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HERTFORDSHIRE COUNTY COUNCIL
EDUCATION, LIBRARIES AND LOCALISM CABINET PANEL
TUESDAY, 8 SEPTEMBER 2020 AT 10:00AM
WHETHER TO REBUILD THE VALLEY SCHOOL IN STEVENAGE, A
COMMUNITY SPECIAL SCHOOL FOR CHILDREN WITH LEARNING
DIFFICULTIES (11-16 YEARS), ON ITS CURRENT SITE
Report of the Director of Children’s Services Authors:- Samantha
Young, Senior School Planning Officer
(Tel: 01992 555754) Gary Gant, School Planning Officer (Tel:
01992 555347)
Executive Member:- Terry Douris, Education, Libraries and
Localism Local Member:- Michael Hearn, Shephall, Stevenage
1. Purpose of report 1.1 To provide Panel with an update on the
condition of The Valley School,
a community special school for secondary aged children with
Learning Difficulties, located on the site of a former secondary
school in Stevenage.
2. Summary 2.1 The building occupied by The Valley School is at
the end of its useful
life and new accommodation for the school is needed. That need
is urgent. Essential repairs and maintenance works are being
undertaken until such time as a permanent solution can be found. A
new building would allow the school to cater for 165 pupils.
3. Recommendations
3.1 That Panel recommends to Cabinet that it approves a capital
project to
re-build The Valley School on its current site in Stevenage.
4. Background
4.1 The Valley School is a community special school for
secondary aged
children with Learning Difficulties in Stevenage. It is housed
in part of a former mainstream secondary school building within a
wider campus
Agenda Item No.
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which has historically housed a range of other users, although
these have now been moved elsewhere. Some of the main buildings and
other buildings on site are now vacant.
4.2 The main school buildings have reached the end of their
serviceable life. There is a need to maintain the current level of
learning disability provision across the County. Special schools
for pupils with Learning Difficulty are full and without the
rebuilding of the Valley School there would be insufficient places
to meet forecast demand.
4.3 The Valley School has an assessed capacity of 165, however,
numbers on roll are currently capped at 153 pupils, due to
restrictions on use of some parts of the site because of poor
condition.
4.4 Replacement accommodation is urgently required. The
condition of the
building has led to some planned and unplanned school closures
in recent years. It has been necessary to undertake extensive
repairs and maintenance work, in order to keep the school in
operation. It is likely that further works will be required until
such time as the buildings can be re-provided.
4.5 A feasibility study has concluded that the best way of
resolving the issue for this school would be a complete re-build on
the rear of its current site. The earliest that could be achieved
is the Autumn of 2022. The re-build of the school on the existing
site could also release approximately 1.2 ha (3 acres) of land for
other service use or disposal
4.6 The new school would be a purpose-built special school,
designed to current DfE standards for special schools1. It would
accommodate 165 pupils in vastly improved accommodation and would
significantly improve the educational offer for children attending
the school.
4.7 This proposal is fully supported by the governing body of
The Valley School.
5. Financial implications
Revenue funding
5.1 Special schools are funding through the High Needs Block of
the Dedicated Schools Grant (DSG). The estimated cost of increasing
the school roll from 153 to 165 places, all occupied, is
approximately £200k.
1
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/48522
3/BB104.pdf
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485223/BB104.pdfhttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485223/BB104.pdf
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Capital funding
5.2 The full capital implications of the scheme are contained in
the Part II report.
6. Equalities
6.1 When considering proposals placed before Members it is
important that they are fully aware of, and have themselves
rigorously considered, the Equality implications of the decision
that they are making.
6.2 Rigorous consideration will ensure that proper appreciation
of any potential impact of that decision on the County Council’s
statutory obligations under the Public Sector Equality Duty. As a
minimum this requires decision makers to read and carefully
consider the content of any Equalities Impact Assessment (EqIA)
produced by officers.
6.3 The Equality Act 2010 requires the County Council when
exercising its functions to have due regard to the need to (a)
eliminate discrimination, harassment, victimisation and other
conduct prohibited under the Act; (b) advance equality of
opportunity between persons who share a relevant protected
characteristic and persons who do not share it and (c) foster good
relations between persons who share a relevant protected
characteristic and persons who do not share it. The protected
characteristics under the Equality Act 2010 are age; disability;
gender reassignment; marriage and civil partnership; pregnancy and
maternity; race; religion and belief, sex and sexual
orientation.
6.4 An Equalities Impact Assessment (EqIA) has been carried out
on the proposals contained within this report (see Appendix 1). The
EqIA will be reviewed and updated as part of any future public
consultation. Consideration has been given to the likely impact of
the proposals, and current assessments conclude that it is not
anticipated that people with protected characteristics will be
affected disproportionately.
6.5 The Local Authority is bound by the Admissions Code and
Regulations and this does not allow for any discrimination in this
respect.
6.6 The expansion and/or rebuild of existing schools provides
for enhanced education opportunities and an enriched curriculum
offer which has a positive impact on the whole school
community.
6.7 School development schemes provide positive impacts,
offering the opportunity for improved facilities for disabled
access in new buildings.
Background Information None
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Appendix 1
Equality Impact Assessment (EqIA) (Pre-Cabinet)
Proposal to rebuild, on its existing site, The Valley Learning
Difficulties (LD) School, (DfE No. 919/7010),
Valley Way, Stevenage, SG2 9AB from September 2022.
1. Who is completing the EqIA and why is it being done?
Title of proposal Proposal to rebuild The Valley Learning
Difficulties (LD) School (11-16 years), on its existing site.
Names of those involved in completing the EqIA Tom Stacey,
Samantha Young & Gary Gant
Head of Service or Business Manager Pauline Davis
Team/Department Children’s Services – School Planning Team
Lead officer contact details Gary Gant, Planning Officer. Tel:
01992556347
Focus of EqIA
To identify the impact of the proposed rebuilding of The Valley
Learning Difficulties (LD) School from September 2022. The Valley
School is a secondary school for pupils aged 11 to 16 with learning
difficulties, autism and speech, language and communications needs.
This assessment seeks to discharge the County Councils Public
Sector Equality Duty in relation to the proposed rebuilding of the
school, identify any impacts and required mitigation.
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Stakeholders
In writing this EqIA consideration has been given to the
protected characteristics of the following groups/stakeholders*:
Parents/carers/pupils, staff and governors at the school concerned;
HPCI (Herts Parent Carer Involvement is an independent parent carer
led; Parents/carers/pupils, staff and governors at the school
concerned; Residents local to the school concerned; Local
Pre-Schools, Nursery, Primary, Secondary and Special schools; MPs,
County Councillors, District Councillors, Parish and Town Councils
and Local Authority Chief Executives; Trade Union representatives;
Church Diocese representatives; NHS representatives; Parent
Governor representatives on the Overview and Scrutiny Committee at
Hertfordshire County Council; Further Education establishments,
pre-schools, playgroups, Children’s Centres, toddler groups and day
nurseries; Libraries and Citizen’s Advice Bureaux; Senior officers
in Hertfordshire County Council’s Children’s Services Department
and in Herts Property Services; *No consultation or statutory
process is required for the changes outlined in this paper as per
DfE advice and statutory guidelines.
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2. List of data sources used for this EqIA
Title and brief description (of data, research or engagement –
include hyperlinks if available)
Date Gaps in data Consider any gaps you need to address and add
any relevant actions to the action plan in Section 4.
January 2020 School Census data on gender split, English as an
additional language (EAL), ethnicity, free school meal (FSM)
eligibility, number of children with EHCP (S), Education and Health
Care Plans (E) or SEN Support (K). Countywide data includes pupils
at special schools.
For this particular school, it is noted that there is a much
higher proportion of male students compared to female students and
also compared to the county average. As the Valley is a Learning
Difficulties school, all pupils have an EHCP.
School
Census
January
2020
No gaps have been identified at this stage.
The Valley
School
County
Averages
Students Aged 11 to 16 Yrs 153 87108
Number Minority Ethnic Students (not White British and
excluding Refused and Not Obtained)33 26591
% Minority Ethnic Students (not White British and excluding
Refused and Not Obtained)21.57% 30.53%
Number EAL (English as an alternative Language) (First
language Not English or believed not to be English excluding
Refused and Not Obtained)
8 11023
% EAL (English as an alternative Language) (First language
Not English or believed not to be English)5.23% 12.65%
Number with Statement (or EHCP (S or E)) 153 2510
% with Statement (or EHCP (S or E)) 100.00% 2.88%
Number SEN Provision (K) 0 10400
% SEN Provision (K) 0.00% 11.94%
Number Eligible for FSM (at date of Census) 58 7785
% FSM (Free School Meals) (at date of Census) 37.91% 8.94%
Number of Male Students 104 43947
% of Male Students 67.97% 50.45%
Number of Female Students 49 43161
% of Female Students 32.03% 49.55%
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3. Analysis and assessment: review of information, impact
analysis and mitigating actions
Protected
characteristic
group
What do you know?
What do people tell you?
What does this mean – what are the
potential impacts of the
proposal(s)?
What can you do?
Age Please see above
It is not anticipated at this stage that the proposals will
affect people disproportionately because of their age.
No mitigation is currently required but the position will
continue to be monitored and if any issues in respect of the
protected characteristic are identified then the Action Plan below
will be amended accordingly.
Disability Please see above
It is not anticipated at this stage that the proposals will
affect people disproportionately because of their disability.
However, the responsible Officer will continue to monitor closely
this aspect.
If the proposal is granted the duties found within Part 6,
Section 149 and Schedules 10 and 13 of the Equality Act 2010
concerning disability will be factored into the individual scheme
design. Any building scheme will also meet the requirements to
avoid Disability Discrimination under Section 15 of the Equality
Act 2010.
Gender
reassignment Please see above
It is not anticipated at this stage that the proposals will
affect people disproportionately because of their gender
reassignment.
No mitigation is currently required but the position will
continue to be monitored and if any issues in respect of the
protected characteristic are identified then the Action Plan below
will be amended accordingly.
Pregnancy and
maternity Please see above
It is not anticipated at this stage that the proposals will
affect people disproportionately because of their pregnancy or
maternity.
No mitigation is currently required but the position will
continue to be monitored and if any issues in respect of the
protected characteristic are identified then the Action Plan below
will be amended accordingly.
Race Please see above
It is not anticipated at this stage that the proposals will
affect people disproportionately because of their race.
No mitigation is currently required but the position will
continue to be monitored and if any issues in respect of the
protected characteristic are identified then the Action
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Protected
characteristic
group
What do you know?
What do people tell you?
What does this mean – what are the
potential impacts of the
proposal(s)?
What can you do?
Plan below will be amended accordingly.
Religion or
belief Please see above
It is not anticipated at this stage that the proposals will
affect people disproportionately because of their religion or
belief.
No mitigation is currently required but the position will
continue to be monitored and if any issues in respect of the
protected characteristic are identified then the Action Plan below
will be amended accordingly.
Sex/Gender Please see above
It is not anticipated at this stage that the proposals will
affect people disproportionately because of their sex/gender.
No mitigation is currently required but the position will
continue to be monitored and if any issues in respect of the
protected characteristic are identified then the Action Plan below
will be amended accordingly.
Sexual
orientation Please see above
It is not anticipated at this stage that the proposals will
affect people disproportionately because of their sexual
orientation.
No mitigation is currently required but the position will
continue to be monitored and if any issues in respect of the
protected characteristic are identified then the Action Plan below
will be amended accordingly.
Marriage and
civil partnership Please see above
It is not anticipated at this stage that the proposals will
affect people disproportionately because of their marriage or civil
partnership.
No mitigation is currently required but the position will
continue to be monitored and if any issues in respect of the
protected characteristic are identified then the Action Plan below
will be amended accordingly.
Carers Please see above
It is not anticipated at this stage that the proposals will
affect people disproportionately because of their caring
responsibility.
No mitigation is currently required but the position will
continue to be monitored and if any issues in respect of the
protected characteristic are identified then the Action Plan below
will be amended accordingly.
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Protected
characteristic
group
What do you know?
What do people tell you?
What does this mean – what are the
potential impacts of the
proposal(s)?
What can you do?
Other relevant
groups Consider if there is a potential impact (positive or
negative) on areas such as health and wellbeing, crime and
disorder, Armed Forces community.
It is not anticipated at this stage that the proposals will
affect people in other relevant groups disproportionately.
No mitigation is currently required but the position will
continue to be monitored and if any issues in respect of people in
other relevant groups are identified then the Action Plan below
will be amended accordingly.
Opportunity to advance equality of opportunity and/or foster
good relations
It is felt by officers that, should Cabinet approve the
application of funds to enable the delivery of this project, this
proposal will provide an improved learning environment for pupils,
in a purpose-built special school. In addition, the building will
meet current building standards ensuring that the School is equally
accessible to all pupils.
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Conclusion of your analysis and assessment
OUTCOME AND NEXT STEPS SUMMARY
i. No equality impacts identified - No major change required to
proposal
At this stage the consideration is limited to considering the
proposal to provide of funding for a rebuilding project to provide
a new school on the same site. At the conclusion of the Panel any
comments will be carefully considered and the EqIA will be
reassessed. As noted in the Report due to current condition of the
School building it is felt that it the proposed rebuild takes place
it will be positive for all pupils and staff. If the proposal is
granted and implementation of the re-build commences further
consideration will be given to the Public Sector Equality duty and
further EqIA will be undertaken.
ii. Minimal equality impacts identified - Adverse impacts have
been identified, but have been
objectively justified (provided you do not unlawfully
discriminate)
- Ensure decision makers consider the cumulative effect of how a
number of decisions impact on equality
- No major change required to proposal
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iii. Potential equality impacts identified - Take ‘mitigating
action’ to change the original
policy/proposal, remove barriers or better advance equality -
Set out clear actions in the action plan in section 4.
iv. Major equality impacts identified - The adverse effects are
not justified, cannot be mitigated or
show unlawful discrimination - You must stop and remove the
policy
[you should consult with Legal Services] - Ensure decision
makers understand the equality impact
Prioritised Action Plan
Impact identified and group(s) affected Action planned Include
actions relating to:
• mitigation measures
• getting further research
• getting further data/consultation
Expected
outcome
Measure
of
success
Lead
officer
and
timeframe
NB: These actions must now be transferred to service or business
plans and monitored/reviewed to ensure they achieve the outcomes
identified.
Stakeholders Explore ways of supporting parents, carers,
governors and staff through the change process so that these can be
implemented if the proposal is approved
Samantha Young, Senior School Planning Officer July - August
2020
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Disabled Pupils
If the proposal is approved, ensure that any known issues around
disability are factored into the individual scheme design and that
the building scheme is compliant with the Equalities Act 2010.
Obtain information around individual needs of children with
disabilities.
Samantha Young, Senior School Planning Officer July - August
2020
This EqIA has been signed off by:
Lead Equality Impact Assessment officer: Gary Gant Date : 24
August 2020
Head of Service or Business Manager: Pauline Davis Date : 24
August 2020
Review date: December 2020