 1812 - 1813 - 1814 - 1816 - 18

Page 1

1531.29119

1491.26118

40

Y12

2

0.67


147 All details in the Capacity Calculation are the same as in Example 2, except that:

● Box ‘r’ shows ‘t’, less 60 workplaces for untimetabled teaching areas (see paragraph 134),

multiplied by the utilisation factor of 0.71 (rather than 0.75).

● Box ‘v’ shows the total from box ‘r’ again.

● Box ‘w’ shows a figure based on 90% of ‘v’ (as in paragraph 137).

● Box ‘x’ multiplies the planned admission number (‘b’ = 120) by the number of age groups

in the school (‘n’ = 6.95), giving a figure of 834, in this case. As this falls between the

maximum and minimum in boxes ‘v’ and ‘w’, this is the figure used in box ‘y’, showing the

net capacity of the school.

● Box ‘z’ is the indicated admission number, calculated by dividing the net capacity

(‘y’ = 834) by the number of age groups (‘n’ = 6.95). As there is a second year of admission,

the indicated admission number for that year is also shown, calculated as (z x h) ÷ 2. In this

case (120 x 0.67) ÷ 2 = 40 when rounded.


34


DfES/0749/2001

Workplaces Not Included in Capacity Calculation (if measured)early years and childcare facilitesspecially resourced facilities


Workplaces Included in Capacity Calculation 1471 p 496 q

workplaces available in teaching spaces 1239 t

capacity based on teaching spaces837 r

((t -60) x u) (u from School Details)



837 v(r), or ((p - s) x 70% x u), if higher


753 w(v x 90%)




(z x e) / c (z x h) / 2



whole number.

(y / n) rounded down(n, c, e, f and h as calculated under

School Details)


ResourceWorkplaces

BasicWorkplaces

workplaces in spaces marked A at step 4,


workplaces in spaces marked R at step 4,


workplaces in spaces marked E at step 4,


totals of all workplaces except those shown

above as excluded or marked W at step 4

basic workplaces in spaces marked T at

step 4, or ((p + q ) x 70%), if lower

(75 x l ), plus 50 if (m) is less than

(10,000 + (30 x r))


if x is less than w, then y = w first admission year(second admission year, if applicable)

(Yr12 admission, if applicable)


Signature of Head Teacher

/ /

/ /

Date

Date

Declaration of AccuracyWe confirm that we are satisfied with the accuracy of the information given under School Details and

the status of spaces (step 4 of the Net Area Schedule) on this form.

Page 1

40

00

3019

00


35


36

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and

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in n

et a

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Hol

y G

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Pla

n

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port

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tre

for

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ring

Impa

ired

mar

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‘R’

Sci

ence

labs

and

prep

. ‘li

ght

prac

tical

’

SE

N R

esou

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Bas

e n

ot

mar

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‘R’

Car

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and

clea

ners

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re

in n

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rea

Boi

ler

Roo

m a

ndF

uel S

tore

not

in

net

area

Larg

e U

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-sta

geS

tore

mar

ked

‘U’

(no

light

or

vent

ilatio

n)

Hal

l an

d S

tage

cou

ntas

one

spa

ce

Out

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Sto

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Text

iles

Roo

m is

15%

circ

ulat

ion

to

allo

w r

oute

to

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d R

oom

(68

)

Sta

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ileC

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room

s in

net

are

a

Spo

rts

hall

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rge

and

perf

orm

ance

’

Annexe A: Definitions of Types of Spaces

148 This annexe defines the types of space that should be designated at step 2 of the Net Area

Schedule. It lists typical spaces that are covered by the type of space, except ‘general’, and

describes their physical attributes. Any space not described below should be designated as ‘general’.

Primary Schools

149 In primary schools there are two types of space:

● ‘general’ will cover any area which is not a specialist space, as described below (including

classbases, associated shared practical areas and any wet, practical or ICT area within

classrooms or shared teaching areas);

● ‘specialist’ will include all halls (including any stage area), dedicated dining rooms, drama,

dance, music spaces, swimming pools; enclosed spaces equipped with specialist fixtures to

provide dedicated ICT rooms, food rooms, ceramics rooms, libraries, middle school

practical areas for science, art, food and design and technology.

150 In primary schools, most spaces will be ‘general’. A detailed description of the features of all

other types of space is given in the tables below. A primary school with less than around

420 places would not normally have more than one of each of the specialist spaces listed.

Spaces included Physical attributes

Specialist

ICT room Equipped with fixtures to provide networking and power supply.Predominantly used for ICT: i.e. at least 60% of workplaces (based on‘specialist’ formula) used for ICT workstations.

Library Equipped with shelving for the storage and display of books: possibly alsoICT and/or audio/visual equipment.

Food room Dedicated food room equipped for the preparation of hot food: includingwashable floor finish, some fixed benching, sink(s) and at least one pieceof specialist fitted serviced equipment (e.g. ‘hard-wired’ cooker).

Ceramics (kiln) room Dedicated room equipped for producing fired clay-work: including kiln,appropriate floor finish (such as quarry-tiles), some fixed benching orshelving, and sink(s).

Hall Usually a large volume (high ceiling), hard floor finish; likely to have little orno furniture and equipment normally laid out.

Dining Dedicated dining spaces with washable floor finish; likely to be adjacent tokitchen or servery area; may contain specialist dining furniture, but little orno other furniture or equipment.

Studio (for drama, Equipped such that expressive arts can take place; possibly adance and/or music) large volume (high ceiling), acoustic isolation, ‘dim-out’; only furniture and

equipment related to drama (e.g. stage blocks), audio/visual and/or music.

37

151 The number of workplaces for each type of space must be at least 1. In primary schools,

it can be calculated using the following formulae, rounded up to the nearest whole number:

● For ‘general’ spaces (area÷1.5) – 3

● For ‘specialist’ spaces less than 75m2 (area÷2.5) – 4

● For ‘specialist’ spaces of 75m2 or more (area÷12.5) + 20

Middle Schools

152 Middle deemed primary schools should be assessed using the form for primary schools.

Practical areas for science, art, food or design and technology should be deemed ‘specialist’.

The physical attributes will generally be the same as similar spaces in secondary schools, but

with less fixed services and equipment.

153 Middle deemed secondary schools should be assessed using the form for secondary schools.

Practical areas will be deemed ‘light practical’ or ‘heavy practical’ as below.

Secondary Schools

154 In secondary schools there are four types of space:

● ‘general’ will cover any area which is not a specialist space, as described below (including

GNVQ/business rooms);

● ‘light practical’ will include any spaces equipped with specialist fixtures to provide

ICT rooms, libraries, science laboratories, science preparation rooms, wet or dry textiles,

art, graphics, pneumatics, electronics, control technology, darkrooms, kiln rooms,

recording studios;

● ‘heavy practical’ will include any spaces designed or equipped with specialist fixtures to

provide PE spaces below 120m2 such as multi-gyms, small swimming pools, food rooms,

engineering and multi-materials workshops and preparation rooms;

● ‘large and performance’ will include PE spaces over 120m2 such as sports halls,

gymnasia, projectile rooms, large swimming pools; all halls (including any stage area),

dining, drama, dance, music and media spaces; atria and malls.

155 The number of workplaces for each type of space must be at least 1. It can be calculated

using the following formulae, rounded up to the nearest whole number:

● For ‘general’ spaces (area÷1.5) – 3

● For ‘light practical’ spaces (area÷2.5) – 4

● For ‘heavy practical’ spaces (area÷3.5) – 5

● For ‘large and performance’ spaces less than 75m2 (area÷2.5) – 4

● For ‘large and performance’ spaces of 75m2 or more (area÷12.5) + 20

156 The spaces included in the last three types of space, and their likely physical attributes, are

given in the tables below. Any space not described below should be designated as ‘general’.


38


Light practical

ICT room and ICT ‘cluster’ Equipped with fixtures to provide networking and power supply.Predominantly used for ICT: i.e. at least 60% of workplaces (based onlight practical formula) used for ICT workstations.

Library Equipped with shelving for the storage and display of books: possibly alsoICT and/or audio/visual equipment.

Science laboratory and Fixtures to provide water, gas and power supply, some fixed furniturepreparation area (benching or ‘bollards’); possibly a fume cupboard.

Art room and kiln room Washable floor finish (tiled or vinyl), fixed benching and sinks; furniture andequipment might also include plan chests, screen printing table, drawingboards, easels, light box, ICT equipment, potter’s wheel, pug mill, and/orkiln and drying racks (likely to be in separate kiln room).

Textiles room (wet or dry) Fixtures to provide power supply, washable floor finish (tiled or vinyl),and laundry fixed benching and sinks; furniture and equipment might also include

sewing and knitting machines, weaving, ICT equipment, screen printingtable, washing machine (may be in separate laundry area).

Graphics room Fixtures to provide networking and power supply; furniture and equipmentmight include drawing boards and/or ICT equipment; spray booth, planchest, and/or light box.

Pneumatics, electronics, Fixtures to provide power supply (including low voltage) and compressedcontrol technology (PECT) air; some fixed benches and bench-mounted equipment; possibly also (also known as electronics) networked ICT equipment; fixed or loose serviced benches or tables for

mechanical, electrical, electronic, and pneumatic components andsystems; multi-benches, drawing boards, light box, sink and/or etchingtanks; small computer numerically controlled (CNC) machines.

Dark room Fixed benching with sinks, washable floor finish; equipment for developingphotographs (e.g. enlarging equipment, drying cabinet).

Kiln room See art room.

Recording studios/ Room with acoustic insulation, fixed benching with audio/visual equipmentcontrol room (e.g. mixers, tape decks, ICT equipment) and cable connections to

adjacent music/drama space; may have observation window or musicalinstruments, loud speakers, amplifier and/or effects unit.


39


Heavy practical

PE space under 120m2 Squash court, small indoor swimming pool, or multi-gym equipped withspecialist weights or fitness training equipment.

Food room (also known At least two pieces of serviced equipment (e.g. cookers), plus some fixedas food technology) benching, sinks, washable floor finish and other items of equipment that

might include microwave ovens, freezers, refrigerators, dishwashers and/orICT equipment.

Engineering or At least two floor mounted pedestal machines (e.g. drill, lathe, sander, mill,Multi-materials workshop bandsaw), plus bench-mounted machinery, some fixed perimeter benching,(also known as CDT, multi-benches; may also have serviced tables, plastics equipmentwoodwork, metal-work (e.g. vacuum former, hot wire cutter) and/or computer numericallyor resistant materials) controlled (CNC) lathes or milling machines.

Heat treatment bay Heat treatment bay (may be in same room or separate) will include brazing hearth and/or other heat treatment equipment (e.g. chip forge, weldingbench).

Preparation areas At least one piece of floor fixed machinery (e.g. circular saw, planer,hacksaw) and storage of materials (wood and/or metal).

Large & performance

Large indoor Over 120m2 in total. Built for purpose: even if unused.swimming pools

Sports hall A large volume with a high ceiling; appropriate floor finish, marked outwith court lines; possibly equipped for indoor sports (e.g. basketball orvolleyball, cricket nets, gymnastics).

Gymnasium A large volume, with a high ceiling; appropriate floor finish, marked out(possibly sprung) floor; possibly wall bars and other fixed equipment forindoor sports and gymnastics.

Projectile room Long (usually over 18m), narrow space, possibly with high ceiling;equipped for archery, pistol or rifle shooting, golf, bowls or cricket practice.

Hall and stage Usually a large volume with appropriate hard floor finish; may be a raisedstage area (which should be included in total area); may also be used fordrama, PE, and/or dining.

Dining Dedicated dining spaces with washable floor finish; likely to be adjacent tokitchen or servery area; may contain specialist dining furniture, but little orno other furniture or equipment.

Drama studio Designed and equipped such that expressive arts can take place,i.e. large volume, little furniture and equipment; may have dim-out orblack-out, stage area.

Dance studio Large volume, little or no furniture and equipment, sprung floor.

Music classroom, Fixtures to provide networking and power supply; likely to include ICTrecital room and group/ equipment and electronic keyboards; may have acoustic treatment. practice room Group and practice rooms may have angled wall and little or no furniture

or equipment.

Media Space as drama; equipment as recording studio.


40

Copies of this publication can be obtained from:

DfES PublicationsPO Box 5050Sherwood ParkAnnesleyNottingham NG15 0DJ.Tel: 0845 6022260Fax: 0845 6033360Textphone: 0845 6055560Email: [email protected]

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MAINSTREAM HOME-SCHOOL/COLLEGE TRANSPORT POLICY (Version: May 2011)

POLICY & PROCEDURES

(This document applies to children living in Leicestershire and describes free and assisted transport entitlement to mainstream schools and colleges, including entitlement for children with Statements of Special Educational Needs who have no special transport requirements and who attend such establishments. Please note that some children with Special Educational Needs require specific transport beyond the scope of this policy.)

C O N T E N T S

Section Para Page Introductory Comments 1 2 Statutory School Age and Statutory Walking Distances 2 2 Transport Assistance where preference(s) are based on religion 3 3-4 When a Pupil moves Address 4 4 Extended Rights for Low Income Families 5 4-5 Farepaying Places 6 5 Transport Assistance for Post 16 Students 7 5-6 Measurement of Distances 8 6 Split Families (includes both statutory and post 16 age groups) 9 6 Exceptional Circumstances 10 6-7 Transport Assistance on Grounds of Medical Condition 11 7 Respite Transport Assistance 12 7 Disability Discrimination Act (DDA) 13 7 Poor Behaviour and Withdrawal of Transport 14 8 Errors 15 8 Safety & Walking Routes to Schools 16 8 Retrospective Claims & Other Payments to Parents 17 8 Transport Assistance for pupils on a Managed Move 18 8-9 Transport for Permanently Excluded pupils 19 9 Payment from Parents 20 9 Seatbelts / 3-for-2 Seating / Use of Double-Deck Vehicles 21 9-10 Criminal Records Bureau Checks 22 10 APPENDIX 1: Process of Review (appeal) over Transport Decisions 10 APPENDIX 2: Guidance to schools on their own hire of buses & coaches. 11


APPENDIX 3: Process for assessing whether or not walking routes to schools are unavailable

13

1.0 Introduction 1.1 The Local Authority has a duty to make arrangements to facilitate

attendance at schools and colleges by providing transport in certain circumstances. This document outlines Leicestershire County Council’s home to school/college transport policy. This does NOT mean free transport will be provided for all pupils.

1.2 This policy does not apply to pupils attending independent schools and

colleges. 1.3 Where entitlement is dependent on measurement of distances, these

will be calculated using computerised mapping systems detailed in section 9.0 of this policy.

2.0 Statutory School Age and Statutory Walking Distances Definitions:

Primary aged children in Leicestershire range from 4+ to 10+

Secondary aged children in Leicestershire range from 11+ to 16 2.1 Statutory school age means the age when a child must be in school i.e.

the term immediately following their 5th birthday to 16 years old (i.e. the last Friday in June of the year the child turns 16). [Education Act 1997 Sec 52]

2.2 The measurement of the 'statutory walking distance' is measured by the shortest walking route between home and nearest school gate along which a child, accompanied as necessary by a responsible adult, can walk with reasonable safety. If there is no such route, the local authority must provide free transport no matter what distance you live from the school.

2.3 Free transport is provided under the Education Act 1996, Sec 444(5)]for:

• Primary school aged pupils who attend the catchment area

school for their home address (or other nearer school) and the distance is more than 2 miles. In Leicestershire it extends to primary aged children attending secondary school.

• Secondary school aged pupils who attend the catchment area

school for their home address (or other nearer school) and the distance is more than 3 miles.


3.0 Available Routes and Withdrawal of Transport 3.1 The local authority’s definition of an available route:

“A route is available if it is a route along which a child, accompanied as necessary, can walk with reasonable safety to school.”

3.2 Route availability route is assessed using a rigorous and robust assessment process as detail in Appendix 2. Where a route is assessed as unavailable, officers will initially explore using mapping-software to investigate whether an alternative exists and is less than 2 miles (primary) and 3 miles (secondary) before allowing transport.

3.3 Where a route was previously unavailable and becomes available, reasonable notice of the transport provision to be withdrawn will be issued in writing to the parent. Where the current term has less than 3 weeks to run, the free transport will be withdrawn at the end of the following term.

3.4 Where a parent disputes the assessment of an available route there is an process of review see sec Appendix 1.

4.0 Transport Assistance where preference(s) are based on religion

4.1 Local authorities must have regard to any preference the individual may

have for a particular institution based on their religion or belief [Section 509AD of the Education Act 1996 (as inserted by section 84 of the Education and Inspections Act 2006).Subsection (3) provides that “religion” means any religion and “belief” means any religious or philosophical belief]

4.2 The definition of “religion” includes those religions widely recognised in this country such as Christianity, Islam, Hinduism, Judaism, Buddhism, Sikhism, Rastarfariansim, Baha’is, Zorastrians and Jains. Equally, denominations or sects within a religion can be considered as a religious or religious belief, such as Catholicism or Protestantism within Christianity. The DfE considers that the main limitation on what constitutes a “religion” is that it must have a clear structure and belief system.

4.3 For a “belief” to be worthy of protection it must attain a certain level of cogency, seriousness, cohesion and importance; be worthy of respect in a democratic society and not be incompatible with the human dignity of the fundamental rights of the child. Examples of beliefs are Humanism and Atheism.


4.4 Therefore transport assistance (there is a charge for entitled pupils) is provided if the preferred school was applied for on denominational grounds and, • The school is the nearest school of your faith to your home address

and the distance exceeds 2 miles for primary aged pupils and 3 miles for secondary or

• For Catholic children, it is the designated Catholic school for the

child’s home address and the distance exceeds 2 miles for primary aged pupils and 3 miles for secondary.

(See section 9.0 for a description of how distances are measured)

4.5 Parents of pupils that attend a voluntary aided school who qualify for

transport assistance will pay £240 per year per child. Please note:

• there is a maximum charge of 2 pupils per family (this exemption only applies to statutory school age children (see definitions para 2.0)

• families providing proof of low income (assessed annually) i.e. in

receipt of free school meals or the maximum level of working tax credit do not pay the contribution.

• the £240 charge is subject to change, e.g. inflation or due to the decisions taken by the County Council.

5.0 When a Pupil moves Address: assistance with transport is

provided to allow continued attendance at the same school, if:

For Primary children aged 10+ or below and Secondary children aged 14+ (Year 9) or below (see definitions para 2.0) • the pupil has moved address in their final year at the school and

• the distance from the new address to the school is more than 2 miles for primary aged children; or

• the distance from the new address to the school is more than 3 miles for secondary aged children; and

• the address they have moved from was in the catchment area of the school attended; and

• they have attended the catchment area school for more than one year


For Secondary children aged 15+ (Year 10) to 19 (see definitions para 2.0)

• the distance from the new address to the school is more than 3

miles; and

• the pupil has embarked on an examination course; and

• the pupil has attended the school from a catchment area address: and

• for year 10 pupils those who have attended from a catchment area address for at least the first half of the autumn term.

(See section 9.0 for a description of how distances are measured)

5.1 Transport assistance is only provided at the normal school/college start

and finish time. If a pupil is eligible for transport and attends part-time there will be no transport provided other than at the normal school/college start and finish times.

6.0 Extended Rights for Low Income Families

6.1 Variations to the above for low income families (i.e. qualifying for free

school meals or receiving maximum working tax credit):

- children aged between 8 and 11 the walking distance is reduced from 3 to 2 miles (Leicestershire currently provides this for all 8 – 11 year olds);

- secondary age children (11 – 16) can receive free transport to

any of their three nearest suitable schools between 2 and 6 miles from their home;

- secondary age children (11 – 16) can receive free transport to the

nearest school of their faith preferred by reason of religion or belief, between 2 and 15 miles from the home.

7.0 Farepaying Places 7.1 Parents of pupils who are not entitled to transport assistance can apply

for a fare paying place on a school bus where there are empty spaces available. Parents are charged at a flat rate of £300 for primary school and £400 for secondary school.

7.2 Places for fare-paying students:

• are offered on a first come, first served basis subject to availability


• are offered for only one year at a time • must be applied for each year • offer no guarantee that transport will be granted to continuing fare-

payers or that places will be available in any one year

8.0 Transport Assistance for Post 16 Students

8.1 Transport assistance is available for those pupils above compulsory

school age if they live more than three miles from the school/college attended, if the student is aged 16, 17 or 18 when the course is started and: • the school is the catchment area school and exceeds 3 miles from

home address; or • the nearest school/college to the home address where the chosen

course is only available and exceeds 3 miles home address; or • if the school/college attended is a school/sixth form college in

Leicester City, where the home address is 3 or more miles to the city boundary and no county school/college is closer; or

• the preferred school is either the nearest school of your faith (confirmed using a computerised mapping system para 9.0) or is the designated Catholic school for the child’s home address as ; or

• is attending a FE college exceeds 3 miles from home address and is the closest college offering the course

NOTE: Where a student attends a voluntary aided school for the first time at 16+, assisted transport will only be considered if the parent has previously made an application on genuine denominational grounds for a place at an aided school of the same denomination while the child was of statutory school age, unless there are circumstances such as a change of faith.

9.0 Measurement of Distances

9.1 Distances are measured by the shortest available walking route from the middle of the road immediately outside the home address to the nearest school or college entrance. A route is available if it is a route along which a child, accompanied as necessary by a responsible adult, can walk with reasonable safety to school. Distances are measured in a consistent fashion using computerised measuring systems:


• for in-county measurements, and for an address in Leicester City and Rutland, the County Council’s MapInfo software is used.

• for distances that cross the county boundary (except for Leicester

City and Rutland), Google Maps is used. This is because the County Council’s MapInfo system only currently covers addresses that fall in Leicestershire, Rutland and Leicester City. Please note that these methods may change as new software becomes available.

• we are able on request to provide a map of the available route

and/or a list of the street/roads measured in determining the distance between home and school.

10.0 Split Families (includes both statutory and post 16 age groups)

10.1 For children whose parents live at separate addresses where the child

spends an equal amount of time during the school week and both addresses qualify for transport provision. The local authority will ask the parents to decide which address is to be used for the issue of school transport pass. Where a child spends more than 50% of their time at one parent’s address, then that is the address used to determine eligibility for school transport irrespective if they would qualify from the address where they spend the lesser amount of time.

This affects pupils of all ages both of statutory school age and students over compulsory school age.

11.0 Exceptional Circumstances

11.1 In exceptional circumstances and for a short period, consideration may

be given to individual exceptional requests for transport assistance. Each case is considered on its merits. Examples of past exceptions have been:

• where a pupil is subject to a child protection plan

• a recent bereavement in the immediate family 11.2 The following circumstances are not on their own likely to be regarded

as exceptional: • single parent families

• child in temporary care

• temporary fragmentation of the family

• families in receipt of state benefit or re-housed families


11.3 Exceptional transport requests should be made in writing and supported with appropriate professional documentation to: School Admissions and Transport Officer Room 144, County Hall Glenfield Leicester LE3 8RF 0116 305 6630

Email: [email protected] 12.0 Transport Assistance on Grounds of Medical Condition 12.1 Where transport assistance is requested because of a medical condition

parents must complete a form with proof of the diagnosed medical condition by a lead medical professional. Once the documentation is assessed transport assistance will only be agreed for a period assessed as appropriate based on advice from the lead medical professional. Where the period of time has not been specified, the we will review the situation on a termly basis.

12.2 Children with long-term or permanent medical conditions that

necessitate transport assistance are assessed as above with an annual review of the transport assistance. For assessment enquiries: 0116 305 5755

13.1 Children who require transport assistance to and from respite care

settings must apply through their named Social Worker. Applications must be in writing and require supporting professional documentation. Re-application is required annually. For general enquiries: 0116 305 8119

14.0 Equality Act 2010 14.1 Under the Equality Act 2010, where necessary reasonable adjustments

for children with mobility or other issues, will be given consideration in relation to the type of transport or vehicle that is used.

15.0 Poor Behaviour and Withdrawal of Transport 15.1 We have a duty to ensure all children travel in reasonable safety and

comfort. Any behaviour affecting other passengers, the public or the driver that endangers (whether intentionally or unintentionally) themselves or others may lead to transport being withdrawn from a pupil, either temporarily or permanently. In these circumstances, the

mailto:[email protected]


arrangement and cost of transport will fall to the parent and it will remain the duty of the parent to ensure their children continues to attend school.

16.0 Errors 16.1 Where a pupil or student has been assessed as eligible for assisted or

free transport in error, reasonable notice of the provision to be withdrawn will be issued in writing to the parent. Where the current term has less than 3 weeks to run, the free transport will be withdrawn at the end of the following term.

17.0 Safety & Walking Routes to Schools (Appendix 3)

17.1 This is the shortest route along which a child, accompanied as

necessary by a responsible adult, can walk with reasonable safety. 17.2 If a walking route is assessed as not available, assisted transport will be

provided for the period the route is unavailable.

18.0 Retrospective Claims & Other Payments to Parents

18.1 The County Council reserves the right to refuse retrospective claims for transport costs undertaken by parents: eligibility is described in the information for parents booklets (entitled “Your Guide to Primary/Secondary Education in Leicestershire”) and transport provided accordingly. In exceptional circumstances, the County Council can make direct payment to parents or students who make their own arrangements for journeys to and from school or college. However, this will only be done by agreement and where the cost to the County Council is less than that of providing transport itself.

19.0 Transport Assistance for Pupils on a Managed Move 19.1 Transport assistance will only be provided where the Access and

Welfare Service or an Area Placement and Support Panel, under the Fair Access Protocol, agree a managed move; and

• is only at the start and end of each school day

• is subject to the distance from home to the new school exceeding statutory walking distances

• is for a maximum of 10 weeks only 20.0 Transport for Permanently Excluded pupils

a. transport during the first term of admission to a new school is to be provided by the Behaviour and Attendance;


b. transport following re-admission to a school is to be made

available via mainstream provision from the start of the term following admission, providing the home-school distance exceeds statutory distances;

c. mainstream transport will not be funded to a more distant school

than the next nearest school following parental preference, when a nearer appropriate school place is available under the Fair Access Protocol;

d. transport will only be provided to the new school until transfer

to the phase or until the end of the year 11, except for exceptional circumstances, e.g., if there are reasons, connected to the exclusion, why the young person cannot attend their catchment school at point of transfer;

e. requests for transport in these circumstances made by the

parent are considered by the Deputy Manager of the Access and Welfare Service.

21.0 Payment from Parents

21.1 We offer parents a variety of ways to pay for transport assistance, details

of which can be found in the guidance notes for each transport scheme. You can view the guidance notes on our website at: http://www.leics.gov.uk/school_college_transport. Alternatively you may call our Customer Service Centre for a copy:

Customer Service Centre

0116 305 0002

21.2 Transport assistance debts will be pursued by legal action and no transport will be provided for any forthcoming year if a debt remains outstanding..

21.3 Where a failure of transport arises as a result of poor weather or road conditions refunds will not be made or alternative transport arranged. Bus and Taxi operators are empowered to make the decision whether routes/parts of routes are safe to operated in severe weather conditions..

22.0 Seatbelts / 3-for-2 Seating / Use of Double-Deck Vehicles

22.1 Our aim is to exceed minimum government regulations and the law in relation to transporting children (to and from school) in respect of the vehicles that we are responsible for. We do this by :-

http://www.leics.gov.uk/school_college_transport


a) only allocating one child per seat on dedicated school buses, coaches or taxis (the '3 for 2' seating rule is not used in Leicestershire)

b) seatbelts are provided on all dedicated single deck school buses, coaches or taxis

c) only single deck vehicles are used for primary school transport d) no single journey in a double deck vehicle will exceed 12

miles 22.2 Apart from the good practice detailed above the guidance we offer

schools is detailed in Appendix 2. 23.0 Criminal Records Bureau Checks

23.1 Bus drivers

It is mandatory for all of our home to school drivers to display their ‘approved school bus driver status’ badge, which indicates that they have had a enhanced CRB check.

23.2 Taxi drivers

Taxi drivers are checked by the relevant District Council as part of the licensing process. All Leicestershire District Councils check taxi drivers and repeat checks are carried out at regular intervals (depending on the individual Council’s processes).


APPENDIX 1

SCHOOL TRANSPORT REVIEW (APPEAL) PROCEDURE

1. Background

1.1 Leicestershire County Council has adopted a mainstream home to school

transport policy ('the Transport Policy') which applies to children and

young people in Leicestershire.

1.2 In accordance with the Transport Policy and the provisions of the

Education Act 1996, free and assisted transport is provided for:-

• Primary school aged pupils who attend the catchment area school for

their home address (or other nearer school) and the distance is more

than 2 miles ('the Statutory Walking Distance').

• Secondary school aged pupils who attend the catchment area school

for their home address (or other nearer school) and the distance is

more than 3 miles ('the Statutory Walking Distance').

• Eligible pupils who attend a particular school on denominational

grounds in the circumstances set out in the Transport Policy.

1.3 Distances are measured by the shortest available walking route between

the middle of the road immediately outside of the home address and the

nearest school or college gate. In accordance with the provisions of the

Transport Policy, the shortest available walking route is the shortest route

which a child, accompanied as necessary, can walk with reasonable

safety.

1.4 Measurements are carried out in a consistent fashion using computerised

measuring systems as set out in the Transport Policy.


2. Commencement Date

2.1 This Procedure has effect from 1st June 2011.

3. Review of distance measurement

3.1 If a parent/carer or young person is dissatisfied with the County Council's

measurement of the distance between home and school as set out in 1.3

above and believes that the distance measurement is inaccurate then he

or she may request that the calculation of the distance be reviewed by an

officer (the “Reviewing Officer”) who has not been involved in the

calculation of the distance measurement to date.

3.2 Receipt of a request for review will be acknowledged within 5 working

days.

3.3 The review of the measurement distance will where possible be

undertaken within 10 working days (or as soon as practicable thereafter)

of receipt of the review request.

3.4 The Reviewing Officer will communicate the review outcome to the

parent/carer in writing enclosing a copy of the map and route-finder which

formed the basis of the assessment and any other relevant material taken

into account. Wherever possible the review outcome will be

communicated within 5 working days of the review being completed.

4. Review of available walking route

4.1 Grounds for review request:-


(a) If there is a material change in relation to an existing available

walking route which may affect the availability of that route; or

(b) If there is a new available walking route assessment.

In either case referred to above, a parent/carer or a young person (or a

group of parents/carers) may request that the available walking route be

reviewed if they are dissatisfied with the assessment undertaken because

it has not taken into account the published national guidance relating to

route assessment in force at the time.

4.2 For the purposes of 4.1(a) above, 'a material change' means works (other

than temporary works) which have been undertaken since the route was

last assessed where those works significantly affect:-

• the use of the highway

• the road layout

• the footpath

• the traffic volume

• the speed of traffic

4.3 Any request for a review of the availability of a walking route must be

made in writing setting out the material change in question (in the case of

an existing route) and why the parents/carers or young person consider

that the assessed route is not available.

Any supporting evidence relied upon by parents/carers or the young

person must be submitted with the review request.

4.4 Receipt of a request for review will be acknowledged within 5 working

days.

4.5 The review will be undertaken by a nominated officer from the

Environment and Transport Service ('the Reviewing Officer') who will


have had no previous involvement in relation to the available route

assessment.

4.6 The Reviewing Officer will consider if there has been a material change in

relation to an existing available walking route. If the Reviewing Officer is

not satisfied that there has been such a material change, he or she will

notify the parents/carers or young person of that fact in writing providing

reasons for his/her decision.

4.7 In the case of new available walking route assessments or if the

Reviewing Officer determines that there has been a material change in

circumstances in relation to an existing route assessment then an

assessment will be undertaken by the Reviewing Officer who will consider

and take into account:-

a) written material and representations submitted by the

parent/carer or young person;

b) published national guidance in force at the time.

4.8 The assessment of the Reviewing Officer will wherever possible be

completed within 20 working days of receipt of the review request (unless

there are exceptionable circumstances in which case the assessment will

be completed as soon as practicable thereafter). The review outcome will

be communicated to the parent/carer or young person in writing by a

representative from Children and Young Peoples service enclosing a

copy of the assessment and wherever possible this shall take place

within 5 working days of the assessment being completed.

5. General 5.1 The decision of the Reviewing Officer is binding on the parents/carers and

the Director of Environment and Transport.


5.2 There is no further right of appeal or review in relation to the processes

set out in 3 and 4 above. A parent/carer may refer the matter to the Local

Government Ombudsman if he or she considers that the Transport Policy

or this review procedure has not been correctly followed or properly

applied in the case. Referrals to the Local Government Ombudsman

should be submitted to:-

The Local Government Ombudsman

PO Box 4771

Coventry CV4 0EH

Fax: 0247 602 0001

[email protected]

6. Requesting a Review 6.1 Parents/carers or young persons wishing to request a review under this

procedure should do so by contacting:-

Senior Schools Admissions & Transport Officer Children & Young People’s Service County Hall Glenfield Leicestershire LE3 8RA Tel: 0116 305 Fax: 0116 305 Email: [email protected] 6.2 Parents/carers are reminded that it is their legal duty to ensure their

child’s attendance at school. That duty is not affected by any pending

review procedure.

If you require this information in an alternative version such as large print,

Braille, tape or help in understanding it in your language, please contact 0116

305 6684, minicom 0116 305 6048 or e-mail: [email protected].




Leicestershire County Council, Children & Young People’s Service, County

Hall, Glenfield, Leicestershire, LE3 8RF.

Further details available on our website: www.leics.gov.uk/education

http://www.leics.gov.uk/education


Is review about statutory walking

distance?

Is review about new walking route assessment?

Review within 10 working days of receipt of request

Is review about a material change in

availability of existing route?

Review within 20 working days

Acknowledge within 5 working days

Notify parents/carers or young person of outcome within 5 working

days of review

Review request received


APPENDIX - 2

GUIDANCE TO SCHOOLS ON THEIR OWN

HIRE OF BUSES & COACHES

SEATBELTS AND ‘3 INTO 2’ SEATING 1. Government regulations now require:

• A forward-facing seat with a seatbelt is required for each child when older minibuses and coaches are used to take children on organised school trips, including journeys to and from school. Minibuses and coaches first used after 1st October 2001 with compliant seat belts and anchorages may transport children in rearward facing seats. The minimum requirement is for a lap belt to be fitted to each seat used by a child aged 3 to under 16.

• The “3-for-2” concession (which allows three children under 14 to sit

in two seats) is not allowed for vehicles fitted with seatbelts.

• A coach is defined as a vehicle of more than 7.5 tonnes of weight and capable of more than 60 mph. The regulations do not apply to buses or to any vehicle carrying school children on a registered local bus service.

2. The local authority additionally recommends that schools follow its

policy in extending this requirement as follows:

• “3-for-2” seating disallowed on all vehicles. • Seatbelts to be provided on all single deck vehicles.

• Seatbelts to be provided also for students over 16 years of age

travelling on single-deck contract services. 3. It is recommended that double deck buses are not used for long

journeys. A travel time of 1¼ hours is considered to be a reasonable maximum. Schools should consider the County Council’s use of double-deck buses, as in paragraph 22 of the policy, when arranging transport.

4. Separate guidance covering the ownership use and hire of minibuses,

including driver requirements, is dealt within Code of Practice No.14, Policy on Driving on LEA Business (issued May 2000). Specialist technical advice and guidance may be sought from the Vehicle Unit


within the Environment and Transport Department (telephone 01455 283268).

5. It is recommended that parental consent forms are issued for bus and

coach journeys arranged by the school, e.g. annual/termly consent forms for regular journeys or individual forms for one-off events

6. For children aged 14 and over, it is a legal requirement that seat belts,

where fitted in a bus or coach, must be used but it is not the driver’s legal responsibility to ensure that seat belts are used. For pupils between the ages of 3 and 13 inclusive there is no legal requirement that seat belts, where fitted in a bus or coach, are used. The wearing of seatbelts cannot legally be enforced by drivers or teachers. Schools may wish to include a section on seatbelt wearing on parental consent forms,. Forcing a seatbelt on to a child is not appropriate. If a member of staff or other adult is assisting a child to put on a seatbelt, in accordance with the parent’s and child’s wish, physical contact with the child must be minimal and only such as is necessary to put on the belt. Staff are advised to undertake such actions in the presence of other adults.

7. School bus signs:

Buses being used to carry children under the age of 16 on school trips and contracted home to school and return journeys must display a special prescribed sign both at the front and rear of the vehicle. The sign must have a black border enclosing a silhouette of two children on a yellow reflective background. The size of the sign being displayed at the front of the vehicle must be at least 400 mm x 400 mm with a black border not more than 300 mm wide. These should be held by the operator.


APPENDIX – 3 PROCESS FOR ASSESSING WHETHER OR NOT WALKING ROUTES TO

SCHOOLS ARE UNAVAILABLE

Definition

A route is available if it is a route along which a child, accompanied as necessary, can walk with reasonable safety to school.

1. Process

(i) Request to assess a route for availability (normally from member of the public, but also where the LEA is providing free transport at odds with LEA policy).

(ii) Request from Children & Young People’s Service Department to

Environment & Transport for an investigation of the route. (iii) Environment & Transport (E&T) to investigate, including site visit,

information on traffic volume where available and accident record. (iv) Written record of site visit and other information (standard format).

(v) Findings considered within E&T, and an assessment made as to whether or not

the route is available. (vi) Assessment and findings sent to Children and Young People’s Services

Department

(vii) Any review to be considered by Assistant Director of Environment & Transport. (viii) - If a route is assessed as not available, free transport is to be arranged with

immediate effect.

- If a route is assessed as available, but free transport has traditionally been provided, the LEA is obliged to consult affected parties before withdrawing the free provision. Consideration would be given to withdrawing the free transport on a phased basis, by applying withdrawal of entitlement to new pupils only.

2. Assumptions

(a) If there is no suitable public footpath or footway a walking route is available if it is acceptable in two respects: walking alongside the road, and crossing the road where necessary.

(b) It is assumed that pedestrians will face on-coming traffic, but it is


acceptable for them to cross if it is safer on the other side of the road. (c) Site visits will cover the whole route but focus on parts of the route with potential

hazards, and as far as possible will take place at the time in the morning when children would be travelling to school.

(d) Assessments relate only to traffic and highway conditions. The existence

or otherwise of street lighting or public transport are not taken into account.

3. Assessment Criteria Whilst the following criteria are specific, professional judgement will be exercised to take account of local circumstances. (a) Crossing a road is acceptable if:

• There is at least 4 seconds’ sighting time for vehicle drivers to see

pedestrians, AND • A pedestrian has to wait no more than 40 seconds to cross the road.

A series of timings will be taken to arrive at an average timing for purposes of assessment.

(b) Walking alongside a road is acceptable if: • there is a footpath with a reasonably even surface, OR • the road is greater than 6.5 m wide and there are less than 240

vehicles per hour, two-way, of which no more than 24 are HGVs, OR

• for roads up to 6.5 m in width, there are less than 240 vehicles per hour, two-way, of which no more than 24 are HGVs, AND there is at least 4 seconds’ sighting time for vehicle drivers and there is a reasonably even and firm verge to step on to. A series of timings will be taken.

(c) The availability of suitable footpaths, bridleways etc, which do not

necessarily follow roads may be taken into consideration. (d) Assessments may identify improvements to routes which if undertaken

would make the route available, even if the route is deemed to be not available in the interim.


If you have any comments on this Policy that would assist in the policy making, please write or e-mail: Gurjit Singh Bahra School Admissions & Pupil Services Leicestershire County Council County Hall Glenfield Leicester – LE38RF [email protected], Tel: 0116 3056324


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September 2012-2013 and for Mid-terms September 2011 onwards Aug 2011 FINAL 17aug11.doc 1

LEICESTERSHIRE COUNTY COUNCIL

CHILDREN AND YOUNG PEOPLE’S SERVICE

ADMISSIONS TO MAINSTREAM SCHOOLS (COMMUNITY & VOLUNTARY CONTROLLED)

POLICY & PROCEDURES

VERSION: FINAL AUGUST 2011 (affecting mid term transfers from August 2011 onwards and Secondary transfers for entry in

September 2012)

C O N T E N T S SECTION PARAGRAPHS PAGE

1. Principles 1.1-1.3 3

2. Legal Position & Other Requirements: Summary 2.1-2.14 3-4

3. Nurseries (mainstream Local Authority maintained) 3.1-3.5 5

4. Admission to Primary Schools 4.1-4.14 5-7

5. Secondary School Admissions (not sixth form) 5.1-5.6 7-8

6. Sixth Form Admissions 6.1-6.3 8

7. Parental Preferences & Criteria for Prioritising Admissions 7.1-7.2 8-10

8. Out-of-catchment Requests and Admissions 8.1-8.2 10-11

9. Exceeding the Admission Number (AN) 9.1-9.5 11-12

10. Miscellaneous

Catchment Area 10.1 12

Areas of Dual Catchment Entitlement 10.2 12

Parental Proof of Residence 10.3 – 10.5 12

Waiting Lists 10.6 13

Tiebreaker 10.7 13

Early Transfer or Admission or Children Staying on Outside the Normal Age-Range 10.8 – 10.12 13

Children Who Move Out of the Catchment Area 10.13 – 10.15 13



Excluded or Potentially Disruptive Pupils 10.16 – 10.19 13-14

Children with Special Educational Needs 10.20 – 10.22 14

Children from Overseas 10.23 – 10.24 14

Late Requests and Appeals 10.25 14-15

Arrivals in Catchment and Late Applications 10.26 – 10.27 15

Acceptance and refusal of offers; Withdrawal of Places or of Offers of Places 10.28 – 10.29 15

Home-School Agreements 10.30 15

Deleting a Child's Name from the Register 10.31 15

Changes of Address 10.32 – 10.36 15-16

Significant Change of Circumstance 10.37 – 10.40 16-17

“Relevant Areas” for Consultation Purposes 10.41 16

How and when to apply changes to a school‟s Admission Number (AN) 10.42 17

Admissions to schools for pupils resident in boarding houses attached to Leicestershire mainstream schools

10.43 17-18

Process for when a school is closed, or when there is a significant change in a school‟s age-range (e.g. change of a whole curriculum year-group or more)

10.44 18

Children with split residence 10.45 18

Children of UK Services personnel and other Crown servants 10.46 18

11. Appendix One – List of designated Feeder / Linked Schools 18 – 24 12. Appendix Two – List of School Admission Numbers from community 24 – 29 and voluntary controlled schools



1. Principles 1.1 The following principles should be applied in a manner consistent with Leicestershire's

continuing commitment to comprehensive community education and the curriculum statement to the benefit of all pupils/students.

1.2 The Local Authority‟s admissions policy should:

i. Offer clarity regarding legal requirements and statutory guidance.

ii. Identify different types of provision and associated requirements.

iii. Seek to encourage partnership and avoid conflict at a local and an authority level.

iv. Maintain parental rights and ease the process of admission for parents and children.

v. Aim for one consistent first-time admissions date to mainstream education.

vi. Ensure that extension of provision is a long-term commitment and not at the expense of other local provision.

vii. Confirm that funding must not be used for groups of pupils outside the designated age-

range:

~ Nursery ~ Infants: 4+ to 6+ ~ Primary: 4+ to 9+ or 10+ ~ Junior: 7+ to 10+ ~ Secondary High: 10+ to 13+, 11+ to 13+ ~ Secondary Upper: 14+ to 18+ ~ Secondary (all through) 11-16/11-19

1.3 Children's entitlements are as follows:

~ entitlement to a place in the catchment area school (dependent on the parent applying at the appropriate time, or on compliance with infant class size regulations);

~ entitlement to a place in a preferred school if there is room; ~ entitlement to be considered according to the same priority criteria as other children

where the preferred school is oversubscribed. 2. Legal Position & Other Requirements: Summary 2.1 The Local Authority is the admissions authority for community and voluntary controlled

schools. There is a minimum 8-week consultation period each year between 1 November and 1 March. Parents and local groups with an interest in the local area must be consulted. Consultation need only take place every three years unless arrangements are not the same as in the previous consultation. [The Governors are the admissions authority for a voluntary aided school or a foundation school, and must consult as required and publish their admissions policy.]

2.2 The Local Authority is required to coordinate admissions for all residents in its area. To this purpose it must have an approved scheme for coordination. 2.3 Governing Body responsibilities for community and controlled schools consist of being

consulted annually (before publication of admission arrangements) and being able to ask

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the Local Authority to alter the school's admission number. There is no need for such schools to establish an admissions committee to consider individual admissions decisions, as such decisions are the responsibility of the Local Authority.

2.4 The Local Authority has a duty to provide school places for all pupils resident in its area:

Leicestershire achieves this by giving high priority to catchment area children, and by allowing parental preference wherever possible.

2.5 Parents have a right to express a preference for a school place, including where the child

has a Statement of Special Educational Needs. Parents must ensure suitable full-time education for their children by attendance at school or otherwise; they are not obliged to do this before the child has reached compulsory school age.

2.6 Compulsory school age begins as follows:

~ 1 September for those who become 5 between the preceding 1 April and 31 August; ~ 1 January for those who become 5 between the preceding 1 September and 31

December; ~ 1 April for those who become 5 between the preceding 1 January and

31 March. The School Leaving Date for 16 year-olds is the last Friday in June in the school year in

which the child becomes 16. 2.7 Each school has an Admission Number (AN) for any one year group. If this number is to

be altered, in some cases statutory notices must be published to allow interested parties to make representations.

2.8 The Local Authority or school cannot argue that a child should not be admitted unless the

admission would prejudice the efficient use of resources or efficient education: this normally means that the Admission Number (AN) must have been reached.

2.9 The Local Authority must allocate spare places in schools according to objective and

published priority criteria. The Greenwich Judgement means that children from other Authorities must be treated in the same way as Leicestershire children. The Rotherham Judgement disallows priority being given to parents who do not express a preference over those who do.

2.10 Parents whose preferences are refused have a right to appeal to an

Independent Appeal Committee whose decision is binding, except for children with statements whose parents can appeal to the Special Educational Needs Tribunal.

2.11 The Local Authority has a statutory power to direct the admission of a pupil to a maintained

school (ie community, voluntary or foundation). It is not necessary for the Local Authority to use this power for community and voluntary controlled schools, as such schools do not have the power to refuse admissions.

2.12 There are differing premises requirements for children of different ages: these are laid out

in the relevant regulations. 2.13 There are no required staffing ratios for junior and secondary age children in education law.

Headteacher and teacher associations may issue guidelines on staffing levels. For young four-year-olds, eg in 4+ units and nursery, the Local Authority requires a ratio of 1:15. Legislation and regulation on infant class sizes requires an upper limit of 30 children per teacher for infant classes, with specified exceptions.

2.14 DCSF guidance on admissions and appeals is contained in two Codes of Practice.



3. Nursery (mainstream, Local Authority maintained) 3.1 There is only one maintained mainstream nursery in Leicestershire. Admissions to the

designated nursery (this does not include 4+ units) are managed by the school and are the responsibility of the Governing Body.

3.2 Children must not be admitted until after their third birthday. 3.3 Admission to the nursery must be based on objective criteria drawn up by the Governing

Body, published in the prospectus and made known to the Admissions Section, giving details of age for admission, places available, times, provision and activity. For example the criteria could include the following, in some form of priority order:

~ age; ~ children whose parents reside in the catchment area of the school; ~ children who have siblings in the school or the group; ~ children whose parents can demonstrate that the child has particular needs which

make their request for admission exceptional; ~ some form of tiebreaker (such as distance between home and school) or waiting

list if there are too many requests. 3.4 Policy statements and correspondence to parents must make it clear that attendance at the

nursery does not give a subsequent entitlement to a school place. Before children are admitted to main school, parents must write to the Admissions Section requesting a place: there is a standard form for this.

3.5 If a parent complains about refusal of a place for their child in the nursery, the Governing

Body must have a mechanism for responding to the complaint. 4. Admission to mainstream Primary Schools 4.1 This section refers to first-time admissions in primary/infant schools, including the following;

~ 4+ entry; ~ mainstream classes across the primary age range; ~ junior schools;

4.2 The Local Authority that you live in will confirm places to pupils in the above settings,

whether the child lives in the catchment area or otherwise and regardless of whether the child has attended a nursery or pre-school group at the school. For any admission or transfer, parents must complete and return the Local Authority‟s Common application form that they live in. No child should be admitted without Local Authority‟s authorisation.

4.3 The school must compile, in advance of admission to the main school, information

regarding children (in and out of catchment) whose parents have asked the school for a place in the forthcoming autumn term. This information, including lists of names, dates of birth and addresses, must be forwarded to the Admissions Section on request, which generally will be either termly or annually. Any adjustments or additional requests must be notified to the Admissions Section.

The above process will involve dialogue and co-operation between schools and Admissions

Section throughout the school year.



4.4 At the same time as the above, schools must give parents application forms and ask parents to send these to the Admissions Section promptly. These requests will be considered according to:

~ the designated age-range of the school ~ spaces available ~ approved priority criteria.

The Admissions Section will issue letters offering places (in and out of catchment)

accordingly for those pupils who live in Leicestershire. For those pupils who do not live Leicestershire, the Admissions Section will inform the relevant Local Authority who will in turn inform the parents of Leicestershire‟s decision. Places will normally be allocated up to the Admission Number (AN). The relationship between admission limits and infant class sizes requires careful attention: despite the requirement to limit class sizes, the Local Authority will not be able to refuse a child‟s admission if the standard number or any higher admission number has not been reached.

4.5 It is recognised that some parents are unaware of the need to approach schools once their

child has turned three years old for first-time admission. Schools should continue to do all they can through local contacts and publicity to alert parents to the need to express their wish for a place in advance of expected admission.

4.6 In this way, all children will have had admission to a community or voluntary controlled

school approved by the Local Authority, allowing an opportunity to make clear to parents their further rights (e.g. transport).

4.7 Date of admission for all infant and primary schools is at 4+:

Children whose fifth birthday falls between 1 September and the following 31 August (inclusive) are to be admitted at the beginning of the Autumn Term ie one intake for the whole year.

Children should not be attending before these times but for exceptional pre-admission

visits. If pre-admission visits take place before the Admissions Section has confirmed places, parents of out-catchment children must be informed that this does not guarantee admission to the school. Pre-admission visits should only take place in the term before the child is admitted to school and should not exceed more than two half days per week. Such sessions are not funded.

4.8 Some schools have had admission arrangements at variance with the above paragraphs

approved by the Local Authority. Such arrangements are subject to the correspondence between the Local Authority and the individual schools concerned. The arrangements in some cases include part-time admission initially.

4.10 Parents are obliged to ensure full-time education for their children at compulsory school

age, from 5+. If a school is unable to admit children from 4+, the Admissions Section must be informed.

4.11 Pupils admitted following appeal will have their admission confirmed by the Admissions

Section (the Local Authority having been directed, in effect, to admit the pupil in these circumstances).

4.12 Infant Class Size Limits

In compliance with the relevant regulations, an infant child (ie, up to and including Year 2) who moves into a school‟s area once initial allocation decisions have been made will not necessarily be offered a place in the school if the relevant class will already contain 30



children. Enquiries will be made of other schools within a “reasonable distance” (see below) as to whether they could offer a child a place. If not, the child will be an excepted pupil in the catchment school for the school year in question, allowing the class to exceed 30 for that school year.

For the purposes of admissions to infant classes after initial offer decisions have been made, the Local Authority‟s definition of a “reasonable distance” is one mile or less from the home to the school in question (all distances to be measured by the shortest available route). A route is available if it is a route along which a child, accompanied as necessary, can walk with reasonable safety to school. If there are no places at an alternative school within one mile, with a walking route which is available for children of infant age, then the catchment school will provide a place.

This section does not apply to late in-catchment applicants, who may not be offered

catchment places if the infant class is at 30, regardless of distance to the next nearest available school. (The school‟s AN would also need to be taken into account in these circumstances.)

4.13 Twins/Triplets, etc:

In the unusual event of there being one space available within the infant class size limit and children of multiple births having next priority, the regulations do not allow exceptions to the class size limit in these circumstances. If all the multiple birth children in a family cannot be accommodated, the remaining place(s) will be offered to the parent for the parent to identify which child(ren) should have the place(s), and the local authority will identify an alternative school where all the parent‟s children could be offered places.

4.14 Deferring first-time admission:

When a child‟s parents are notified of the allocation of a primary school place, they can request deferment of the child‟s admission. The Local Authority will agree to deferment to later in the school year or until the child reaches compulsory school age in that year. Parents can also request that their child attends part-time until the child reaches compulsory school age. The parent would not however be able to defer entry beyond the beginning of the term after the child‟s fifth birthday, nor beyond the academic year for which the original application was accepted. The place at the school will be held open for the child and not made available to another child. The Local Authority may withdraw the offer of the place if it is not taken up after deferment and offer the place to another child according to Local Authority priority criteria. Such withdrawals of offers will only be made when the Admission Number (AN) for the school has been reached and there are additional children seeking places. Where an offer of a place is withdrawn in this way, the child will not be entitled to free transport to a more distant school. Where schools admit part-time initially, deferment could mean the child starting school full-time subsequently, having missed a part-time term.

5. Secondary School Admissions (not sixth form) 5.1 Only the Local Authority can confirm secondary school places to pupils, whether the child

lives in the catchment area or otherwise. For any admission or transfer the parent must complete the Local Authority‟s Common application form and send this to the School Admissions Section. The Admissions Section will need to check for factors such as exclusions or Statements of Special Educational Needs, and will endeavour to process applications promptly. No child should be admitted without the Admissions Section authorisation.

5.2 Schools receive lists of pupils expected to transfer in advance of admission. These lists

are updated regularly in the Spring/Summer before admission.



5.3 All requests, in-catchment and out-catchment, must be referred to the Admiaaions Section. 5.4 All mid-term transfers requests (in-catchment included) must be co-ordinated through the

Admissions Section for approval before admission takes place. 5.5 Places will normally be allocated up to the Admission Number (AN), but for exceptions see

the section on exceeding the AN. 5.6 Pupils admitted following appeal will have their admission confirmed by the Admissions

Section (the Local Authority having been directed, in effect, to admit the pupil in these circumstances).

6. Sixth Form Admissions 6.1 Children above compulsory school age have a right to apply and appeal for any school

place independently of their parents. 6.2 Schools have delegated control of their own sixth form admissions. However, this is within

the broader context of the local authority‟s policy and role as the admissions authority.

Schools must make clear their arrangements for sixth form admissions. An admission number for 6th form must be set if external candidates are to be considered. The admission number must relate only to those being admitted to the school for the first time. It should be based on an estimate of the minimum number of external candidates likely to be admitted, although it would be acceptable to exceed this if demand for available courses can be met.

6.3 The school must make clear and publish any minimum entry qualifications, which can

include a level of attainment in GCSE and must be the same for internal and external applicants and any over-subscription criteria. Entry requirements may vary from course to course. Entry requirements and over-subscription criteria must be notified to the local authority.

6.4 Children already in the school need not apply formally for places in the 6th form. Any

applicant refused a place has the right to appeal to an independent appeal panel. The local authority will not be able to present cases in appeal if the conditions of the School Admissions Code, the local authority‟s policy and the school‟s entry requirements or over-subscription criteria have not been applied properly. Where the local authority cannot present a case in appeal it will normally instruct the school to admit the child.

7. Parental Preferences & Criteria used for Prioritising Admissions to Schools 7.1 Application forms for school places allow parents to express one or more preferences for

school places. Parents should rank their preferences, so that if more than one preference can be agreed the one which the parent wants most is offered. However, the Local Authority considers all preferences to have equal value, eg one parent‟s first preference and another parent‟s second or third preference are to be considered equally against the admissions criteria. Requests for community and voluntary controlled schools are prioritised according to the admissions criteria below. (Requests for voluntary aided and foundation schools are considered against the individual school‟s admissions criteria and this is done by the schools themselves.) Late applications receive the lowest priority, ie they are only considered after all other applications which were received on time, unless there is a significant reason for lateness (see separate section on late requests).



7.2 Priority criteria for entry Autumn 2011 admissions and mid-term applications

during 2010 / 2011 academic year

If there are too many requests, priority will be given to children in the appropriate age-range, whose parents applied on time, in the following order (see note i below):-

1st Children who are in public care (see note ii)

2nd Pupils who live in the catchment area. (See note iii)

3rd Pupils who will have an older brother or sister attending the same school at the same time (see notes iv and v)

4th

Pupils who have a serious medical condition or exceptional social or domestic needs that make it essential they attend the school requested. (Professional documentation confirming the situation must be submitted with the application.) (see note v)

5th Pupils who will have attended a feeder school for at least two years before the time of transfer. (See note vii)

6th

Pupils starting at an Infant school with a sibling attending at the same time in the linked Junior school (see note iv). or Pupils transferring to High school who will have an older brother or sister attending the linked Upper school at the same time (see note iv).

7th Pupils basing their application on religious belief (see note viii)

8th Pupils living nearest to the school measured in a straight line distance (home to school front gate) (See note ix)

Notes: i. Combinations of the above criteria are used where appropriate, in priority order.

ii. Includes all children in the care of all Local Authority

iii. The child‟s place of residence is taken to be the parental home. Living in the

catchment area does guarantee you a place at your catchment school.

iv. The term “brother or sister” includes half brother or sister or legally adopted child being regarded as the brother or sister.

v. Regarding brothers or sisters who will be of sixth form age, these are counted as

brother/sister connections for criteria 3 or 6 above.

vi. If criterion 4 is used, professional supporting documentation from the Lead Professional must be supplied and must be submitted with the application. The following list are the areas that are considered exceptional:-

Crown Servants

Children in the care of a LA



Children subject to Child Protection Plans

Hard to Place children – who fall under the Fair Access Protocol

Parents suffering domestic violence (This is dependent on documentary evidence by a lead professional)

A child for whom transfer to the catchment area school would involve attending a different school until he/she is the right age for transfer. (This is dependent on the child having attended the present school for at least a year.)

Each case will be assessed on its individual merits.

vii. For criterion 5 above, the child must have been enrolled at the feeder school on or before the start date of the Autumn Term two years before transfer.

viii. For criterion 7 above, a letter of support from your Minister or Religious Leader will be

required explaining how the school caters for your faith.

For schools listed below a Minister‟s letter is required to support the parent‟s application that verifies children from church going families, for example, who have attended a Christian place of worship at least once a month for a year prior to application;

This criterion only applies to the following CE VC schools:

Bottesford Swithland St Leonard‟s Great Bowden Coalville All Saints Tugby Husbands Bosworth Cossington Long Whatton Ibstock St Denys Fleckney Frisby Measham Hinckley St Mary‟s Croxton Kerrial Melton St Marys Market Harborough Blaby Stokes Mowsley Quorn St Bartholomew‟s Broughton Astley Orchard Swannington Redmile Castle Donington St Edward‟s

ix For Criterion 8 above, measurement of distance is in a straight line from the point that

the home property‟s front entrance meets a public highway to the school‟s main designated front gate, using a computerised mapping system.

8. Out-of-Catchment Requests and Admissions 8.1 Parents should be encouraged to visit both the catchment and the preferred school, in

order to make informed judgements. 8.2 When a parent approaches a school for an out-of-catchment place, the Headteacher (and

other staff):

~ suggests that the parents visit the catchment school; ~ informs them that if they still wish to apply to the preferred school, they must

request this in writing to the Admissions Section; forms are available for this purpose.

[NB: First-time admissions: An out-of-catchment pupil will not be admitted earlier than he/she would be admitted to the catchment area school (this does not apply to those with siblings already in the school at the time of admission, or to children from outside the Local Authority).]

Admissions Section on receiving a request outside the normal transfer cycle:



~ contacts both allocated and preferred schools; ~ suggests to parents that they visit both schools; ~ allocates a place at a later stage if there is space available within AN for the

relevant year group in the preferred school (by standard letter). During the main period when parents are considering transfer requests, the Admissions

Section will endeavour to keep schools aware of possible numbers. It is helpful if schools can maintain contact with the Admissions Section at this time.

9. Exceeding the Admission Number (AN)

9.1 At the time of main admission/transfer decisions, if there are more requests for in-catchment children than the admission number (AN), the AN may be exceeded to accommodate the catchment area children.

9.2 In normal circumstances, the AN will not be exceeded in any one year group by the

admission of out-of-catchment pupils. If there are more out-of-catchment requests than places available within AN, places will be allocated up to AN according to the priority criteria, with any outstanding requests normally refused.

9.3 Parents whose requests are refused have a right to appeal to an Independent Appeal

Committee whose decisions can override local policy. (NB: In the case of parents whose children have Statements of Special Educational Needs, the appeal is to the Special Educational Needs Tribunal.)

9.4 It may be that in exceptional circumstances a school requests admitting out-of-catchment

pupils above AN or the Local Authority asks a school to exceed its AN. These situations should be viewed as exceptional and not as precedents for subsequent years or for other schools.

Exceptional circumstances might be:

(a) the admission of children who would have siblings in the school; (b) if admission assists the Local Authority in fulfilling its responsibilities for the overall

provision of places, within the context of efficient use of resources; (c) Children in public care; (d) “Hard to Place” children whose cases fall within the Fair Access protocol.

9.5 If an exceptional request to exceed AN is made, either to the Local Authority or to a school,

any decision to approve this must be made in conjunction with interested parties.

(a) Parents' requests must still be referred to the Admissions Section. (b) A request from a school to exceed AN must be made to the Admissions Section; a

request from the Admissions Section to a school to exceed AN must be made to the Headteacher.

(c) The Admissions Section makes the final decision, taking account of the views of interested parties and the Local Authority's position.

9.6 At transfer phases schools may apply to exceed the Admission Number on a „one off

occasion‟, by 26 pupils through application to LA, i.e. at First Time Admissions and at all other transfer stages only. Applications must be received by schools by specified dates as outlined in the guidance notes (available from Admissions Section). Part of the assessment process will be for the LA to be satisfied that neighbouring schools will not negatively be impacted. The LA decision outcomes may be:

To accept the application To refuse the application (i.e. the impact to a neighbouring school is too great)



To partially accept the increase (i.e. to agree a smaller number)

There will be no appeal process to challenge the LA‟s decision by a school or the governing body. Schools will be informed of the LA decision well in advance of the national offer date(s) to allow for planning and organising. If a school exceeds its AN by 26 children in any three year period the LA must then determine a higher AN at the next available opportunity.

10. Co-ordinated Schemes

10.1 In accordance with the School Admissions Codes, Leicestershire must operate three co-ordinated processes for the purpose of; ~ Starting school for the first time ~ Transferring to secondary school ~ Mid-term (In-Year) Transfers

10.2 For Leicestershire residents the School Admissions service will act as the parent‟s agent when applying for a school place regardless of whether the school is in Leicestershire, in another Local Authority or is its own admitting authority i.e. VA, Foundation or Trust schools. For a detailed breakdown of each process, please refer to relevant Co-Ordinate Scheme.

11. Miscellaneous

Catchment area definition and how to find out the catchment area school for your home address

11.1 Leicestershire divides the county into school catchment areas. The child‟s full HOME ADDRESS determines the school where you would be given PRIORITY admission, for all community and voluntary controlled schools.

If you are unclear about in which catchment area your home address falls please contact the LA‟s ‘Performance Team on – 1116 315 6636’, who will be able to inform you in which school catchment your address falls. In addition you will also find in the primary and secondary ‘Your Guides to Education’ booklets district maps that outline in general the schools located within the district you live.

Areas of Dual / Multiple Catchment Entitlement 11.2 In areas where there is dual or multiple catchment entitlement, children who move into area

after admissions have been decided will be refused a place in one of the schools if the relevant year group is full. (If all schools are full in the relevant year group, a place will be offered in the school which has numbers closer to the admission limit.)

Parental Proof of Residence 11.3 When, after reasonable enquiry, a school is unclear about a family address, the matter

must be referred to the Admissions Section. 11.4 The Admissions Section will need to seek evidence of residence from parents where the

matter is unclear. 11.5 All schools are requested to be vigilant regarding addresses given by parents before

transfer to the next phase of education, particularly if there is a late or unexpected change of address close to transfer. Any queries should be referred to the Admissions Section.



Waiting Lists 11.6 The local authority will maintain a waiting list for every oversubscribed school for at least

one term in the academic year of admission, from September 2119. (This waiting list is ranked in the same order as the published oversubscription criteria and not by date of application.)

Tiebreak 11.7 In instance where more than one child has an equal weighting in accordance to our priority

criteria. The tiebreaker used is straight-line distance between where the home address meets a public highway to the school‟s designated main front gate, with who ever is closer being offered the school place.

Early Transfer or Admissions or Children Staying on Outside the Normal Age-Range 11.8 Early transfers or admissions or children staying on outside the normal age-range are

exceptional and must be approved by the Admissions Section. 11.9 The parent must request the exceptional arrangement in writing to the

Admissions Section. 11.11 Schools affected should submit a view regarding the suitability of the arrangement.

Expected numbers in the year group and the AN will be taken into account. 11.11 Professional advice (e.g. from an Educational Psychologist) on the suitability of the

arrangement may be sought in some cases, but this would not override any admissions decision. If the child has a Statement of Special Educational Need, the view of the Special Educational Needs Assessment Service (SENA) must be sought.

11.12 Children transferring younger than the normal age for transfer are subject to the same

priority criteria as children in the normal transfer age-group, as long as:

~ the relevant schools agree that early transfer is appropriate; ~ the Local Authority considers early transfer appropriate; ~ the child has been taught in classes with the academic year group which is one year

older for at least three years. (NB: this would normally exclude vertical grouping arrangements in primary schools.)

Children Who Move Out of the Catchment Area

11.13 A child who has started attending and whose place of residence changes to an out-of-

catchment address is entitled to retain his/her place in the school and should not be asked to leave or have their name deleted from the register.

11.14 Such an entitlement does not hold if the child changes phase of education in which case

entitlement to a place is according to the new address. 11.15 If there are queries about transport in these situations, refer to the Admissions Section. Excluded or Potentially Disruptive Pupils 11.16 The Local Authority does not allow the refusal of admission because the pupil may disrupt

the education of other pupils, but will consider exceptions according to the School



Admissions Code. The School Admissions Code allows the refusal of places for children with “challenging behaviour”.

A school may refuse to admit a child even if there are spaces as follows: a secondary school with less than 21% of pupils achieving 5 or more A*-C GCSE including English and Maths; or a primary school with less than 55% of pupils achieving Level 4 at KS2 in English and Maths for four or more consecutive years.

11.17 The Local Authority is not able to refuse admission where such a pupil lives in the

catchment area and the parent has applied properly, or where there is a place available within the AN. The Local Authority expects pupils excluded from a previous school to be admitted automatically to the catchment area school at normal age of transfer to the next phase of education (dependent on the parent making proper application), unless the parent prefers another school in which case a place will be allocated if there is room.

11.18 There is no obligation to comply with a parental preference for a child who has been

permanently excluded from two or more schools, for a period of two years following the latest exclusion. Parents of such children lose their right of appeal regarding admission. Schools for which the Local Authority is the admissions authority will have the right of appeal against a direction to admit such a child; other schools may refer to the Secretary of State regarding directions to admit children.

It is possible that a child may receive a second permanent exclusion just before he or she is due to transfer school (eg from high or upper school). In these circumstances the Local Authority will expect the receiving school to admit the child, if the child‟s second permanent exclusion is issued after a transfer allocation has been notified to the parent, but before the actual transfer to the new school.

11.19 A permanently excluded pupil must not be removed from the school register until any

exclusion appeal is complete or until the time limit for notification of appeal has passed. Children with Special Educational Needs 11.21 The Local Authority does not allow the refusal of admission because it is believed that the

school cannot cater for the child's special educational needs. 11.21 Pupils with special educational needs but no Statement are dealt with through normal

admissions policy, and schools cannot refuse to admit a pupil because he/she does not have a Statement or is being assessed for a Statement.

11.22 All governing bodies are required by section 324 of the Education Act 1996 to admit to a

school a child with a statement of special educational needs that names the school. This is not an oversubscription criterion and schools must admit Statemented children whether they have places or not.

Children from Overseas 11.23 The wording of the School Admissions Code applies. 11.24 Administrative Memorandum No. 64 covers health assessments for children newly arrived

from overseas. Late Requests and Appeals 11.25 Late requests for school places, eg those received after a deadline, will be considered on

their merits, but generally will have the lowest priority of all requests, even when the parents are requesting the catchment area school. This means that it is probable that a



late request will not be allowed if the school is oversubscribed and there is no clear and significant reason (supported with documentary evidence) that it was beyond the parent‟s control for not applying at the appropriate time eg parent ill for some time or family returning from abroad.

Arrivals in Catchment and Late Applications 11.26 Catchment requests for pupils who move into a school‟s area will be regarded as late if they

are not received within 90 days of the family‟s house move. 11.27 Late appeals will be disallowed unless the appellant can provide clear and convincing

reasons why the preference was not expressed at the normal time or why the notice of appeal was not submitted by the normal deadlines.

Acceptance or refusal of offers; Withdrawal of Places or of Offers of Places 11.28 In the normal admissions round (i.e. when offers are made for first-time admissions

normally in May, or when offers for other transfers are made on national offer date of 1 March), it will be assumed by the Admissions Section that the offer is accepted unless it is refused. In relation to withdrawing an offer, the Admissions Section will afford the parent a reasonable time (the regulations state 2 weeks) plus additional 7 days for a reminder, to accept the offered place. If no acceptance is received the offered place may be withdrawn. In addition the Local Authority reserves the right to withdraw a school place, or an offer of a place where the place has been obtained by false or misleading information, for example an incorrect address or date of birth. Schools should be vigilant about such matters. It may be appropriate for primary schools especially to ask for a sight of the child‟s birth certificate before admission.

11.29 Offers of places are also withdrawn if they were based on an address and the parent‟s

address changes before the child is admitted. For example, if a child was offered a catchment area place and the family moves out-of-catchment before admission takes place, the offer of the place is withdrawn and the new catchment school is offered. This is regardless of numbers in the schools and whether or not other requests have been refused.

Home-School Agreements 11.30 The School Standards & Framework Act does not allow signing a home-school agreement

to be a condition for admission. Deleting a Child's Name from the Register 11.31 The Education Pupil Registration Regulations describe the circumstances in which a child's

name can be deleted from a school's register. In normal circumstances it is not reasonable to delete a child's name from the school's register until it is confirmed that he/she is receiving education elsewhere. In unclear cases please seek advice from the Behaviour and Attendance Service (formerly known as the Education Welfare Service).

Changes of Address 11.32 Principles:

(a) Residence in the catchment area is necessary to give entitlement to a place on

request.



(b) Where a school is over-subscribed, the Admissions Section should seek to clarify parents‟ claims of change of address.

(c) Generally, only one address is recognised for each family, and only one family for

each address.

(d) Places, or offers of places, may be withdrawn if they were based on incorrect information from the parents or their representatives.

(e) Each case is considered on its facts.

11.33 When a family moves, the Local Authority will offer a place in their new catchment area

school on request (dependent on proof of residence – see verification of address below) regardless of numbers in the school and whether or not other requests have been refused.

11.34 What is generally not accepted when allocating places in over-subscribed schools:

(a) Purchase of a second property by a family, while the first property is retained.

(b) Rented accommodation, while a previous property is retained.

(c) Offers on intended purchases or sales of properties.

(d) Informal accommodation arrangements with friends or relatives. 11.35 Exceptional circumstances:

The Admissions Section will always give serious consideration to any exceptional situations, such as where a family has been forced by circumstance to move into temporary accommodation, having lost their previous residence, or where there is a long-term separation between the parents and the child spends time in the week at two separate parents‟ addresses.

11.36 Verification of address:

(a) Parents‟ written confirmation and declarations will be sought regarding important information. Parents will be asked to verify in writing that they are residing at the address claimed and intend to remain in the catchment area. Places will be withdrawn if such declarations are subsequently found to be incorrect or not honoured and the school is oversubscribed.

(b) Documentary evidence such as Council Tax payment and electoral roll

information will be sought.

(c) Claims of new residence in a school‟s catchment area will be judged on circumstances and the documents provided; completion of both sale and purchase, where relevant, are normally necessary before a place is allocated.

(d) Officers may be authorised to visit addresses to clarify whether families are living

at the addresses claimed. Such visits will be undertaken in a reasonable fashion, by officers carrying appropriate identification.

Significant Change of Circumstance 11.37 The Admissions Section considers fresh information in support of a parental preference for

a school place, even if it is received at a late stage in the admissions process. In normal



circumstance there will be no difficulty in meeting the parent‟s preference if all the school places have not been allocated.

11.38 Where the school‟s places have all been allocated, the Admissions Section will be unable to

offer a place, but may give higher priority to the parent‟s request if a place subsequently becomes available, according to the family‟s circumstances, in accordance with the priority criteria.

11.39 Where a parent‟s appeal has been unsuccessful, the school is still full and fresh

information is provided by the parent, the Admissions Section will reach a conclusion on whether or not there has been a significant change in the family‟s circumstances. If the Admissions Section is satisfied that there has been a significant change, they will make a further decision which will give rise to a further right of appeal. This will normally preclude the situation where children have had to seek medical attention for distress or anxiety as a result of unsuccessful appeals.

11.41 Verification, e.g. from professional persons or bodies, may be sought from the parent to

confirm a change of circumstances. “Relevant Areas” for Consultation Purposes 11.41 Admission authorities consult within “relevant areas” on admissions arrangements. In

Leicestershire, “relevant areas” are as follows:

(a) For community and voluntary controlled schools in Leicestershire the geographical boundary of Leicestershire is the “relevant area”.

(b) For each voluntary aided and foundation school in Leicestershire the “relevant area”

is 8 kilometres (secondary) or 3.2 kilometres (primary). How and When to apply changes to a school‟s Admission Number (AN) 11.42 If a school‟s AN is increased, this should be applied immediately to every year

group in the school, unless this would have a detrimental effect on teaching and learning, e.g. limits to the number and size of rooms available or large numbers in classes.

If a school‟s AN is decreased, this should be applied only to the entry year group, unless numbers in other year groups need to be restricted, for instance to comply with the infant class size limit or if there is overcrowding in other year groups.

Admissions to schools for pupils resident in boarding houses attached to Leicestershire mainstream schools 11.43 Children to be admitted to boarding houses attached to Leicestershire mainstream schools

are regarded as catchment area children for the schools whose catchment areas contain the boarding house, but admission to local schools is not guaranteed, as described below. This affects not just the school to which the boarding house is attached, as the age-range of the children will cover more than one school phase. For all requests for maintained school places the parent must submit an application to the Admissions Section in the normal fashion. For particular local circumstances a more detailed description of the process will be made available if appropriate, for the school to give to prospective parents.

a) At point of transfer

Children already in a boarding house (and attending a [Leicestershire] maintained school) are regarded as catchment area children for the school in the next phase of education, and therefore have relatively high priority for admission.



For children with intended admission to the boarding house before the start of the Autumn Term, parents need to apply before the usual deadline in the preceding October. Applications received after this deadline are regarded as late applications in accordance with the scheme for coordinated admissions.

b) Mid-term (casual) admissions

Children should not be admitted to boarding houses before the position regarding school admission is clear. If the school is full in the year group in question and unable to admit the child, then either admission to the boarding house must be refused or, if the child is to be admitted to the boarding house, it must be made clear to the parents by boarding house staff that an alternative school must be sought.

11.44 Process for when a school is closed, or when there is a significant change in a school‟s age-range (e.g. change of a whole curriculum year-group or more)

– There will be a managed process for pupil transfers and where possible this will be part of a normal transfer cycle.

– Parents with children at a school, which is due to close, will be given application forms to submit within a stated timescale.

– The local authority will apply its normal criteria to prioritise requests for oversubscribed schools.

– The local authority will coordinate applications for all types of schools, forwarding requests for foundation, voluntary aided and schools in other authorities to those bodies for admission decisions.

11.45 Children with split residence

Where a child lives for part of the week with one parent and for part of the week with the other parent, the address recognised by the local authority is the one where the child lives for the majority of the school week. Where it is claimed that the weekly residence arrangement varies, both addresses will be valid, and in some cases the child will have two catchment area schools. These definitions depend on the written declaration of both parents, and if the claimed residence arrangement is a found to be false, the child‟s place at the allocated school maybe withdrawn even if the child has started attending.

11.46 Children of UK Services personnel and other Crown servants

Such children must be allocated a place in advance, dependent on an official government letter declaring a relocation date and intended address, if the applicant would meet the criteria on relocation.

A Unit postal address must be accepted, or if appropriate a “quartering area”

address in the absence of a new home postal address.



APPENDIX ONE

List of designated Feeder / Linked Schools



FEEDER SCHOOLS

Details of the Leicestershire feeder school plan

Note1 i) Children transfer at 8+ to Albert Village Primary ii) Children transfer at 7+ to Donisthorpe Primary

Note 2 A - Aided, C - Voluntary Controlled

Ashby - ASHBY SCHOOL (intake 14+ to 19)

Ashby Ivanhoe High

(intake 11+ to 14)

Ibstock Ibstock High

(intake 11+ to 14)

Albert Village Primary Appleby Magna C of E Primary (A)

Ashby Hill Top Primary Heather Primary

Ashby C of E Primary (C) Ibstock Junior

Ashby Willesley Primary Ibstock C of E Infant (C)

Ashby Woodcote Primary Measham C of E Primary (C)

i) Blackfordby C of E Primary (A) Newton Burgoland Primary

Coleorton C E Primary (A) Ravenstone Woodstone Primary

Donisthorpe Primary Snarestone C of E Primary (A) * (See also under Coalville KE VII Col)

Griffydam Primary ** Breedon C of E Primary (option for Ashby School or Shepshed Hind Leys Com Col)

ii) Moira Infant

Newbold C of E Primary (C) Dovebank Primary * (See also under Coalville KE VII Col)

Oakthorpe Primary

Packington C of E Primary (C)

Worthington School (Ibstock residents also feed into Coalville KE VII) (Breedon residents also feed into Hind Leys CC)



Coalville - KING EDWARD VII COLLEGE (intake 14+ to 19)

Coalville NEWBRIDGE HIGH

(intake 11+ to 14)

Coalville CASTLE ROCK HIGH

(intake 11+ to 14)

Ibstock IBSTOCK HIGH

(intake 11+ to 14)

Coalville All Saints C of E Primary (A) Coalville Broom Leys Primary Ellistown Primary

Coalville Belvoirdale Primary Coalville Warren Hills Primary Ibstock Junior

Hugglescote Primary New Swannington Primary Ibstock C of E Infant (C)

Swannington C of E Primary (C) Whitwick C of E Primary (C) Snarestone C of E Primary (A)

Thringstone Primary Dovebank Primary

(Ibstock residents also feed into Ashby School)

Note A - Aided, C - Voluntary Controlled

Birstall - LONGSLADE COMMUNITY COLLEGE (intake 14+ to 19)

Birstall STONEHILL HIGH (intake 11+ to 14)

Anstey

THE MARTIN HIGH (intake 11+ to 14)

Birstall Riverside Primary Anstey Latimer Primary

Birstall Highcliffe Primary Anstey Woolden Hill Primary

Rothley C E Primary (C) Glenfield County Primary

Glenfield The Hall Primary

Thurcaston C E Primary (A)



Countesthorpe - COUNTESTHORPE COLLEGE (intake 14+ to 19)

Wigston SOUTH WIGSTON HIGH

(intake 11+ to 14)

Countesthorpe LEYSLAND HIGH (intake 11+ to 14)

Broughton Astley

THOMAS ESTLEY HIGH (intake 11+ to 14)

Glen Hills Primary * (South Wigston also feeds into Guthlaxton College)

Arnesby C of E Primary (C) Broughton Astley Hallbrook Primary

Blaby Stokes C of E Primary (C) Broughton Astley Orchard C of E Primary (C)

Blaby Thistly Meadow Primary Broughton Astley Old Mill Primary

Countesthorpe Greenfield Primary Cosby Primary

Kilby C of E Primary (A) Whetstone Badgerbrook Primary

Whetstone St Peter‟s C of E Primary (A)

Desford - BOSWORTH COLLEGE DESFORD (intake 14+ to 19)

Market Bosworth Market Bosworth High

(intake 11+ to 14)

Markfield South Charnwood High

(intake 10+ to 14)

Braunstone Winstanley High (intake 11+ to 14)

Barlestone C of E Primary (C) LFE Stafford Leys Primary (10+ transfer) Braunstone Kingsway Primary

Congerstone Primary Braunstone Ravenhurst Primary

Desford Primary Braunstone Millfield Primary

Market Bosworth C of E Primary (A)

Newbold Verdon Primary

Sheepy C of E Primary (C) * (South Charnwood also feeds into Groby CC)

Witherley C of E Primary (C)

Note A - Aided, C - Voluntary Controlled



Earl Shilton - EARL SHILTON COMMUNITY COLLEGE (intake 14+ to 19)

Earl Shilton Heathfield High (intake 11+ to 14)

Stoke Golding St Martin’s R C High

(intake 11 to 14)

Barwell C E Junior (C) Earl Shilton St Peter‟s R C Primary (A) Barwell Infant Hinckley St Peter‟s R C Primary Barwell Newlands Primary Earl Shilton Weavers Close C E Primary (C) Earl Shilton Townlands C E Primary (C) Stoney Stanton Manorfield C E Primary (C)

Groby – GROBY COMMUNITY COLLEGE (intake 14+ to 19)

Groby

Brookvale High (intake 11+ to 14)

Markfield

South Charnwood High (intake 10+ t 14)

Groby Elizabeth Woodville Primary Markfield Mercenfeld Primary Groby Lady Jane Grey Primary Stanton-under-Bardon Primary Groby Martinshaw Primary Thornton Primary Kirby Muxloe Primary LFE Stafford Leys Newtown Linford Primary Ratby Primary

* (South Charnwood also feeds into Bosworth

College Desford)



Hinkley - JOHN CLEVELAND COLLEGE (intake 14+ to 19)

Burbage Hastings High

(intake 11+ to 14)

Hinckley Mount Grace High (intake 11+ to 14)

Hinckley Redmoor High

(intake 11+ to 14)

Stoke Golding St Martin’s RC

(intake 11+ to 14)

Burbage Junior Hinckley Holliers Walk Pri Higham on the Hill C of E (C) Earl Shilton St Peter‟s R C Burbage C of E Inf (C) Hinckley C of E (C) Hinckley Battling Brook Hinckley St Peter‟s R C

Burbage Sketchley Hill Sapcote All Saints C of E (A) Stoke Golding St Margaret‟s C of E (A)

Sharnford C of E (C) Hinckley Richmond Primary

Hinckley Westfield Junior

Hinckley Westfield Inf

Loughborough - BURLEIGH COLLEGE (intake 14+ to 19)

Loughborough The Garendon High School

(Intake 11+ to 14)

Loughborough Limehurst High School

(intake 11+ to 14)

Loughborough Woodbrook Vale High School

(intake 11+ to 14)

Boothwood Primary Hathern C of E Primary (C) Cobden Primary Holywell Primary Rendell Primary Mountfields Lodge Primary Thorpe Acre Infant Robert Bakewell Primary Shelthorpe Primary Thorpe Acre Junior Loughboro C of E Primary (A) Outwoods Edge Primary Stonebow Primary

*(Woodbrook Vale High also feeds into Quorn Rawlins )



Loughborough - DE LISLE R C SCHOOL (intake 11-19 COMPREHENSIVE)

Serves the following R C primary schools:-

Loughborough Sacred Heart R C Primary (A)

Melton Mowbray St Francis R C Primary (A)

Shepshed St Winefride‟s R C Primary (A)

Coalville St Clare‟s R C Primary (A)

Loughborough St Mary‟s R C Primary (A)

Whitwick Holy Cross R C Primary (A)

Thurmaston Bishop Ellis R C Primary (A) (also feeds into English Martyrs)

Lutterworth – LUTTERWORTH COLLEGE (intake 14+ to 19)

Lutterworth Lutterworth High (intake 11+ to 14)

Enderby

Brockington High (intake 11+ to 14)

Bitteswell C of E Primary (A) Croft C of E Primary (C) Claybrooke Parva Primary (C) Enderby Danemill Primary Dunton Bassett Primary Huncote Primary Gilmorton Chandler C of E Primary (A) Narborough Greystoke Primary Husbands Bosworth C of E Primary (C) Narborough Red Hill Field Primary Lutterworth Sherrier C of E Primary (C) Narborough The Pastures Primary Lutterworth Wycliffe Primary Thurlaston C of E Primary (A) North Kilworth St Andrew‟s C of E Primary (A)

South Kilworth C of E Primary (C)

Swinford C of E Primary (A)

Ullesthorpe C of E Primary (C)



Market Harborough - THE ROBERT SMYTH SCHOOL (intake 14+ to 19)

Market Harborough Welland Park High (intake 11+ to 14)

Kibworth Beauchamp

Kibworth High (intake 11+ to 14)

Great Bowden C of E Primary (C) Billesdon Parochial Primary (C) Little Bowden Primary Church Langton C of E Primary (A) Lubenham C of E Primary (C) Fleckney C E Primary (C) Market Harborough C of E Primary (C) Foxton Primary Market Harborough Farndon Fields Primary Great Glen St Cuthbert‟s C of E Primary (A) Market Harborough Ridgeway Primary Kibworth C of E Primary (C) Mowsley C of E Primary (C)

Melton - KING EDWARD VII – Sixth Form Centre (intake 16+ to 19)

Melton John Fernley School

(intake 11+ to 16)

Melton Longfield School (intake 11+ to 16)

Ab Kettleby Primary Buckminster Primary Melton The Brownlow Primary Melton The Grove Primary (part) Melton St Mary‟s C of E Primary Old Dalby C of E Primary (C) Scalford C of E Primary (C) Wymondham St Peter‟s C of E Primary (A) Frisby C of E Primary (C) Great Dalby Primary Melton Swallowdale Primary Melton The Grove Primary (part) Asfordby Captains Close Primary Asfordby Hill Primary Melton Sherard Primary Somerby Primary Tilton C of E Primary (C)



Bottesford

Belvoir High School (intake 11+ to 19)

Bottesford C of E Primary (C)

Croxton Kerrial C of E Primary (C)

Harby C of E Primary (C)

Hose C of E Primary (C)

Long Clawson C of E Primary (C)

Redmile C of E Primary (C)

Stathern Primary

Waltham on the Wolds C of E Primary (C

Oadby - BEAUCHAMP COLLEGE (intake 14+ to 19)

Oadby Gartree High (10+ transfer) Oadby Manor High (10+ transfer)

Houghton on the Hill C E Primary Oadby Brookside Primary Oadby Brocks Hill Primary Oadby Launde Primary Oadby Langmoor Primary Oadby Woodland Grange Primary Thurnby Fernvale Primary Thurnby St Luke‟s C E Primary



Quorn - RAWLINS COLLEGE (intake 14+ to 19)

Barrow Humphrey Perkins High

(intake 11+ to 14)

Loughborough Woodbrook Vale High

(intake 11+ to 14)

Barrow Hall Orchard C of E Primary (C) Loughborough Cobden Primary

Burton on the Wolds Primary Loughborough Mountfields Lodge Primary

Mountsorrel C of E Primary (C) Loughborough Shelthorpe Primary

Quorn St Bartholomew‟s C of E Primary (C) Loughborough Outwoods Edge Primary

Seagrave Primary

Sileby Highgate Primary *(Woodbrook Vale High also feeds into Burleigh Col)

Sileby Redlands Primary

Wymeswold C of E Primary (C)

Cossington C of E Primary

Swithland St Leonard‟s C of E Primary (C)

Woodhouse Eaves St Paul‟s C of E Primary (C)

SHEPSHED HIND LEYS COMMUNITY COLLEGE (intake 14+ to 19)

Castle Donington Castle Donington High

(intake 10+ to 14)

Shepshed Shepshed High

(intake 10+ to 14)

Breedon C of E Primary (C) Belton C of E Primary (C)

Castle Donington C of E Primary (C) Shepshed Newcroft Primary

Castle Donington The Orchard Primary Shepshed Oxley Primary

Diseworth C of E Primary (C) Shepshed St Botolph‟s C E Primary (C)

Hemington Primary

Kegworth Primary

Long Whatton C of E Primary (C)

(Breedon residents also feed into Ashby School)



Syston - WREAKE VALLEY COLLEGE (intake 11+ to 19)

Admitted at 11+ from the following primary schools:

Thurmaston Roundhill High

(intake 11+ to 14)

East Goscote Broomfield Primary Barkby The Pochin Primary Gaddesby Primary Syston St Peter and St Paul C of E Primary (A) Queniborough C E Primary (C) Syston the Merton Primary Rearsby C of E Primary (A) Thurmaston Church Hill C of E Junior (C) Thrussington C of E Primary (C) Thurmaston Church Hill Infant

Thurmaston Eastfield Primary

Wigston - GUTHLAXTON COLLEGE (intake 14+ to 19)

Wigston Abington High

(intake 10+ to 14)

Wigston South Wigston High

(intake 10+ to 14)

Wigston Bushloe High

(intake 10+ to 14)

All Saints C of E Primary (A) South Fairfield Primary Little Hill Primary The Meadow Primary South Parkland Primary Glenmere Primary Thythorn Field Primary (See also Countesthorpe College) Water Leys Primary

Uppingham - COMMUNITY COLLEGE (intake 11+ -16)

Bringhurst Primary Tugby C E Primary (C) Hallaton C E Primary (C)



APPENDIX TWO

List of School Admission Numbers for community and voluntary controlled schools



DCSF

No SCHOOL

AN 2010

AN 2011

DCSF

No SCHOOL

AN 2010

AN 2011

2000 AB KETTLEBY COMMUNITY PRIMARY SCHOOL 8 8 3305 COLEORTON VISCOUNT BEAUMONTS PRIM.SCHOOL 15 15

2006 ALBERT VILLAGE COMMUNITY PRIMARY SCHOOL 15/18 25 2090 CONGERSTONE PRIMARY SCHOOL 20 20

2001 ANSTEY THE LATIMER SCHOOL 40 45 2029 COSBY PRIMARY SCHOOL 40 30

2318 ANSTEY WOOLDEN HILL COMMUNITY PR. SCHOOL 30 30 3024 COSSINGTON C OF E PRIMARY SCHOOL 15 15

3300 APPLEBY MAGNA C OF E PRIMARY SCHOOL 20 20 2003 COUNTESTHORPE GREENFIELD PRIMARY SCHOOL 80 80

3000 ARNESBY CHURCH OF ENGLAND PRIMARY SCHOOL 8 8 3027 CROFT CHURCH OF ENGLAND PRIMARY SCHOOL 20 20

2187 ASFORDBY CAPTAINS CLOSE PRIMARY SCHOOL 27 27 3028 CROXTON KERRIAL C OF E PRIMARY SCHOOL 10 10

2004 ASFORDBY HILL PRIMARY SCHOOL 15 15 2032 DESFORD COMMUNITY PRIMARY SCHOOL 38 38

2321 ASHBY HILL TOP PRIMARY SCHOOL 40 40 3029 DISEWORTH C OF E PRIMARY SCHOOL 12 12

3212 ASHBY-DE-LA-ZOUCH C OF E PRIMARY SCHOOL 45 45 2082 DONISTHORPE PRIMARY SCHOOL 20, 29 20, 29

2167 ASHBY-DE-LA-ZOUCH WILLESLEY PRIM. SCHOOL 50 50 2034 DUNTON BASSETT PRIMARY SCHOOL 15 15

2373 ASHBY-DE-LA-ZOUCH WOODCOTE PRIM. SCHOOL 25 25 3335 EARL SHILTON ST PETER'S RC PRIM SCHOOL 30 30

3006 BARKBY THE POCHIN SCHOOL 20 20 3213 EARL SHILTON TOWNLANDS PRIMARY SCHOOL 30 30

3007 BARLESTONE C OF E PRIMARY SCHOOL 29 29 3030 EARL SHILTON WEAVER'S CLOSE PRIM. SCHOOL 34 30

3008 BARROW HALL ORCHARD C OF E PRIM. SCHOOL 60 60 2168 EAST GOSCOTE BROOMFIELD PRIMARY SCHOOL 38 38

3009 BARWELL CHURCH OF ENGLAND JUNIOR SCHOOL 72 60 2023 ELLISTOWN COMMUNITY PRIMARY SCHOOL 30 30

2049 BARWELL INFANT SCHOOL 60 60 2141 ENDERBY DANEMILL PRIMARY SCHOOL 75 75

2180 BARWELL NEWLANDS COMMUNITY PRIM. SCHOOL 42 42 3034 FLECKNEY C OF E PRIMARY SCHOOL 60 60

3010 BELTON CHURCH OF ENGLAND PRIMARY SCHOOL 15 15 2036 FOXTON PRIMARY SCHOOL 15 15

3011 BILLESDON PAROCHIAL PRIMARY SCHOOL 15 15 3035 FRISBY CHURCH OF ENGLAND PRIMARY SCHOOL 17 17

2367 BIRSTALL HIGHCLIFFE PRIMARY SCHOOL 60 60 2037 GADDESBY PRIMARY SCHOOL 15 15

2368 BIRSTALL RIVERSIDE COMMUNITY PRIM.SCHOOL 82 60 3325 GILMORTON CHANDLER C OF E PRIMARY SCHOOL 30 30

3302 BITTESWELL ST MARYS C OF E PRIM. SCHOOL 15 15 2322 GLEN PARVA GLEN HILLS PRIMARY SCHOOL 70 70

3012 BLABY STOKES C OF E PRIMARY SCHOOL 60 60 2349 GLENFIELD PRIMARY SCHOOL 45 45

2115 BLABY THISTLY MEADOW PRIMARY SCHOOL 30 30 2345 GLENFIELD THE HALL SCHOOL 60 60

3013 BLACKFORDBY ST MARGARETS C OF E PR. SCH. 20 15 3059 GREAT BOWDEN C OF E PRIMARY SCHOOL 15 15

3014 BOTTESFORD C OF E PRIMARY SCHOOL 30 30 2018 GREAT DALBY SCHOOL 20 20

2181 BRAUNSTONE KINGSWAY PRIMARY SCHOOL 42 42 3037 GREAT GLEN ST CUTHBERTS PRIMARY SCHOOL 40 30

2133 BRAUNSTONE MILLFIELD COMMUNITY SCHOOL 50 50 2028 GRIFFYDAM PRIMARY SCHOOL 15 15

2375 BRAUNSTONE RAVENHURST PRIMARY SCHOOL 81 80 2123 GROBY ELIZABETH WOODVILLE PRIMARY SCHOOL 30 30

3016 BREEDON ST HARDULPHS C OF E PRIM. SCHOOL 15 15 2376 GROBY LADY JANE GREY PRIMARY SCHOOL 30 30

2016 BRINGHURST PRIMARY SCHOOL 23 19 2042 GROBY MARTINSHAW PRIMARY SCHOOL 30 30

2383 BROUGHTON ASTLEY HALLBROOK PRIM. SCHOOL 38 38 3107 HALLATON CHURCH OF ENGLAND PRIMARY SCH. 14 14

2330 BROUGHTON ASTLEY OLD MILL PRIMARY SCHOOL 60 60 3039 HARBY CHURCH OF ENGLAND PRIMARY SCHOOL 14 15

3017 BROUGHTON ASTLEY ORCHARD C OF E PRIMARY 30 30 3106 HATHERN CHURCH OF ENGLAND PRIMARY SCHOOL 20 15

2017 BUCKMINSTER PRIMARY SCHOOL 15 15 2043 HEATHER PRIMARY SCHOOL 15 15

3018 BURBAGE CHURCH OF ENGLAND INFANT SCHOOL 90 90 2056 HEMINGTON PRIMARY SCHOOL 11 11

2142 BURBAGE JUNIOR SCHOOL 94 90 3041 HIGHAM ON THE HILL PRIMARY SCHOOL 11 11

2183 BURBAGE SKETCHLEY HILL PRIMARY SCHOOL 60 60 2162 HINCKLEY BATTLING BROOK PRIMARY SCHOOL 79 80

2019 BURTON-ON-THE-WOLDS PRIMARY SCHOOL 17 17 2044 HINCKLEY HOLLIERS WALK PRIMARY SCHOOL 60 60

2178 CASTLE DONINGTON ORCHARD PRIMARY SCHOOL 39 39 2351 HINCKLEY RICHMOND PRIMARY SCHOOL 60 60

3021 CASTLE DONINGTON ST EDWARDS PRIM. SCHOOL 30 30 3042 HINCKLEY ST. MARY'S PRIMARY SCHOOL 44 45

3332 CHURCH LANGTON C OF E PRIMARY SCHOOL 30 30 3336 HINCKLEY ST.PETER'S RC PRIMARY SCHOOL 30 30

3052 CLAYBROOKE PRIMARY SCHOOL 15 15 2046 HINCKLEY WESTFIELD INFANT SCHOOL 90 90

3022 COALVILLE ALL SAINTS C OF E PRIM. SCHOOL 27 27 2045 HINCKLEY WESTFIELD JUNIOR SCHOOL 80 80

2020 COALVILLE BELVOIRDALE PRIMARY SCHOOL 45 45 3043 HOSE CHURCH OF ENGLAND PRIMARY SCHOOL 11 11

2360 COALVILLE BROOM LEYS SCHOOL 81 81 3044 HOUGHTON ON THE HILL PRIMARY SCHOOL 30 30

3348 COALVILLE ST CLARES CATHOLIC PRIM SCHOOL 30 30 2024 HUGGLESCOTE COMMUNITY PRIMARY SCHOOL 60 60

2177 COALVILLE WARREN HILLS PRIMARY SCHOOL 28 30 2173 HUNCOTE COMMUNITY PRIMARY SCHOOL 20 15

PRIMARY SCHOOL ADMISSION NUMBER (AN) FOR SEPTEMBER 2010 and 2011



DCSF No

SCHOOL AN

2010 AN

2011 DCSF

No SCHOOL

AN 2010

AN 2011

3046 HUSBANDS BOSWORTH C OF E PRIMARY SCHOOL 12 10 2380 NARBOROUGH THE PASTURES PRIMARY SCHOOL 45 45

2051 IBSTOCK JUNIOR SCHOOL & SPECIAL UNIT 59 60 2026 NEW SWANNINGTON PRIMARY SCHOOL 29 29

3047 IBSTOCK ST DENYS C OF E INFANT SCHOOL 60 60 3066 NEWBOLD CHURCH OF ENGLAND PRIMARY SCHOOL 10 10

2053 KEGWORTH PRIMARY SCHOOL 30 30 2078 NEWBOLD VERDON PRIMARY SCHOOL 30 30

3048 KIBWORTH C OF E PRIMARY SCHOOL 60 60 2097 NEWTON BURGOLAND PRIMARY SCHOOL 12 12

3307 KILBY ST MARYS C OF E PRIMARY SCHOOL 12 12 2079 NEWTOWN LINFORD PRIMARY SCHOOL 12 12

2055 KIRBY MUXLOE PRIMARY SCHOOL 51 51 3310 NORTH KILWORTH ST ANDREWS PRIMARY SCHOOL 15 15

2146 LEIC FOREST EAST STAFFORD LEYS PRIMARY 84 84 2333 OADBY BROCKS HILL PRIMARY SCHOOL 60 45

2068 LITTLE BOWDEN SCHOOL 52 52 2189 OADBY BROOKSIDE SCHOOL 50 50

3053 LONG CLAWSON C OF E PRIMARY SCHOOL 15 15 2338 OADBY LANGMOOR PRIMARY SCHOOL 27 27

3054 LONG WHATTON C OF E PRIMARY SCHOOL 13 13 2357 OADBY LAUNDE PRIMARY SCHOOL 90 90

2165 BOOTH WOOD PRIMARY SCHOOL 30 30 2384 OADBY WOODLAND GRANGE PRIMARY SCHOOL 60 60

3434 C OF E PRIMARY SCHOOL 30 30 2083 OAKTHORPE PRIMARY SCHOOL 15 15

2374 COBDEN PRIMARY SCHOOL 50 50 3067 OLD DALBY C OF E PRIMARY SCHOOL 21 21

2331 HOLYWELL PRIMARY SCHOOL 60 60 3068 PACKINGTON C OF E PRIMARY SCHOOL 15 15

2194 MOUNTFIELDS LODGE SCHOOL 73 75 3069 QUENIBOROUGH C OF E PRIMARY SCHOOL 27 27

2169 OUTWOODS EDGE PRIM.SCHOOL 52 60 3070 QUORN ST BARTHOLOMEWS C OF E PRIM.SCHOOL 55 60

2062 RENDELL PRIMARY SCHOOL 45 45 2085 RATBY PRIMARY SCHOOL 41 41

2192 ROBERT BAKEWELL PRIM.SCHOOL 34 30 3312 REARSBY ST MICHAEL & ALL ANGELS 15 15

3341 SACRED HEART RC PRIM SCHOOL 30 30 3072 REDMILE CHURCH OF ENGLAND PRIMARY SCHOOL 11 11

2350 SHELTHORPE PRIMARY SCHOOL 50 45 3074 ROTHLEY CHURCH OF ENGLAND PRIMARY SCHOOL 45 45

3433 ST.MARYS RC PRIMARY SCHOOL 30 30 3314 SAPCOTE ALL SAINTS C OF E PRIMARY SCHOOL 25 25

2382 STONEBOW PRIMARY SCHOOL 45 45 3077 SCALFORD C OF E PRIMARY SCHOOL 11 11

2120 THORPE ACRE INFANT SCHOOL 50 45 2088 SEAGRAVE VILLAGE PRIMARY SCHOOL 13 13

2116 THORPE ACRE JUNIOR SCHOOL 45 45 3078 SHARNFORD C OF E PRIMARY SCHOOL 9 9

3056 LUBENHAM ALL SAINTS PRIMARY SCHOOL 15 15 3080 SHEEPY MAGNA C OF E PRIMARY SCHOOL 14 15

2166 LUTTERWORTH JOHN WYCLIFFE PRIMARY SCHOOL 40 40 2092 SHEPSHED NEWCROFT PRIMARY SCHOOL 60 60

3209 LUTTERWORTH SHERRIER PRIMARY SCHOOL 59 59 2137 SHEPSHED OXLEY PRIMARY SCHOOL 35 35

3334 MARKET BOSWORTH ST PETERS C OF E PRI SCH 40 40 3339 SHEPSHED ST WINEFRIDES RC PRIMARY SCHOOL 30 30

3058 MARKET HARBOROUGH C OF E PRIMARY SCHOOL 60 60 3082 SHEPSHED ST. BOTOLPHS PRIMARY SCHOOL 36 36

2176 MARKET HARBOROUGH FARNDON FIELDS PRIMARY 30 30 2319 SILEBY HIGHGATE COMMUNITY PRIM. SCHOOL 30 30

2002 MARKET HARBOROUGH MEADOWDALE PRIM SCH 45 45 2326 SILEBY REDLANDS COMMUNITY PRIM.SCHOOL 30 30

2179 MARKET HARBOROUGH RIDGEWAY PRIMARY 45 45 3316 SNARESTONE C OF E PRIMARY SCHOOL 12 12

3347 MARKET HARBOROUGH ST JOSEPHS RC PRIM SCH 30 30 2094 SOMERBY PRIMARY SCHOOL 7 7

2069 MARKFIELD MERCENFELD PRIMARY SCHOOL 54 54 3085 SOUTH KILWORTH C OF E PRIMARY SCHOOL 10 10

3060 MEASHAM CHURCH OF ENGLAND PRIMARY SCHOOL 30 30 2158 SOUTH WIGSTON FAIRFIELD PRIMARY SCHOOL 30 30

3338 MEASHAM ST CHARLES CATHOLIC PRIMARY SCH 17 17 2355 SOUTH WIGSTON PARKLAND PRIMARY SCHOOL 75 70

2072 MELTON MOWBRAY BROWNLOW SCHOOL 89 85 2070 STANTON UNDER BARDON COM. PRIMARY SCHOOL 13 13

2191 MELTON MOWBRAY SHERARD PRIMARY SCHOOL 57 45 2096 STATHERN PRIMARY SCHOOL 17 17

3342 MELTON MOWBRAY ST FRANCIS RC PRIM SCHOOL 39 40 3319 STOKE GOLDING ST MARGARETS PRIM. SCHOOL 30 30

3062 MELTON MOWBRAY ST MARYS PRIMARY SCHOOL 30 30 3087 STONEY STANTON MANORFIELD PRIMARY SCHOOL 50 50

2185 MELTON MOWBRAY SWALLOWDALE PRI SCH & CC 50 50 3089 SWANNINGTON C OF E PRIMARY SCHOOL 15 15

2073 MELTON MOWBRAY THE GROVE PRIMARY SCHOOL 42 42 3329 SWINFORD C OF E PRIMARY SCHOOL 15 15

2007 MOIRA INFANT SCHOOL 30 30 3090 SWITHLAND ST LEONARDS C OF E PRIM.SCHOOL 14 14

3211 MOUNTSORREL CHRIST CHURCH & ST PETERS 58 60 3432 SYSTON ST PETER AND ST PAUL PRIM. SCHOOL 60 60

3065 MOWSLEY ST NICHOLAS C OF E PRIMARY SCH. 8 7 2161 SYSTON THE MERTON PRIMARY SCHOOL 51 51

2334 NAILSTONE DOVE BANK PRIMARY SCHOOL 15 15 2009 THORNTON COMMUNITY PRIMARY SCHOOL 18 20

2076 NARBOROUGH GREYSTOKE PRIMARY SCHOOL 50 50 2164 THRINGSTONE PRIMARY SCHOOL 30 30

2358 NARBOROUGH RED HILL FIELD PRIMARY SCHOOL 40 40 3093 THRUSSINGTON C OF E PRIMARY SCHOOL 9 9




DCSF No

SCHOOL AN

2010 AN

2011

3330 THURCASTON RICHARD HILL C OF E PR.SCHOOL 30 30

3320 THURLASTON C OF E PRIMARY SCHOOL 17 17

3345 THURMASTON BISHOP ELLIS CATHOLIC PRIMARY 50 50

3094 THURMASTON CHURCH HILL C OF E JR. SCHOOL 90 90

2110 THURMASTON CHURCH HILL INFANT SCHOOL 90 90

2157 THURMASTON EASTFIELD PRIMARY SCHOOL 35 35

2149 THURNBY FERNVALE PRIMARY SCHOOL 30 30

3095 THURNBY ST LUKES C OF E PRIMARY SCHOOL 35 35

3097 TUGBY CHURCH OF ENGLAND PRIMARY SCHOOL 15 15

3098 ULLESTHORPE C OF E PRIMARY SCHOOL 15 15

3100 WALTHAM-ON-THE-WOLDS C OF E PRIM. SCHOOL 14 14

2170 WHETSTONE BADGERBROOK PRIMARY SCHOOL 60 60

3321 WHETSTONE ST PETERS C OF E PRIM. SCHOOL 40 40

3340 WHITWICK HOLY CROSS RC PRIMARY SCHOOL 29 30

3101 WHITWICK ST JOHN THE BAPTIST PRIM.SCHOOL 50 50

3331 WIGSTON ALL SAINTS PRIMARY SCHOOL & C.C. 50 45

2138 WIGSTON GLENMERE COMM. PRIMARY SCHOOL 30 30

2369 WIGSTON LITTLE HILL PRIMARY SCHOOL 60 60

3343 WIGSTON ST JOHN FISHER CATHOLIC PRIM SCH 30 30

2190 WIGSTON THE MEADOW COMM. PRIMARY SCHOOL 60 60

2193 WIGSTON THYTHORN FIELD COM. PRIM. SCHOOL 30 30

2354 WIGSTON WATER LEYS PRIMARY SCHOOL 60 60

3102 WITHERLEY C OF E PRIMARY SCHOOL 12 15

3103 WOODHOUSE EAVES ST PAULS PRIMARY SCHOOL 30 30

2025 WOODSTONE COMMUNITY PRIMARY SCHOOL 30 30

2104 WORTHINGTON SCHOOL 10 10

3104 WYMESWOLD C OF E PRIMARY SCHOOL 15 20

3333 WYMONDHAM ST PETERS PRIMARY SCHOOL 8 8




DCSF No School

AN 2010

AN 2011

DCSF

No School AN

2010 AN

2011

4032 Anstey Martin High 216 216 4601 De Lisle Catholic 220 220

4508 Ashby Grammar 540 540 4030 The Garendon High 270 270

4028 Ashby Ivanhoe High 290 295 4014 Limehurst High 172 172

4000 Barrow Humphrey Perkins High 310 331 4268 Woodbrook Vale High 180 180

4039 Birstall Longslade College 415 415 4503 Lutterworth College 628 628

4029 Birstall Stonehill High 257 257 4015 Lutterworth High 250 250

4036 Bottesford Belvoir High 135 135 4016 Market Bosworth High 224 224

4038 Braunstone Winstanley High 200 200 4003 Market Harborough Robert Smyth 440 440

4057 Broughton Astley Thomas Estley 251 267 4017 Market Harborough Welland Park 243 250

4026 Burbage Hastings High 200 200 4018 Markfield South Charnwood High 162/7 162/7

4031 Castle Donington Community Coll 158 158 4044 Melton John Ferneley High 160 160

4035 Coalville Castle Rock High 200 200 5400 Melton Long Field School 160 160

4001 Coalville King Edward VII 472 472 4041 Oadby Gartree High 180/16 180/16

4007 Coalville Newbridge High 176 176 4043 Oadby Manor High 232 232

4050 Countesthorpe Community College 382 382 4045 Oadby The Beauchamp College 502 502

4054 Countesthorpe Leysland High 224 224 4505 Quorn Rawlins Community College 468 468

4048 Desford Bosworth Community College 473 473 4034 Shepshed High School 137 137

4011 Earl Shilton Heathfield High 220 220 4056 Shepshed Hind Leys College 234 234

4059 Earl Shilton William Bradford 280 280 5402 South Wigston High 210 210

4506 Enderby Brockington College 300 300 4602 Stoke Golding St. Martin's High 113 116

4051 Groby Brookvale High 220 221 4049 Syston Wreake Valley College 146/231 147/232

4052 Groby Community College 310 310 4022 Thurmaston Roundhill College 240 243

4501 Hinckley John Cleveland College 600 620 5403 Wigston Abington High 166 169

4010 Hinckley Mount Grace High 215 215 5401 Wigston Bushloe High 175 175

4053 Hinckley Redmoor High 161 161 4033 Wigston Guthlaxton College 540 540

4012 Ibstock Community College 238 238 4055 Kibworth High 250 250 4002 Burleigh College 489 489

SECONDARY SCHOOL ADMISSIONS FOR SEPTEMBER 2010 and 2011

Castle Rock High School

Inspection report

Unique Reference Number 120258

Local Authority Leicestershire

Inspection number 358728

Inspection dates 3–4 November 2010

Reporting inspector Kevin Sheldrick HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Secondary

School category Community

Age range of pupils 11–14

Gender of pupils Mixed

Number of pupils on the school roll 509

Appropriate authority The governing body

Chair Malcolm Allsop

Headteacher Julia Patrick

Date of previous school inspection 11 June 2008

School address Meadow Lane

Coalville

LE67 4BR

Telephone number 01530 834368

Fax number 01530 830485

Email address [email protected]

Age group 11–14

Inspection dates 3–4 November 2010

Inspection number 358728

The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to

achieve excellence in the care of children and young people, and in education and skills for learners of all

ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family

Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning

and skills training, adult and community learning, and education and training in prisons and other secure

establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school

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Royal Exchange Buildings

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T: 0300 1234 234

Textphone: 0161 618 8524

E: [email protected] W: www.ofsted.gov.uk

[email protected]

[email protected]

http://www.ofsted.gov.uk/

© Crown copyright 2010

Introduction

This inspection was carried out by one of Her Majesty's Inspectors and three additional

inspectors. Inspectors observed 30 lessons, taught by 23 teachers, and held meetings with members of the governing body, staff and groups of students. They observed the school's work and looked at documentation relating to planning, monitoring,

safeguarding, communications with parents and carers, and analysed questionnaires from 114 parents and carers and 96 students.

The inspection team reviewed many aspects of the school's work. It looked in detail at the following.

The extent to which the outcomes are improving, particularly for the more able and students who are eligible for free school meals.

o How effectively the school promotes students' cultural development. o Teachers' use of assessment. o The effectiveness of the school's monitoring and evaluation and how this

contributes to the promotion of equal opportunities.

Information about the school

This school is close to the average-sized middle school. The proportion of students who

have special educational needs and/or disabilities is above average, as is the proportion

with a statement of special educational needs. Very few students are from ethnic minority backgrounds. The proportion of students eligible for free school meals is around the national average. Shortly after the last inspection, a new headteacher was

appointed from within the school. Other members of the school's senior leadership team have been in place from September 2010. The school has had a specialism in sport since September 2008.

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 3

The school's capacity for sustained improvement 3

Main findings

The school has been particularly successful in promoting students personal

development so that virtually all these outcomes are good. Essential to this has been the very high quality care, guidance and support the school provides. This provision

ensures that students feel safe and means that there are many striking examples of the effective support the school has provided for potentially vulnerable students. The school is particularly effective in countering discrimination. For instance, the work the school has undertaken dealing with a few incidents of homophobic bullying is particularly

noteworthy. Senior leaders command strong support from staff, parents and carers and students. The governing body is also a major strength and has ensured that improvement has continued during a difficult period associated with the recent loss of

senior staff. The school's good curriculum is an important factor in the high proportion of students who indicate that they enjoy school.

The school's academic outcomes over the last three years, together with evidence from lessons, shows that achievement is satisfactory and attainment is average. Although

lesson observations indicate that students overall make satisfactory progress in lessons, there is a wide variation. Inspectors saw highly effective lessons where students displayed great enthusiasm for their learning. In such lessons, teachers ensured that all

ability groups were challenged and actively involved students in evaluating their learning, particularly at the end of lessons. However, lessons were also seen in which students were too passive and were not sufficiently challenged. As a result, students did

not always concentrate well and they did not make sufficient progress. Less effective teaching was seen in mathematics and in a minority of foundation subjects. A small minority of lessons were observed to be inadequate. Although much good practice

exists, there are inconsistencies in the use of assessment, planning and the management of teaching assistants.

The school's specialism is being used well to promote partnership work, involve

students in contributing to the community, and in promoting healthy lifestyles. Attainment is above average in physical education (PE) and teachers in this subject are acting as role models in demonstrating the effective use of assessment. The school's

track record of improvement is satisfactory. The school has improved behaviour and students are making better progress in most foundation subjects, science and especially in English. There are strengths in the quality of the school's monitoring and evaluation; leaders have largely identified the right priorities that will lead to improvement. The

judgements about the quality of teaching and learning are reasonably accurate, although evidence was found of these being a little generous largely because the progress of all groups is not always fully considered. The school has a commendable

record of helping students overcome barriers to learning, particularly for those with statements of special educational needs and/or disabilities. This picture confirms a satisfactory capacity for sustained improvement.

What does the school need to do to improve further?

Accelerate the progress students make in lessons, particularly in mathematics by:

o eradicating inadequate teaching

o ensuring all teachers' assessments are accurate and are used to plan challenging future learning for students of all abilities

o ensuring the work of teaching assistants is consistently focused on the

targets for named individuals in classes o involving students, teachers, parents and carers and the governing body

in developing clear written guidance on what constitutes effective

teaching and learning at Castle Rock school o ensuring that all staff adhere to this guidance through regular and

proportionate monitoring and evaluation that focuses on the progress

different groups of students make. o About 40% of the schools whose overall effectiveness is judged

satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

Outcomes for individuals and groups of pupils

3

Student's attainment when they enter the school varies from year to year. Some year

groups are below average and others are close to the national average. Inspectors

found attainment to be close to average in most subjects by the time students leave school at the end of Year 9. The quality of learning observed during the inspection varied considerably but was directly related to the quality of teaching. In the majority of

lessons, students showed interest in their work and sometimes demonstrated considerable enthusiasm. They often worked with great diligence and showed confidence when given the opportunity to improve the quality of their work. Students often know their targets and some can say what they must do to achieve these.

However, there were also lessons in which students did not concentrate well. In some more practically orientated lessons, students were observed to be talking for quite long periods about matters not related to the lesson. Overall, no significant differences were

seen in the progress made by different groups. The large majority of students with special educational needs and/or disabilities have their needs met in lessons where they make similar progress to others. However, a small minority of these students who

receive additional support outside of lessons through the 'academy' provision make good progress.

Students' good moral development helps to ensure that the vast majority of students behave well, even in the lessons in which they are not sufficiently challenged. Students

spoke positively about the efforts the school puts into ensuring their awareness of different cultures. They have good social skills and learn well when given the opportunity to work with others. Students contribute well to the school community and

wider community, for instance through their involvement as sports coaches working with primary age children. Students are positive about the school council because it gets things done. However, they have relatively fewer opportunities to influence learning, although this is an aspect that the school is currently improving.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning

Taking into account: Pupils' attainment¹

The quality of pupils' learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

3

3

3

3

The extent to which pupils feel safe 2

Pupils' behaviour 2

The extent to which pupils adopt healthy lifestyles 2

The extent to which pupils contribute to the school and wider community 2

The extent to which pupils develop workplace and other skills that will contribute to

their future economic well-being Taking into account:

Pupils' attendance¹

2

3

The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

How effective is the provision?

In the best lessons, the school's approach to planning ensures high levels of student

engagement. The good and better lessons were planned with more than one outcome

in mind. Often students could make choices that allowed them to engage at the most challenging level possible. In an outstanding English lesson, the teacher ensured students knew precisely the link between the outcomes in the lesson and their

individual targets. The existence of 'ladders' showing the steps in learning allowed students to identify their own targets. This clarity allows teaching assistants to support named individual students more effectively. A starter activity was particularly effective in a mathematics lesson because it demonstrated the application of skills through a

journey to Las Vegas. Students worked at pace because they had the challenge of having to finish within a strictly enforced time limit. Some teachers improve the pace and quality of learning through the effective use of learning reviews, particularly at the

end of lessons. Outstanding lessons were seen in PE, and the performing arts. These highly effective lessons were in marked contrast to a minority in which assessment was not used well and, therefore, all students attained the same outcome regardless of their

ability. The expectations of a few teachers concerning behaviour, pace of working and the standard of presentation were not high enough and, as a result, students did not make the progress of which they were capable. A minority of teachers are not ensuring the effective deployment of teaching assistants.

The curriculum contributes strongly to the adoption of healthy lifestyles because students throughout the school have good access to a wide range of sporting facilities. Students spoke positively about the wide range of extra-curricular activities available to them. The curriculum ensures that students learn how to keep themselves safe. The

personal development course contributes well to students' cultural awareness, the development of social skills and important attributes that help students learn more effectively. Students spoke of memorable experiences, often related to their

participation in performing arts presentations or when they had contact with other

cultures. Partnership working with the upper school that shares the same campus allows Year 9 to experience vocational courses so they can make more informed

choices. The school is beginning to introduce more flexibility into Year 9 so that students can commence GCSE courses early.

The school has developed effective arrangements to largely eliminate exclusions. Attendance is improving as a result of the comprehensive and efficient systems the

school has to monitor this aspect. The school monitors the progress students make in terms of different groups. Interventions are then targeted well on individuals and groups when this is required. The 'academy' provision is highly effective in that it provides a learning environment that is well suited to its clientele. Transition

arrangements are very well managed so that every student goes onto the upper school and attains academic qualifications at GCSE.

These are the grades for the quality of provision

The quality of teaching Taking into account:

The use of assessment to support learning

3

3

The extent to which the curriculum meets pupils' needs, including, where relevant,

through partnerships 2

The effectiveness of care, guidance and support 1

How effective are leadership and management?

The school is aware of what it needs to do to improve, for instance through ensuring

that all subjects use assessment as well as is the case in English and PE. The school has

also recognised the importance of ensuring confidence in the accuracy of its teacher assessments since the ending of national testing in 2008. Senior staff know that there is too much inconsistency in teaching and are already taking steps to deal with this, for

instance through matching strong teachers with those who are less effective. The school has also recognised the value of producing clear guidelines on what constitutes effective teaching and learning in the school. There are strengths in the partnerships

the school has in terms of safeguarding and in ensuring all students are very well cared for.

The governing body were able to highlight some convincing examples of how they have strategically led the school. For instance, in responding to a parent's concerns about

behaviour, they instigated a review of provision that led to the appointment of further student managers. They know the school well and take all of their duties seriously. The

school adopts good practice in all areas of its safeguarding, including responding to parental and student views when designing the new school. In addition to a comprehensive range of action to counter discrimination, the school is using a range of

data to check that it is ensuring equal opportunities. This is most apparent in terms of vulnerable students who prosper because of the concerted action the school takes to ensure their inclusion.

There are major strengths in how the school is contributing to community cohesion at the whole school, local and international levels. For instance, the link with a school in

Nigeria has allowed students to interact with people from a quite different culture. The school's evaluation of its work in this area recognises that the regional and national dimensions are key priorities, and a promising start has been made in promoting these aspects through links to Leicester City.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving

improvement Taking into account:

The leadership and management of teaching and learning

3

3

The effectiveness of the governing body in challenging and supporting the

school so that weaknesses are tackled decisively and statutory responsibilities met 2

The effectiveness of the school's engagement with parents and carers 2

The effectiveness of partnerships in promoting learning and well-being 2

The effectiveness with which the school promotes equality of opportunity and tackles

discrimination 2

The effectiveness of safeguarding procedures 2

The effectiveness with which the school promotes community cohesion 2

The effectiveness with which the school deploys resources to achieve value for money 3

Views of parents and carers

Parents and carers are highly supportive of the school and the large majority agreed

with all the statements in the questionnaire. Almost all parents and carers are happy with their child's experience and think that the school is well led.

A very small minority of parents and carers disagreed that the school helps their child to have a healthy lifestyle. Inspectors, in deciding the grade for this aspect, took full account of the views of all parents and carers that were received. Inspectors discussed

with the school the scope for further increasing student involvement in activity designed to encourage healthy living. A very small minority of parents and carers disagreed that the school helps them to support their child's learning. Inspectors investigated this aspect and discovered that the school is already undertaking action to address this issue.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Castle Rock High School to

complete a questionnaire about their views of the school.

In the questionnaire, parents and carers were asked to record how strongly they agreed with 13

statements about the school. The inspection team received 114 completed questionnaires by the end of the on-site inspection. In total, there are 509 pupils registered at the school.

Statements Strongly

agree Agree Disagree

Strongly

disagree

Total % Total % Total % Total %

My child enjoys school 50 44 59 52 5 4 0 0

The school keeps my child safe 51 45 61 54 5 4 0 0

My school informs me about my child's progress 52 46 54 47 5 4 2 2

My child is making enough progress at this school 46 40 63 55 5 4 1 1

The teaching is good at this school 48 42 61 54 2 2 0 0

The school helps me to support my child's learning 34 30 62 54 12 11 1 1

The school helps my child to have a healthy lifestyle 30 26 69 61 11 10 0 0

The school makes sure that my child is well prepared for the future (for example changing year group,

44 39 63 55 0 0 0 0

changing school, and for children who are finishing school, entering further or higher education, or

entering employment)

The school meets my child's particular needs 40 35 67 59 5 4 0 0

The school deals effectively with unacceptable behaviour

44 39 60 53 7 6 1 1

The school takes account of my suggestions and

concerns 34 30 66 58 7 6 1 1

The school is led and managed effectively 40 35 71 62 2 2 0 0

Overall, I am happy with my child's experience at this school

54 47 57 50 2 2 0 0

The table above summarises the responses that parents and carers made to each statement. The

percentages indicate the proportion of parents and carers giving that response out of the total number of

completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

Glossary

What inspection judgements mean

Grade Judgement Description

Grade

1 Outstanding

These features are highly effective. An outstanding school provides

exceptionally well for all its pupils' needs.

Grade 2

Good These are very positive features of a school. A school that is good is serving its pupils well.

Grade 3

Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

Grade 4

Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)

Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 58 36 4 2

Primary schools 8 43 40 9

Secondary schools 10 35 42 13

Sixth forms 13 39 45 3

Special schools 33 42 20 4

Pupil referral

units 18 40 29 12

All schools 11 42 38 9

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors

now make some additional judgements that were not made previously.

The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most

recently published data available (see www.ofsted.gov.uk). Please note that the sample of schools

inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally,

as weaker schools are inspected more frequently than good or outstanding schools.

Percentages are rounded and do not always add exactly to 100. Secondary school figures include those

that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

judgements.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

Attainment: the standard of the pupils' work shown by test and examination results and in

lessons.

Capacity to improve:

the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of

its systems to maintain improvement.


Leadership and

management:

the contribution of all the staff with responsibilities, not just the headteacher,

to identifying priorities, directing and motivating staff and running the school.

Learning: how well pupils acquire knowledge, develop their understanding, learn and

practise skills and are developing their competence as learners.

Overall effectiveness:

inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in

particular, influence what the overall effectiveness judgement will be.

The school's capacity for sustained improvement. Outcomes for individuals and groups of pupils.

The quality of teaching. The extent to which the curriculum meets pupils' needs, including,

where relevant, through partnerships. The effectiveness of care, guidance and support.

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a

key stage with their attainment when they started.

This letter is provided for the school, parents and

carers to share with their children. It describes Ofsted's main findings from the inspection of their school.

5 November 2010

Dear Students

Inspection of Castle Rock High School, Coalville, LE67 4BR

I would like to thank you for welcoming us to your school. Our special thanks go to the students we interviewed for their perceptive comments that informed our findings. I

want to share our findings, including some ideas of how you can help the school become even better.

Very importantly, virtually all aspects of your personal development are good. In determining achievement, inspectors consider the last three years and what was seen in

lessons during the inspection. This evidence was very important in leading us to conclude that your achievement and the school's overall effectiveness are satisfactory. The majority of teaching you experience is good and some is outstanding. However, we observed a minority of teaching that was not as effective, mainly because we did not

think you were challenged sufficiently and you were not actively involved. We concluded that the care and guidance you receive is outstanding because you told us that you feel safe in your school and that there is always an adult you can talk to. In

addition, the school does really well in caring for those students who are potentially vulnerable.

To further improve, we have asked the school to ensure you make good progress in all lessons. To do this, we think teachers should plan lessons with more than one outcome

so you can always choose to work at the higher level. You can help by checking with other students and your teacher what it is you must do to achieve this. We have suggested that your school asks your opinion about what helps you learn so that this is

included in written guidance on teaching and learning. Finally, we have suggested that this guidance is regularly monitored to check it is being followed by all staff. Through your school council, you can give your opinions about how well the school is ensuring everyone follows this guidance.

I wish you all the best for the future and keep striving for those medals for your positive behaviour.

Yours sincerely

Kevin Sheldrick

Her Majesty's Inspector

Any complaints about the inspection or the report should be made following the

procedures set out in the guidance 'Complaining about inspections', which is available

from Ofsted's website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of

the guidance, please telephone 0300 1234 234, or email [email protected].


[email protected]