BackgroundPack StatutoryConsultationPeriod Groeslon ... · 1 January 2010. The Welsh Ministers are also responsible for issuing guidance on the procedures for publishing, deciding

Background PackStatutory Consultation Period

Groeslon, Carmel and Bronyfoel Schools

Order Document

1Welsh Government Schools Organisation Guidelines - Circular

021/2009

2 Excellent Primary Education for Children in Gwynedd

3 Priorities Plan – Reorganisation of Education Provision

4 Agenda and Minutes of Area Review Panel Meetings

5 Statistics Pack

6 Newsletters

7 Linguistic Impact Assessment Report

8 Community Impact Assessment Report

9 Equality Assessment Report

10 Pupils’ Session Report

11 Cabinet Report 27 February 2013

12 Cabinet Decision Notice 27 February 2013

School organisation proposals

Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau

Department for Children, Education, Lifelong Learning and Skills

GuidanceWelsh Assembly Government Circular No: 021/2009Date of issue: September 2009Replaces Circular No: 23/2002

Audience Local Authorities; Governing Bodies of Foundation and Voluntary Schools; Diocesan Education Authorities; Estyn.

Overview This Circular sets out the policy context and general principles, policies and issues which have a bearing on reviewing the provision of school places, sets out the factors that need to be taken into account by those bringing forward proposals to reconfigure schools and explains the criteria which the Welsh Ministers will apply in reaching decisions on proposals which come to them for determination.

Action As above.required

Further Paul Williamsinformation Schools Management and Effectiveness Division Department for Children, Education, Lifelong Learning and Skills Welsh Assembly Government Cathays Park Cardiff CF10 3NQ Tel: (029) 2082 6015 Fax: (029) 2082 6109 E-mail: [email protected]

Additional David Weale, see address above. copies Tel: (029) 2082 6017 Fax: (029) 2082 6109 E-mail: [email protected]

Related Please see Annex A. documents


ISBN 978 0 7504 5257 1

© Crown copyright September 2009

CMK-22-07-415

E2350910

Summary 3Who must have regard to this guidance? 5

Section 1: Key Principles, Policies and IssuesKey Principles 6Key background policies, plans and issues 8School closure proposals, including small and rural schools 11Effect on journeys to school 12Need for additional provision of particular kinds, or its reduction 12Increase in provision at popular schools 13Early years provision and the Foundation Phase 14Class size reduction 14Learning Pathways 14Post-16 provision 15Reorganisation of special educational needs provision 15Capital funding 16Schools causing concern 16Community use of school premises 17The Education (School Premises) Regulations 1999 17Change of school category 18Equality and human rights 18Sex discrimination 19Special Educational Needs and Disability Legislation 19

Section 2: Consideration of Proposals by the Welsh Ministers

Factors to be taken into account in deciding all school reorganisation proposals 20Additional factors taken into account for proposals to add or remove nursery classes 23Additional factors taken into account for proposals to reorganise secondary schools or to add or remove sixth forms 24Schools causing concern 25

Contents


September 2009

Guidance Circular No: 021/2009

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Additional factors taken into account in deciding proposals for additional provision of different types 26Additional factors in the consideration of proposals for change of language medium 27Consideration of proposals for the reorganisation of special educational needs provision 27Decisions by the Welsh Ministers 29Modification of proposals prior to approval 29Decision letters 30

Annex A: Related documents 31

Annex B: Notes on Impact Assessments 33

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1.1 Local Education Authorities (referred to in this document as local authorities) are responsible for planning and providing school places to meet the needs of their area. Local authorities (LAs) have powers deriving from the School Standards and Framework Act 1998 (referred to in this Circular as the 1998 Act) which must be used to make substantial changes to schools. The governing bodies of voluntary and foundation schools also have powers to make certain changes to their own schools. The Welsh Assembly Government encourages LAs to plan school provision rationally and efficiently so as to maximise the resources that are available for education for the direct benefit of learners. This Circular provides a framework within which proposals should be developed, but decisions on how school provision should be configured, and on the size of school appropriate in each area, are properly those of the relevant LAs. Whilst reviewing their school provision, authorities need to ensure that they have the right number of schools of the right type and size and in the right locations to meet the needs of the pupil population and the requirements of the curriculum at all ages. Local knowledge and the varying nature of communities in Wales can be expected to strongly influence decisions at the local level.

1.2 School reorganisation should contribute to the provision of schools which deliver the best possible educational experiences for all children and young people, and which fulfil the definition of the national purpose for schools, which is set out in full in the first section of this Circular.

1.3 Reorganisations of school provision usually require the publication of statutory proposals. The 1998 Act, the Learning and Skills Act 2000 (referred to in this Circular as the 2000 Act), the Education (School Organisation Proposals) (Wales) Regulations 1999 (as amended), the Education (Maintained Special Schools) (Wales) Regulations 1999, the Change of Category of Maintained Schools (Wales) Regulations 2001 (as amended) and the School Organisation Proposals by the National Assembly for Wales Regulations 2004 (as amended) determine which proposed changes require publication and specify the procedures for consultation,

Summary


September 2009


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publication, the making of objections and the determination of such proposals.

1.4 Statutory proposals to reorganise school provision come to the Welsh Ministers for determination where such proposals attract objections or where the Welsh Ministers call in the proposals under paragraph 8(1)(a) of Schedule 6 to the 1998 Act. Some types of proposals automatically need the approval of Welsh Ministers, regardless of whether there have been objections. In all cases the Welsh Ministers make the decision on the basis of advice from officials. Each case is judged on its merits, taking into account the factors set out in the second part of this Circular.

1.5 This Circular sets out the policy context and general principles for reviewing the provision of school places, including provision for pupils with special educational needs (SEN). It also sets out the factors that need to be taken into account by those bringing forward proposals to reconfigure schools and explains the criteria which the Welsh Ministers will apply in reaching decisions on proposals which come to them for determination. The guidance applies to community, voluntary, foundation and special schools.

1.6 The guidance contained in this Circular replaces that contained in National Assembly for Wales Circular 23/02, “School Organisation Proposals” (July 2002) and will apply in the case of any school organisation proposal published after 1 January 2010. The Welsh Ministers are also responsible for issuing guidance on the procedures for publishing, deciding and implementing statutory proposals for changes to schools, including changes to post 16 provision. The procedural guidance is currently set out in the National Assembly for Wales Circular 9/99 “School Standards and Framework Act 1998: Organisation of School Places” and Circular 48/2004: Guidance accompanying the school organisation proposals by the National Council for Education and Training for Wales Regulations 2004. These procedural guidance documents will be replaced in due course.

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Who must have regard to this guidance?

1.7 This Circular provides guidance for LAs; the governing bodies of foundation, voluntary aided (VA) and voluntary controlled (VC) schools; and diocesan education authorities; all of whom have statutory responsibilities for publishing proposals. The Welsh Ministers will have regard to this Circular when determining proposals which attract statutory objections; when directing LAs or governing bodies to publish proposals; or when publishing their own proposals. The guidance is also of interest to those who are consulted about proposals including schools, parents and local communities.

1.8 The first section sets out key considerations and background to areas of policy which have implications for the development of statutory proposals. These need to be taken into account by those developing proposals for consultation prior to statutory procedures, although not all considerations will be relevant in every case. The second section sets out the factors to be taken into account by the Welsh Ministers in determining proposals.

1.9 Annex A includes a list of relevant documents and Welsh Assembly Government policies which will be points of reference for various proposals. Annex B contains explanatory notes about assessing impacts in respect of the community and Welsh language.

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Key Principles

1.10 The purpose of schools in Wales is to:enable all children and young people to develop their full potential by acquiring skills, knowledge, understanding and attitudes, including personal, social and emotional skills, to enable them to become economically, socially and personally active citizens and lifelong learners;promote a culture of social inclusion and respect for diversity, particularly through developing the wellbeing of learners and personalising their learning;establish strong professional learning communities in schools where practitioners can develop and share their professional knowledge in learning and teaching;offer children and young people a curriculum that engages and motivates them to learn and to achieve their potential;provide a learning community for all engaged in school life, with children and young people and their families at the centre, and including governors, teachers, other school staff and adults training to work in schools;be a key player with other schools and partner service providers in planning and delivering integrated services for children and young people to improve their wellbeing; andprovide or facilitate education so that schools contribute to meeting the needs of the community and engage the community as partners to ensure that all schools are community focussed.

1.11 Having due regard to the above, the key considerations which LAs and other promoters should take into account in the development of proposals to change the pattern of school provision will be:

the effect on the standard of education to be provided in the i. area, including provision for pupils with special educational needs and/or disabilities;the effect on accessibility to schools, particularly in rural areas ii. and on journey times to school;

Section 1: Key Principles Policies and Issues


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the extent to which proposals will improve efficiency and the iii. match between the number and location of school places and demand, including the level of demand for Welsh medium or schools with a designated religious character;the cost-effectiveness of proposals in relation to both the iv. capital and recurring costs, and whether adequate financial resources would be available to implement them;the views of those most directly affected, including children, v. young people, parents, and other schools or providers in the area; andif the proposals support the LA’s programme to deliver their vi. 21st Century Schools capital investment programme and promote the principle of sustainability in school design.

1.12 LAs and other promoters will also need to consider:the impact that proposals may have on local families and the i. local community, through the preparation of a community impact assessment;the effect on the Welsh language through the preparation of ii. a language impact assessment if any school affected is Welsh medium or bilingual;1

whether a proposal contributes to “A Fair Future for our iii. Children”, the Welsh Assembly Government‘s strategy for tackling child poverty, and any successor strategy, such as any impact the proposal might have on raising educational attainment amongst children from economically deprived backgrounds;the extent to which the proposal would contribute to iv. specific Welsh Assembly Government Policies for improving educational outcomes for children and young people in all phases; andthe need to comply with equality legislation.v.

At all times, the effect of a proposal on educational standards will be the prime consideration.

1 As defined in Information document 023/2007 - Categories WM, DS, TR, EW for primary schools and WM, AB, BB, CB, CH, EW for secondary schools.

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Key Background Policies, Plans and Issues

1.13 Key background policies, plans and issues which have a bearing on the organisation of schools are set out in paragraphs 1.14 -1.19 below.

Core Aims for Children and Young People and the Children and Young People’s Plan

1.14 The Welsh Assembly Government aims to ensure that all children and young people:

have a flying start in life and the best possible basis for their future growth and developmenthave access to a comprehensive range of education, training and learning opportunities, including acquisition of essential personal and social skillsenjoy the best possible physical and mental, social and emotional health, including freedom from abuse, victimisation and exploitationhave access to play, leisure, sporting and cultural activities are listened to, treated with respect, and are able to have their race and cultural identity recognisedhave a safe home and a community that supports physical and emotional wellbeingare not disadvantaged by child poverty.

1.15 Under the Children and Young People’s Plan (Wales) Regulations 2007, each LA must prepare a 3 year Children and Young People’s Plan (CYP)2, which had to be approved for the first time by 31 July 2008 and published by 30 September 2008. The CYP must cover a range of actions in relation to education and learning opportunities under Core Aim 2. These include action needed to match supply of school places to the number of pupils in the locality, taking account of parental preference and pupil needs, including preference for Welsh medium education and an assessment of and provision for the additional learning needs of children and young people. In preparing and monitoring the plan

2 Shared Planning for Better Outcomes: Planning Guidance and Regulations for Local Authorities and their Partners on Children and Young People’s Plans: Welsh Assembly Government Circular No 31/2007.

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LAs need to keep up to date information on school places and take-up, including Welsh medium supply and demand, and results of surveys undertaken to ascertain future demand for Welsh medium education.

Educational standards

1.16 Proposals for changes in the organisation of schools must be seen against the background of the Welsh Assembly Government’s commitment to drive up standards of teaching and attainment in all schools, and increase school effectiveness. LAs and others bringing forward proposals should give prime consideration to the effect of the proposed change on the standard of education to be provided in the area. They should bear in mind relevant themes of The Learning Country, The Learning Country: Vision into Action and One Wales3. In particular, the interests of learners should override all others and inequalities in achievement between advantaged and disadvantaged areas, groups and individuals must be narrowed in the interests of all.

Planning for pupils of the future

1.17 Proposals should be prepared in the light of sound forecasting, and take account of:

The decline in the number of pupils in the school system overall, which is expected to continue until at least 2016.Population projections and forecasts of inward or outward migration. Birth rates within the LA area, which have increased in some cases. Changes in demand for a particular type of provision e.g. Welsh medium and schools with a designated religious character, or provision for pupils with particular special educational needs.Local plans for economic or housing development. For post 16 proposals, student demographics and participation rates, economic and labour market data and skill shortages information at the local and national level.

3 One Wales: A progressive agenda for the government of Wales.

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Education Service Asset Management Plan

1.18 There is a clear expectation that all LAs should prepare Asset Management Plans4, including Education Service Asset Management Plans. Asset Management Plans should provide a transparent understanding of school property held or maintained by an LA to enable value for money issues to be addressed, accountable decisions to be made, and service improvements to be delivered. The Learning Country: Vision into Action5 envisaged LAs developing plans for capital investment in schools which take account of the sharp decline in pupil numbers, and deliver sustainable, community focussed schools to a 21st century schools standard.6 In line with the shared commitment by LAs and the Welsh Assembly Government to deliver 21st Century schools, future decisions on allocation of funding for capital investment will increasingly require LAs to plan strategically, based on their asset management plans and their assessment of demand for school places. In general, LAs should look to recycle assets from any surplus school buildings and sites into the overall improvement of their school buildings rather than allocate those proceeds to projects outside the education portfolio, although these decisions ultimately rest with local authorities.

Surplus places

1.19 It is important that funding for education is used cost effectively. Resources targeted towards raising standards should be optimised. Some spare places are necessary to enable schools to cope with fluctuations in numbers of pupils, but excessive numbers of unused places, with consequentially excessive numbers of schools, mean that resources are tied up unproductively. Where there are excessive numbers of surplus places in an area, LAs should review their provision and, where feasible, make proposals for school reorganisation especially where individual schools have “significant” levels of surplus places7,

4 A Guidance to Asset Management Planning in Wales, issued by Consortium Local Authorities Wales (CLAW).

5 The Learning Country: Vision into Action 2006.6 A clear standard for 21st Century Schools is currently being developed as the first part

of the new capital investment programme, and is being done in partnership with the WLGA and consultation with LAs.

7 Significant surplus is defined as 25% or more of a school’s capacity and at least 30 unfilled places: for example a small school with a total capacity of 100 places might have 28 unfilled places but this would not be classed as significant surplus.

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require significant investment, or have a catchment area which is unlikely to provide sufficient numbers of pupils to make it sustainable for the future. LAs should ensure that schools to be retained are of an appropriate number and are located so as to maximise potential engagement with the community. LAs should aim to retain no more than 10% surplus places overall, although levels in individual schools may be higher than this, particularly in more rural areas. In general, LAs should look to reallocate revenue savings made through the removal of surplus capacity within the education portfolio.

School closure proposals, including small and rural schools

1.20 There is no presumption in favour of or against the closure of any type of school, including rural schools. In more rural areas, LAs will no doubt identify the need to retain certain schools in key locations. Any case for closure must be robust and in the best interests of educational provision in the area. An assessment should be undertaken so as to establish whether the case for closure outweighs other considerations. Whilst educational standards will be the prime concern, LAs identifying the need to close schools should consider means of reducing adverse impacts prior to bringing forward proposals.

When considering whether a closure is appropriate, attention should be given to the key principles set out in paragraph 1.11, 1.12, and the following additional matters:

whether savings can be made or services can be provided cost effectively to the community by using parts of school premises for another purposeany capital investment that would be required to bring the premises up to a suitable standard for the delivery of the curriculumwhether alternatives such as establishing a multi site school or promoting the federation of school governing bodies in a locality8 would be more appropriate

8 This is of greatest relevance in more rural areas.

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whether the school provides education of a good standard compared with others that might be alternative schools, as evidenced by Estyn reports and other measures of performance.

Effect on journeys to school

1.21 Proposals should not have the effect of unreasonably extending pupils’ journey times and should be set against Welsh Assembly Government objectives to reduce traffic congestion, carbon emissions, and promote alternatives to the car. An important consideration is the welfare of children if journeys one way would exceed 45 minutes for primary pupils or one hour for secondary pupils. Additional consideration should be given to the welfare of pupils with special educational needs. In addition the recurrent cost to the LA of transporting pupils to schools further away needs to be taken into account.

1.22 Proposers should specifically address the possible effect of any transport difficulties on pupils’ engagement with and attendance at school. Proposers should assess likely walking or cycling routes for safety and accessibility prior to bringing forward proposals.

Need for additional provision of particular kinds, or its reduction

1.23 In the case of new Welsh medium, religious character or single sex schools or expanded provision at such schools, the demand for additional provision of that kind in the area must be assessed and evidenced. Oversubscription and significant numbers of appeals might indicate unmet parental demand but could also indicate lack of rigour in administering admission arrangements. LAs are required to meet expressions of parental preference for compulsory school age provision so long as that is compatible with the cost effective provision of education.

1.24 An LA should take account of its Welsh Education Scheme and relevant all Wales language strategies and plans in developing proposals for the closure, opening and alteration of Welsh medium or bilingual schools in its area, and should, so far as is practicable,

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aim to meet parental demand for Welsh, or English medium teaching. The measuring of demand for Welsh medium education should be part of the school planning discipline, particularly in LAs where less than 20% of the local population speaks Welsh. Proposals should be informed by measures of demand based on local surveys or other local sources. Where it is not practicable for a single LA to sustain a secondary school LAs should co-operate to ensure that there is continuity for pupils between the primary and secondary phases. This is particularly important for LAs identifying the need to expand Welsh medium provision in the primary phase. If a reorganisation of places available for Welsh medium education is under consideration, LAs must ensure that pupils can access alternative Welsh medium places within a reasonable travel distance and that the alternative school can offer at least equivalent standards and opportunities for progression in the Welsh language.

1.25 In deciding on proposals to close schools with a designated religious character, proposers need to consider the effect that this will have on the balance of provision in schools with and without such a character. In some areas it may not be compatible with the cost effective provision of education to continue to maintain both schools with and without a religious character, but proposals to change the balance of provision need to be dealt with sensitively and should if possible reflect the balance of demand.

Increase in provision at popular schools

1.26 At a time when numbers of pupils on roll in most areas continue to fall, it should not normally be necessary to provide additional places at schools when there are others of the same type within reasonable distance. Any proposed change that would significantly increase the number of places at a particular school should only be made where the change is demonstrably in the best interests of all local children. Where the balance of demand shifts between schools of the same type, LAs should consider initially whether admission arrangements are being applied consistently and whether it would be more appropriate to change arrangements, including catchment areas, rather than add provision.

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Early Years Education and the Foundation Phase

1.27 Proposals affecting early years provision should take into account the desirability of further integrating early years education and childcare services, and be consistent with an integrated approach. Proposals should take account of the delivery of the Foundation Phase and its approach to providing a holistic early years curriculum based on active learning. When considering the closure of a nursery school or class, authorities should look to maintain or enhance the standard of provision. They should also seek opportunities to maintain or increase the accessibility, capacity and sustainability of Welsh medium education. Proposals should take into account the goals in Iaith Pawb to increase the number of under fives with sufficient exposure to the Welsh language to enable them to make confident choices to continue to learn through the medium of Welsh.

Class size reduction

1.28 By law, infant classes must contain 30 pupils or fewer (except in special circumstances set out in the Regulations)9. In addition the Welsh Assembly Government has provided funding to LAs so as to achieve junior classes of 30 or fewer. LAs should ensure that no proposal under consideration should adversely affect its performance in complying with class size legislation and policy.

Learning Pathways

1.29 The Learning Pathways programme, through the Learning and Skills Wales Measure 2009, aims to provide new opportunities for 14-19 year olds, to provide them with enhanced choice and flexibility, including vocational offers and the accreditation of training wherever possible, and an increased range of choices through the medium of Welsh. The contribution that proposals could make to the Learning and Skills (Wales) Measure 2009 should be assessed by LAs considering the reorganisation of secondary provision.

9 The 1998 Act, Section 1 and the Education (Infant Class Sizes) (Wales) Regulations 1998 as amended by the Education (Infant Class Sizes)(Wales)(Amendment) Regulations 2009.

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Post-16 provision

1.30 Collaboration between providers, and shared planning is essential for the most efficient and cost-effective delivery of post-16 education and to provide a sufficient range of opportunities for study. Promoters of change to post 16 provision need to prepare proposals in the light of the Transformation policy, the Learning and Skills (Wales) Measure 2009 and any successor policies. There is a requirement in the Learning and Skills (Wales)Measure 2009 that those responsible for forming local curricula must promote access to and availability of Welsh medium courses in post 14 education. LAs should consider whether increased collaboration between Welsh medium providers across county boundaries would promote learning opportunities for the 14-19 age group.

1.31 Although LAs do not have powers under the 1998 Act to make proposals for sixth form reorganisation in respect of VA and foundation schools, Welsh Ministers have indicated their intention to delegate their own powers (to be decided on a case by case basis) which derive from the 2000 Act to alter post 16 provision at VA and foundation schools to LAs if the need arises.

The reorganisation of Special Educational Needs provision

1.32 All schools in Wales are likely to have some children on roll who have SEN. Every school reorganisation proposal therefore has an implication for SEN provision, whether in terms of access to the curriculum or physical access to school premises. School reorganisation provides opportunities for proposers to consider the most effective ways of ensuring that appropriate SEN support is provided for pupils. This may be in mainstream schools, in specialist resource bases attached to mainstream schools, or where appropriate, in special schools. Consideration should be given to how changes to schools are likely to impact on all the other services provided by the authority for pupils with disabilities and/or SEN. Any change should not be detrimental to the standard of these services.

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Capital funding

1.33 Before publishing statutory proposals, proposers will need to make an assessment of the financial implications, in particular to ensure that any capital costs associated with implementing the proposals can be met. Proposers should be able to provide written confirmation from the body or bodies concerned that any external capital funding on which the proposers rely will be available at the level required and at the right time. In the case of an LA, this may be confirmation from the authority itself by reference to its committed capital programme. In the case of VA schools, governors’ expenditure may be supported by up to 85% grant aid from the VA Capital Building Programme administered by the Welsh Assembly Government. Where such grant aid is necessary confirmation of the acceptance of the project under the Welsh Assembly Government’s VA programme is required. In cases where school sixth form provision is being transferred to another educational establishment, together with learners from other sectors, capital investment is likely to be drawn from a number of sources. In such cases, written confirmation would be required from each of the sources of funding on which the promoters rely.

Schools causing concern

1.34 LAs should consider at an early stage the long term viability of schools judged by Estyn to require special measures or significant improvement. They should consider closing such schools where there are places available nearby at better performing schools.

1.35 Opening a new school on the site of the old school should only be considered where there is a need for the places and there is no suitable alternative available.

1.36 Section 19 of the 1998 Act gives the Welsh Ministers the power to direct a LA to close a school which is subject to special measures. Normally where there have been closures of schools in special measures the proposals were made by the LA.

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Community use of school premises

1.37 The prime purpose of schools is the provision of education. In some areas, a school may also be the main focal point for community activity, and its closure could have implications beyond the issue of provision of education. This may be a particular feature in rural areas if school buildings are used as a place to provide services to the local community. LAs should consider whether it would be feasible and economical to co-locate local services within the school to offset the costs of maintaining the school. The case prepared by those bringing forward proposals should show that the impact of closure on the community has been assessed, and how any community facilities currently provided by the school could be maintained. Where a school is to be proposed for closure, LAs should consider what action is necessary to maintain or enhance engagement in the education process and with other facilities offered by schools such as pre and post school activities which can contribute to tackling child poverty. The views of the community council (if there is one), the local Communities First Partnership (in relevant areas), local voluntary groups and others with an interest in the local community should be taken into account although the educational interests of pupils in the area should always be the prime concern.

The Education (School Premises) Regulations 1999

1.38 The Education (School Premises) Regulations 1999 set out the standards for school premises, including minimum areas of team game playing fields to which schools must have access. Statutory proposals should ensure that these standards are met. However, section 543 of the Education Act 1996 (as amended by paragraph 159 of Schedule 30 to the 1998 Act) empowers the Welsh Assembly Government, in certain circumstances, to relax the prescribed standards. Welsh Office Circular 15/9910 provides further guidance on this. In addition, LAs will need to refer to relevant Building Regulations and associated Building Bulletins.

10 The 1999 School Premises Regulations: Welsh Office Circular 15/99.

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Change of school category

1.39 All categories of school - community, foundation, VA or VC - are of equal status. All proposals to change the category of a school will be considered on their individual merits. There is no presumption for or against any particular category. Whilst VA schools can access grant for capital works, funding available for this purpose is limited and it cannot be assumed that such schools would be able to make improvements to premises more quickly than schools of another category. Promoters considering a change to this category need to have regard to the limitations on funding but this does not necessarily mean that changes should not be proposed.

Equality, Human Rights Act 1998, Welsh Language Act 1993 and the European Charter for Regional or Minority Languages

1.40 Currently, LAs are required to promote equality and prevent discrimination and harassment on the basis of race, disability and gender. LAs are required to undertake impact assessments, the purpose of which is to ensure that as far as possible, any negative consequences from actions are eliminated or minimised and opportunities for promoting equality are maximised. An Equality Bill was introduced in the UK Parliament in April 2009 which if enacted will give powers to the Welsh Ministers to impose specific equality duties on public authorities in Wales. It is intended that the new equality law will harmonise and strengthen UK discrimination law. LAs will need to have regard to any resulting changes to equality law. In providing school places, LAs should aim to promote equality of opportunity for all pupils.

1.41 LAs should also seek to apply the principles of the Human Rights Act 1998 and in particular have due regard to Article 14 on the prohibition of discrimination in the enjoyment of the Convention Rights and Article 2 of Protocol 1, on the right of access to education. In addition, they should have due regard to the principles of the Welsh Language Act 1993 and to the ratified

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paragraphs dealing with education of the European Charter for Regional or Minority Languages.

Sex discrimination

1.42 In light of their obligations under the Sex Discrimination Act 1975 (notably in sections 22 and 23) LAs need to ensure that any single-sex provision is made available in a way that does not result in unlawful discrimination. In applying the requirements of the Act, LAs should have regard to sensible local planning and to the admission framework under the 1998 Act, rather than securing rigid numerical parity of places for boys and girls.

Special Educational Needs and Disability Legislation

1.43 LAs should have due regard to the provisions of the Special Educational Needs and Disability Act 2001 which prevents discrimination against disabled people in their access to education. The duties provide protection for disabled pupils by preventing discrimination against them at school on the grounds of disability. LAs must also have regard to National Assembly for Wales Circular No15/2004: Planning to Increase Access to Schools for Disabled Pupils, which contains guidance on the duties placed on LAs as a result of the Disability Discrimination Act 2002. LAs should also consider the general duty (set out in the Disability Discrimination Act 2005) on public authorities and schools to actively promote equality of opportunity between individuals with disabilities and other people and in particular the emphasis placed on the anti discrimination rights for disabled people in terms of less favourable treatment or failure to make a reasonable adjustment.

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Section 2: Consideration of Proposals by the Welsh Ministers


September 2009


2.1 Statutory proposals to reorganise school provision come to the Welsh Ministers for determination mainly where such proposals attract objections or where the Welsh Ministers call in the proposals. The Welsh Ministers have regard to the guidance in this Circular when making a decision. Each case is judged on its merits, taking into account the factors set out below.

Factors to be taken into account in deciding all school reorganisation proposals, including closures

2.2 These factors are as follows:

Standards of provision

These considerations are of prime importance: whether the proposals are likely to maintain or improve the standard of education provision in the area (including, where appropriate, standards for pupils with SEN)the standard of education currently provided and the continuing ability of the school to maintain satisfactory standardswhether the proposals will ensure delivery of a broad and balanced curriculum, including all the required elements of the curriculum for all affected age groups, and pupils with varying needs, including the requirements for wider choice and flexibility for learners aged 14 and over, taking into account arrangements for co-operation with other schools, Further Education Institutions and training providers in the areathe effect of the proposals on other schools and educational institutions.

In assessing the impact of proposals on standards of education the Welsh Ministers will normally seek advice from Estyn, refer to the most recent Estyn reports and take into consideration any other information available on a school’s performance.

The Welsh Ministers would not normally be prepared to approve closure of a popular and effective school unless evidence is presented that the alternative proposed would offer at least equivalent quality and diversity of education at lower total cost than would have been available had the school remained open.

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Need for places and the impact on accessibility of schoolswhether there is surplus provision in the area and the effect of the proposal on that surpluswhere a school is proposed for closure, that there will be sufficient capacity at alternative schools of at least equivalent quality of accommodation, and of equivalent linguistic type, paying due regard to the language categories of schools set out in “Defining schools according to Welsh medium provision” Welsh Assembly Government Information document No: 023/2007whether there is evidence of a current or future need for additional places in the area or demand for a particular type of provision, for example Welsh medium provision or schools with a designated religious characterthe nature of journeys to alternative provision and resulting journey times for pupils, in particular whether primary school pupils will have one-way journeys in excess of 45 minutes or secondary school pupils journeys of over an hour; the provision of, and accessibility to, safe walking and cycling routes, public transport, and, where relevant, the home-school transport arrangements proposed by those bringing forward proposalswhether the proposal will improve access for disabled pupils in accordance with requirements under the Special Educational Needs and Disability Act 2001.

Financethe financial implications for both recurrent and capital costs and the scale of any projected net savings over a period of at least 3 yearswhether the proposals represent a more efficient use of resources, taking into account the long term transport and building maintenance and repair coststhe existence of written confirmation from the body or bodies concerned that any capital funding needed for the proposal to be implemented will be available at the level required and at the right time

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September 2009


whether the necessary recurrent funding is available, including consideration of whether, without the proposals, the schools would face budget deficitswhether the proceeds of sales (capital receipts) of redundant sites are to be made available to meet the costs of the proposal or contribute to the costs of future proposals which will promote effective management of school placeswhether any savings in recurrent costs will be retained in the LA’s local schools’ budget; andin the case of closures, what capital investment would be needed if the school were to stay open, in order to bring it up to a proper standard for delivery of the curriculum.

Views of interested partiesthe views of staff, children and young people, parents and other local residents, including views relating to parental preference, and matters raised by objectorsthe concerns of any LA affected by the proposals the concerns of any diocese affected by the proposals if the proposals affect the provision of post-16 education, the view of: local employers; the Careers Service; the 14-19 Local Area Network; relevant Further Education and Higher Education Institutions and work based learning providersthe views of other schools, playgroups or other providers in the area.

21st Century SchoolsWhether the proposal contributes to the delivery of sustainable schools for the 21st Century and to the better strategic management of the school estate.

Consideration of alternatives11

whether the establishment of multi site schools has been considered as a means of retaining buildings, and the reasons for not pursuing this option

11 These considerations are relevant mainly to schools in more rural areas

23


September 2009


whether alternatives to closure have been actively considered, in particular whether clustering or collaboration with other schools have been looked at by the proposer (taking account of the scope for use of ICT links between school sites) and the reasons for not pursuing these as an alternative to closurewhether the possibilities of making fuller use of the existing buildings as a community or an educational resource have been explored.

Other issuesthe overall effect of a closure on the local community (the community impact assessment), particularly in areas receiving funding as part of regeneration activitythe effect of a closure on standards in the Welsh language in schools and progression opportunities for learners (the Welsh language impact assessment)in the case of a school with a designated religious character, the impact of the school’s closure on accessibility to that form of provision, balanced with the need for efficient provisionwhether the statutory consultation has been sufficient, allowing sufficient time and providing sufficient information for interested parties to make an informed responsewhether school age children and young people, including where appropriate, those with SEN have had the opportunity to participate in the consultation processwhether publication procedures have been properly carried out any effect of the proposals on statutory class size limits and junior class size policy; and any equality issues.

Additional factors to be taken into account for proposals to add or remove nursery classes

2.3 These factors are as follows:the views of the Children and Young People’s Partnership and the Early Years Development and Child Care Partnership, a key consideration in deciding such proposals

24


September 2009


whether the proposal will contribute to the effective delivery of the Foundation Phasethe standard of nursery education and facilities offered, both in the classroom and in the outdoors, and the viability of any school that wishes to add nursery placesthe levels of demand for certain types of nursery education e.g. Welsh medium or designated religious charactercontribution to the aims of Iaith Pawb and Welsh Assembly Government strategies for the Welsh Language in relation to early years provisionthe effect of the proposals on other institutions, including private and voluntary providerswhether there is a need for additional nursery places in the area, taking into account the proportion of three and four year olds who already attend maintained nursery and reception classesthe extent to which proposals will integrate early years education with childcare services or are consistent with an integrated approach.

In deciding whether to approve any proposals to close a nursery school or class, the Welsh Ministers will wish to be assured that the proposed alternative provision can maintain or enhance the standard of education provision; and if relevant develop and increase the accessibility and sustainability of Welsh medium education for pupils in later years.

Additional factors taken into account for proposals to reorganise secondary schools or to add or remove sixth forms

2.4 These factors are as follows:whether the proposed provision will contribute to the wider range of relevant courses and qualifications and high quality, employer informed, vocational learning routes targeted at pupils of all abilities, whilst maintaining GCSE, AS/A level and other established courses which is required under the Learning and Skills (Wales) Measure 2009 for 14-19 year old learners

25


September 2009


the extent to which the proposal contributes to the 14-19 and transformation agenda taking account of the views of local 14-19 networks and learning partnershipswhether any proposed new post-16 provision is of sufficient size and quality to deliver a range of courses appropriate to the particular needs and abilities of the likely intake, without adverse effects on 11-16 provision at schoolshow the proposals would affect the viability of institutions already providing good-quality post-16 provision, including school sixth forms, Further Education Institutions and private training organisationswhether the proposals are likely to lead to increased participation in learning by pupils beyond compulsory school age, taking into account transport issues and costshow proposals might affect the sustainability or enhancement of Welsh medium provision in the local 14-19 network and the wider cross-country areathe views of young people, parents, schools and colleges in the areacurrent levels of collaboration and innovation and the extent to which proposals will provide additional learner benefits compared with the status quo and other tenable options for post-16 organisation.

Schools Causing Concern

2.5 When considering any proposals relating to schools causing concern, the Welsh Ministers will in such cases have regard to the length of time the school has been in special measures (or requiring significant improvement), the impact on its ability to take forward its action plan, the progress it has made, the prognosis for timely improvement and in the case of closure proposals, whether sufficient places will be available at neighbouring schools.

26


September 2009


Additional factors to be taken into account in deciding proposals for additional provision of different types

2.6 In the event of a proposal for a new or enlarged school coming to the Welsh Ministers for determination, the apparent need to meet demand will be balanced against the overall supply of places in the area, the cost of the proposals, and the standards or prospective standards of any school involved.

Promoters must demonstrate that any proposed new school can meet the requirements applying to all maintained schools, including:

that it can deliver the National Curriculum, provide a good standard of education, and, if the proposed school is co-educational, provide equal opportunities for boys and girlsfor the relevant age ranges, that it can make an efficient and effective contribution to the delivery of the Foundation Phase or the local curriculum arrangements for 14-19 Learning Pathwayswhere the proposed maintained school is an existing independent school, the information provided in the statement of case might be supplemented by a report on these factors:

that it has or will appoint suitably qualified staff -that the premises are suitable for the purpose of a -maintained school

if the proposal is for a single-sex school, that the proposals would not place the LA in breach of the Sex Discrimination Act 1975in the case of a proposed new VA school, that the LA has confirmed that it will meet its liability; and

that where needed, grant is available under the Welsh -Assembly Government’s VA schools capital programmethat the promoters have provided a statement that the -governing body will be able to meet its financial responsibilities for repairs and capital work

27


September 2009


that the proposed land tenure arrangements give the school -sufficient security of occupation of the site. Where land tenure arrangements are not settled the Welsh Ministers may indicate that they are minded to approve the proposals. Such a decision could be appropriate where the promoters are unwilling to incur legal expenses to resolve the tenure issue until they know that there is a strong likelihood that the proposals will be approved

for a new Welsh medium school, that evidence of assessed demand shows that the additional or altered provision is justified and will be sustainable.

When considering proposals for new or enlarged schools, the Welsh Ministers will pay particular attention to the views of parents and to the effect of any increase in places on other schools in the area.

Additional factors in the consideration of proposals for change of language medium

2.7 These factors are as follows:The Welsh Ministers will look for evidence as to the extent to which existing provision by the authority of education in the medium of English and Welsh exceeds or falls short of demand or projected demand from parents for that type of provision, and the contribution the proposal would make to remedying that situation.The effect of the proposal on targets within the LA’s approved Welsh Education scheme.

Consideration of proposals for the reorganisation of SEN provision

2.8 The principles set out elsewhere in this Circular will be taken into account by the Welsh Ministers in the consideration of proposals for the reorganisation of special schools and SEN provision within mainstream schools i.e. raising standards, parental preference, the effect on home-school journeys, on the

28


September 2009


Welsh language and on diversity of post-16 provision. In addition the Welsh Ministers will have regard to:

the elements of Core Aim 2 of the Welsh Assembly Government’s Core Aims for Children and Young People where relevant to SEN, and in particular the LA’s plans for promoting inclusion (i.e. providing for a higher proportion of pupils with SEN in a mainstream setting) wherever appropriate in meeting a child or young person’s individual needsthe Welsh Assembly Government’s objective of promoting better regional coordination of SEN provision and services, as set out in the Education Act 2002 and the Learning Countrythe impact of changes on other services for children with SEN provided by the LA.

2.9 Where the development of mainstream provision is linked to the reorganisation of special school provision, the Welsh Ministers will consider the role of LA specialist support services, in providing support to mainstream schools. In addition nursing and/or medical requirements and, access to therapists and other professionals may need to be considered.

2.10 While proposals are not required specifically to enable mainstream schools to demonstrate a more inclusive approach to catering for pupils with special educational needs, it is expected that as LAs begin to implement social inclusion policies there will be increased co-operation between special and mainstream schools.

2.11 The Welsh Ministers will:where appropriate seek expert advice on the educational and other aspects of a particular proposallook for evidence that any reorganisation proposal fits within a clear strategic framework set by the LA for meeting the full range of SEN and for promoting inclusion.

2.12 In addition to the usual considerations of standards of provision, the Welsh Ministers will consider:

whether the proposals will improve standards of accommodation for pupils with SEN

29


September 2009


how the proposals will address any health, safety and welfare issueshow the proposals will support increased inclusion the impact of the proposal on other SEN provision within the immediate and wider LA area including out of county where appropriate.

2.13 In assessing the need for provision the Welsh Ministers will consider the additional factors of:

whether there is a need for a particular type of SEN provision within the area; andwhether there is surplus SEN provision within the area.

2.14 As appropriate and in addition to the usual range of interested parties the Welsh Ministers will take into account the views of:

the Local Health Board and/or local NHS Trust.

Decisions by the Welsh Ministers

2.15 The Welsh Ministers may:approve the proposals approve the proposals with modification reject the proposals give a conditional approval, which becomes a final decision once action to meet the condition has been taken to satisfaction.

The Welsh Ministers will normally look to issue a decision within six to seven months of the date on which the proposal is published.

Modification of proposals prior to approval

2.16 Before modifying a proposal the Welsh Ministers must consult those who published the proposals and, in some circumstances, the LA and governing body. The Welsh Ministers cannot modify a proposal in a way that would in effect substitute another proposal for the published one.

their

30


September 2009


2.17 If those who published the proposals wish to change proposals in a way which goes beyond the discretion of the Welsh Ministers to modify the proposal they need to withdraw the proposal and publish new proposals. In such circumstances there must be fresh consultation with interested parties and a notice placed in the local press.

Decision letters

2.18 A decision letter, giving the Welsh Ministers’ reasons for the decision, is sent to the person or body who published the proposals and copied to the LA or governing body as appropriate. It is also copied to each of the statutory objectors except where objectors are signatories to a petition, in which case a copy is sent only to the person who submitted the petition. If a school is to be closed, the Welsh Ministers will normally give a decision at least one term before the closure is to be implemented.

2.19 The decision letter and the statement of information presented to the Welsh Ministers as the basis for the decision is published in accordance with the Welsh Assembly Government Code of Practice on the Welsh Assembly Government website at www.wales.gov.uk normally two days after it is issued to interested parties.

31

Annex A


September 2009


Related documentsA Fair Future for Our Children - The Strategy of the Welsh Assembly Government for Tackling Child PovertyA Guidance to Asset Management Planning in Wales Defining schools according to Welsh medium provision - Welsh Assembly Government Information document No: 023/2007Disability Discrimination Act 2002 Disability Discrimination Act 2005 Education Act 1996 Education Act 2002 European Charter for Regional or Minority Languages Estyn publications Inspection reports on schools Small Primary Schools in Wales: 2006 The Impact of Class Size in Primary Schools: 2004 Evaluation of performance of schools before and after moving

into new buildings or significantly refurbished premises: 2007Foundation Phase Framework for Children’s Learning for 3 to 7 year olds in Wales Guidance accompanying the School Organisation Proposals by the National Council for Education and Training in Wales Regulations 2004 (The National Assembly for Wales Circular 48/2004)Human Rights Act 1998 Iaith Pawb - A National Action Plan for a bilingual Wales Learning and Skills (Wales) Measure 2009 Learning and Skills Act 2000 Learning Pathways 14-19 Guidance: National Assembly for Wales Circular Number: 37/2004National Assembly for Wales Circular No 15/2004: Planning to Increase Access to Schools for Disabled PupilsOne Wales: A progressive agenda for the government of Wales

32


September 2009


School Effectiveness Framework: 2008 School Organisation Proposals by the National Council for Education and Training for Wales Regulations 2004School Standards and Framework Act 1998 School Standards and Framework Act 1998: Organisation of School Places - The National Assembly for Wales Circular 9/99Sex Discrimination Act 1975 Shared Planning for Better Outcomes: Planning Guidance and Regulations for Local Authorities and their Partners on Children and Young People’s Plans: Welsh Assembly Government Circular No.31/2007Skills That Work for Wales - A Skills and Employment Strategy and Action PlanSpecial Educational Needs Code of Practice for Wales Special Educational Needs and Disability Act 2001 The 1999 School Premises Regulations: Welsh Office Circular 15/99The Change of Category of Maintained Schools (Wales) (Amendment) Regulations 2005The Change of Category of Maintained Schools (Wales) Regulations 2001 The Education (Infant Class Sizes)(Wales)(Amendment) Regulations 2009The Education (Infant Class Sizes) (Wales) Regulations 1998 The Education (Maintained Special Schools) (Wales) Regulations 1999The Education (School Organisation Proposals) (Wales) (Amendment) Regulations 2004The Education (School Organisation Proposals) (Wales) Regulations 1999The Education (School Premises) Regulations 1999 The Learning Country The Learning Country: Vision into Action Transforming Education and Training Provision in Wales: 2008 United Nations Convention on the Rights of the Child Welsh Language Act 1993

33


September 2009


Notes on Impact Assessments

The Welsh Assembly Government does not take the view that the requirement for assessments should be overly burdensome or that it is necessary to commission such work from external consultants. LAs are already under a duty to carry out equality impact assessments which could provide the basis for the impacts specified in this guidance.

Community Impact

Impact assessments should ideally be included in consultation documents issued to parents. Whilst these notes do not prescribe what should be included in a community impact assessment, proposers might include the following:

Information on the proportion of pupils from the catchment area that attend the school.Information on the proportion of pupils from outside the catchment area that attend the school.Information about any other facilities the school accommodates e.g. youth club/play group.Information about any other facilities or services the school provides e.g. after school clubs, community library.If accommodation, facilities or services are provided by a school, where they would be provided in the event of closure.Whether other facilities available in the immediate local or wider community will or could be enhanced in the event of a school closure (e.g. improvements to village halls, playgrounds, provision of holiday play schemes).Information about the facilities and services provided at any alternative school.How parents’ and pupils’ engagement with the alternative school and any facilities it may offer could be supported (e.g. how pupils (and particularly any less advantaged pupils) will be helped to participate in after school activities).

Annex B

34


September 2009


Welsh Language Impact

These notes are not prescriptive or exhaustive but the impact assessment in respect of the Welsh language might include the following:

Information on the language category of the school. Information on the language category of any alternative school. Information about standards in the Welsh language in the school and any alternative school.Information about after school activities e.g. Urdd which provide additional opportunities to use Welsh in the school and any alternative school.Information about whether the school provides facilities for members of the community to learn Welsh, and where any alternative facilities could be provided.Whether it might be appropriate to provide additional after school facilities at any alternative school to further secure standards in the Welsh language.How parents’ and pupils’ engagement with any alternative school and any specific language enhancement it offers could be supported (e.g. how pupils will be helped to participate in Urdd groups).Information on how the proposal fits with the authority’s Welsh Language Scheme and any future actions that will be needed in consequence of the change to continue to comply with the scheme or meet targets of the scheme.

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1

CABINET REPORTOctober 9th, 2012

Cabinet Member: Councillor Sian Gwenllian – Education and Young People Cabinet Member

Subject: Priorities Plan – Reorganisation of Education Provision

Contact Officer: Iwan T Jones – Corporate Director

The decision sought / Purpose of the report

It is recommended that the Cabinet should accept the direction outlined in this report and notethe contents of the Priorities Plan which includes matters already decided upon, and also;

i. Resolve to prioritise a review of the primary education provision within theGroeslon area, which includes Carmel and Bronyfoel (Fron).

ii. Resolve to continue and move the discussion about the situation of schools inMeirionnydd, and present further reports with details of the plan to the Cabinet

iii. Resolve to conduct research into the situation regarding surplus places in schoolsthroughout the County and consider plans to reduce the number of surplus places.

Local Member’s Views

The relevant Local Members will be invited to the Cabinet meeting

INTRODUCTION AND BACKGROUND

1.1 During the course of the previous Council a cross-party Working Group developed aSchools Reorganisation Strategy, namely ‘Excellent Primary Education for Children inGwynedd’1. In April 2009, the strategy was unanimously supported by the Full Council as itestablished the vision, aims and clear principles for the task of reviewing schoolsorganisation within the County. Then, after a period of implementation the strategy wasreviewed at a meeting of the Full Council on 16 December 2010, and as a result certainchanges were made to the way the Strategy was being implemented.

1.2 During the same period, a further strategy, ‘Strategic Programme – Towards 2025’2 wasdeveloped and received by the Full Council on 21 October 2010. This document will standas the strategic base to set a direction for developments in the field of education andtraining for the next 15 years. The programme is presented in the context of policies and

1 Appendix 1 - ‘Excellent Primary Education for children in Gwynedd’2 Appendix 2 – ‘Strategic Programme – Towards 2025’

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plans which are being established – both locally and at national level – with the aim oftransforming the services provided for children, young people and their families.

1.3 The case for changes to the education system in Gwynedd are clear. These are some ofthe reasons:� The need to ensure that the children and young people of the County receive the

best possible education and experiences within a learning and teaching environmentwhich is acceptable by twenty first century learners and teachers.

� The number of primary school pupils within the County has fallen by 25%since 1975 (2,750 fewer pupils)

� There are 28% surplus places within the schools of Gwynedd, the highestin Wales. This means that there are in excess of 6,400 surplus places in our schoolsand that resources are spent each year on maintaining inefficient buildings andsystems rather than on education for the children and young people of the County.

� A review is called for in order to ensure that the schools within the County areadequate in numbers and appropriately located.

� 31 primary schools within the County receive between them £600k ofadditional financial help due to lack of pupil numbers (2012/13 financialyear).

� Throughout Wales only 12 secondary schools (5%) have fewer than 400 pupils. Ofthese 12 secondary schools, 6 are in Gwynedd, including every secondaryschool in Meirionnydd.

� The observations and criticism of regulators such as the Wales Audit Office, Estynand the Welsh Government note the need to ensure that the correct and mosteffective use is made of resources in order to provide education of the best qualityfor the children and young people now and in the future.

1.4 On the basis of the strategic direction agreed upon, steps were taken to implement aprogramme of transformation. Very briefly, these are the outcomes of the plans to date:� Discussions on the future of schools organisation have been held in the catchment

areas of Tywyn and Y Berwyn (Bala) and in one part of Y Gader (Dolgellau)catchment area.

� These discussions have so far involved 21 schools.� The Council has ensured that rural education will be maintained in the

Tywyn, Dolgellau and Bala areas, in schools which will remain viable and sustainableinto the future.

� Rural and urban schools in these areas will be upgraded.� Innovative plans are to be implemented, plans which will be breaking new ground

(lifelong education centres will be established in Bala and Dolgellau, and Rural AreaSchools will also be established – one of these on two sites).

� The plans within the Priorities Plan will lead to an investment of £44 million toimprove and develop schools. Through the procurement processes, every effortwill be made to allow local contractors the chance to benefit from the investment.

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2. CONTEXT / FURTHER CONSIDERATIONS

2.0.1. This transformation plan has to be looked at within a local and national legislative andstrategic context. This section contains an explanation of the context within which weoperate.

2.1 National Strategic Context

2.1.1. During the last few years, Welsh Government has expressed a desire to improve thestandards and efficiency of the education system in Wales. Following the publication ofthe Pisa Report (December 2010) which compares performance and educationstandards across a large number of countries, considerable attention has been given tothe failures of the system at national level in Wales. Although the performance of pupilsin Gwynedd is still among the highest in Wales, we are determined to further improvethe educational attainment and learning of children and young people in a number ofdifferent fields, across all the Key Stages. We shall put more emphasis on reducing thedifferences in performance within schools and between schools, and as a result we shallraise the attainment levels in general.

2.1.2. Also, much attention has lately been given to reducing the number of surplus places inWelsh schools. A report was published by Estyn3 which notes:“Where the number of school places is higher than the number needed, resources are beingused inefficiently and could be better used to improve the quality of education for everylearner”.

2.1.3. Then following this report a letter was issued to every Authority in Wales by theEducation and Skills Minister4. In the words of the Minister…“every surplus place is aburden on every pupil…”.

2.1.4. In the letter the Minister clearly notes his expectation that every authority with morethan 20% of surplus places in the primary or secondary sector should note what steps itintends to take in order to reduce the level to below 15% by January 2015.

2.1.5. Both Estyn and the Welsh Government have expressed concern over the ineffective useof resources. According to Estyn, every surplus place reflects this through expenditureon systems (administrative and managerial duplication, maintenance costs of buildingsand systems etc), rather that direct expenditure on education for our children and youngpeople.

2.1.6. Gwynedd has the highest percentage of surplus places in Wales (and fourth highest inrespect of numbers - over 6,400).

3 Appendix 3 – Estyn Report May 2012 - ‘How surplus places affect the resources available for improving outcomes forpupils’

4 Appendix 4 – Copy of the letter from the Education and Skills Minister on the need to reduce surplus places

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2.1.7. The Education Cabinet Member for Gwynedd prepared a response to this challenge5. Itacknowledged that Gwynedd has a contribution to make in respect of surplus placeswithin Gwynedd schools. But, it also clearly stated that responding to the challengewithin the context of providing education in a rural area such as Gwynedd is exceedinglydifficult due to travelling distances and population distribution, and that capital resourceswere needed in order to achieve the aim of reducing surplus places. It was made clearthat surplus places are one factor under consideration and that there are a great manyother factors which need to be looked at when making recommendations regarding thesituation in Gwynedd.

2.2 Twenty First Century Schools Programme (21C Schools Programme)

2.2.1. During the course of 2009 a new programme was published by the Governmentwhereby all the schools in Wales will be upgraded under the banner of the Twenty FirstCentury Schools Programme. The new programme will combine all the Welsh Governmentcapital grants under one investment programme.

2.2.2. The Government Minister issued a statement on 5 December 2011 noting whichschemes of those submitted by Gwynedd had been successful. It was stated thatGwynedd Council, in principle, had managed to ensure an investment envelopeworth in excess of £36 million which is in addition to the investment secured throughtransitional sources. The following schemes had been successful at the first stage of theTwenty First Century Schools Programme:

SCHEME COST OF SCHEME(approximate)

Y Berwyn catchment area £10.27mPart of Y Gader catchment area £3.60mSpecial Education Centre of Excellence £12.40mY Groeslon area £4.84mGlancegin £5.11mTOTAL £36.22m

2.2.3. Further work will be needed to attract this funding from the Government, and strongbusiness cases will be essential, showing that the investment meets with strategicrequirements, gives value for money and is an improvement on any present situation.The Government has suggested strongly that further opportunities for attracting capitalfunding will be scarce during the coming years (until around 2017/18).

2.3 Legislative Context

2.3.1. Following a review of the present legislation, the Schools Standards and OrganisationMeasure (Wales) has been put forward by the Welsh Government. It is anticipated thatthe measure will become law during 2013. The changes in statute seeks to simplify thestatutory processes and delegate decision making locally. Any legislative changesconfirmed will be considered along with an appropriate response.

5 Appendix 5 – Copy of the letter by the Cabinet Member in response to the letter from the Education and SkillsMinister

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2.4 Local Strategic Context

2.4.1. As a local strategic context, mention has already been made of the ‘Towards 2025’strategy and the ‘Education of the Best Quality for the Children of Gwynedd’ strategy. Otherstrategies and projects within the Council’s Strategic Plan are an important context forthis work, and these are a few of them:

� Breaking the Circle Project� Transforming Services for Children and Young People with ALN� Transforming Post-16 Education and Training

2.4.2. Also, since the election in May 2012 the Cabinet Member for Education has outlined herpriorities and central to these is the vision and wish to create an education system whichwill take us into the future. This paper was submitted to the Gwynedd SecondaryStrategic Planning Group on 12 July 2012, the Services Scrutiny Committee on 31 July2012 and also to the Primary Headteachers Forum.

2.5 The above information sets the context for compiling a schools organisation programmePriorities Plan for the next few years.

3. REASONS FOR RECOMMENDING THE RESOLUTION

3.0.1. Therefore, having considered the direction of the strategy, the wider context and whathas been achieved so far, we recommend that certain specific aspects be prioritised,namely:

A) Proposed plans which have already been agreed upon and Twenty FirstCentury Schools Programme plans,

B) The situation regarding pupil numbers in both primary and secondaryschools,

C) Vulnerable situationsD) Surplus places situation

3.1 Proposed Plans and 21C Schools Plans

3.1.1. As we have noted, the Council has completed, or is in the process of going through, thestatutory processes regarding the reorganisation of education provision in some areas.Also, other specific plans have been identified which will receive substantial investmentthrough the 21C School Programme.

3.1.2. It will have to be ensured that the schemes that have already been agreed upon areimplemented in the Tywyn, Y Berwyn and Y Gader catchment areas.

3.1.3. Gwynedd Council has resolved that the Authority will contribute towards the schemesand the Government has stated that the Council’s schemes have been successful in thefirst stage of the funding process. The next steps will be to secure contributions fromthe Welsh Government, and to achieve this a work programme will have to be followed.There will be comprehensive steps to be taken and discussions to be held for some ofthe largest projects e.g. the new Special Education Centre of Excellence and the lifelongcampus in Bala.

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3.2 Situation Regarding Primary and Secondary Pupil Numbers in Meirionnydd

3.2.1. The process of reorganising schools has commenced at a number of primary schools inMeirionnydd – in Tywyn, Y Berwyn and Y Gader catchment areas. These areas wereprioritised because of the vulnerable state of the primary schools. As discussionsprogressed in these areas, the Full Council 16/12/2010 resolved to extend the educationprovision review to include cross-sector elements – nursery, primary, secondary, specialneeds and lifelong learning models.

3.2.2. Preliminary discussions regarding the situation of the secondary schools in Meirionnyddwere held at political forums, and with the area’s Secondary Headteachers before thelast Council came to an end, and a consensus was reached that further discussions onthe subject would have to be held. There is concern regarding the reduced numbers ofprimary and secondary pupils in the area. Discussions were held as follows:

� Workshop with Meirionnydd Members -15 July 2011� Following the Workshop a report to the Children and Young People Scrutiny

Committee - 22 Sept. 2011� Report on demographic tendencies to the Children and Young People Scrutiny

Committee - 9 December 2011� During this period discussions were also held by the Schools Reorganisation Cross-

Party Working Group

3.2.3. As a result of the work carried out at an early stage and in accordance with the wishesof the Meirionnydd Local Members it was resolved to press on with this matter. Areview and discussion now needs to be undertaken on the future of education inMeirionnydd so that we can build upon the transformative work already carried out inthe area.

3.3 Vulnerable Situations

3.3.0.1.The ‘Excellent Primary Education for Children in Gwynedd’ strategy noted that steps shouldbe taken to ensure that some schools which were in a vulnerable situation would haveto be given support:“Relevant professional information should be discussed in order to draw attention to vulnerablesituations within the County which directly impair the quality of education and pupil experiences(e.g. very low numbers of pupils at a school, very poor condition of the school buildings, failure torecruit a headteacher)”.

It has become apparent there are two categories of vulnerable situations that requireattention; vulnerable situations due to condition and suitability of buildings andvulnerable situations due to low numbers.

3.3.1. Condition/Suitability of the Buildings

3.3.1.1.The Strategy notes the need to ensure flexibility to embark upon discussion since thereis a need for substantial investment to improve education provision within any specific

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area. These situations are identified through condition and suitability inspections by theCouncil’s Property Service.

3.3.1.2.One situation which has already been highlighted by the Council (16/12/2010 meeting) isthe condition of the building at Ysgol Y Groeslon. Due to the condition of part of theschool building, alternative measures had to be taken so that education could beprovided there from September 2012 onwards,this matter must be prioritised forattention.

3.3.1.3. In the past a bid had been submitted to the Welsh Government for funding to constructa new school at Y Groeslon but the bid was unsuccessful since the business plan did notmatch the broader strategic requirements.

3.3.1.4. In order to ensure that the necessary resources are available from the Twenty FirstCentury School’s Programme, - we need to make sure that a strong business plan isdeveloped, which shows that the Council is responding strategically to meeting thearea’s needs for the future. Therefore, a local review panel will have to be established tolook into the future of education provision in the area.

3.3.2. Shortage of Numbers

3.3.2.1.During the last few years some children, staff and residents in Gwynedd have facedchallenging situations whereby the number of pupils attending a school have fallen to avery low level. The number of pupils at a school can fall so low that the situation isconsidered to be at a vulnerable level. In a situation such as this, fair play for pupils andstaff alike has to be considered. We must remember that school resources are limitedand that it becomes difficult for one teacher to lead and to ensure full and appropriateprovision of the entire curriculum.

3.3.2.2. In 2009 the schools at Rhydyclafdy, Llawrybetws and Croesor closed on account of verylow numbers (as low as 4 pupils). In March 2011, Ysgol Abergynolwyn closed after thenumbers fell to 14 pupils. In 2010 another school contacted the Education Departmentin an effort to respond to low pupil numbers. The governors at that time voted tocontinue with the situation for another year and to review the situation in twelvemonths.

3.3.2.3.Therefore it is important that the Council has a system which will respond to thesevulnerable schools in an effective and flexible manner. The flexibility and the ability torespond in a timely manner to these situations reduces the uncertainty for schools, staff,parents and pupils. Allowing schools to close themselves, with pupil numbers falling yearby year until they become unsustainable is not acceptable. We need to develop a suitablemechanism to monitor and assess the situation at our schools, and in accordance withthe statement made in a document produced by the Gwynedd Primary HeadteachersFederation, respond appropriately when numbers fall:

‘A school with fewer than a specific number of pupils and where the prediction in terms ofnumbers is low, is unsustainable. In noting this, consideration should be given to the context ofthe school within its area, whether the pupils could easily attend another school, number of

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surplus places and also staff numbers. It has been agreed that a school with fewer than twentypupils comes within this category 6’.

3.4 The Need to Reduce Surplus Places

3.4.1. Following the report by Estyn (May 2012) and the consequent challenge set by theEducation and Skills Minister to reduce the percentage of surplus places at our schools –we have to admit that the situation in Gwynedd cannot be ignored. In Gwynedd wehave the highest percentage of surplus places out of all the schoolsthroughout Wales - 28%.

3.4.2. In terms of numbers, this means that there are in excess of 6,400 surplus placesin Gwynedd schools and that this, according to Estyn, could lead tosubstantial financial inefficiency.

3.4.3. The Council has already taken initial steps to respond to this challenge and the proposedplans will contribute towards reducing the County percentage. Even so, havingaccomplished the proposed plans there is a further challenge to reduce surplus places byapproximately 2,500 in order to achieve the national target of 15%. Although reviewingschools organisation is challenging, according to Estyn:“Closing and combining schools can be difficult and lengthy procedures but theseare the most effective examples of strategies which can get rid of surplus placesand release savings for reinvestment aimed at raising standards”.

3.4.4. Managing places can mean great effort in terms of ensuring a balance and making surethat there are sufficient places at schools in growth areas, and also rationalising situationswhere surplus places are found. We acknowledge that it is unreasonable to expect theremoval of all surplus places at schools. We have a duty to provide sufficient schoolplaces and need to manage changes in the need for places (resulting from demographicchanges and parent choices), we need to deal with surplus vacant buildings since thesecan use up resources which could be better utilised to improve educational provision.

3.4.5. As noted, this Council has been considering a large number of factors, including surplusplaces, as it seeks to transform its education provision in areas across the County.

3.4.6. The Welsh Government 21C Schools Building Programme supports strategic planning bylocal authorities in order to improve or provide new school buildings and to reducesurplus places. Proposals for investment approved by Welsh Government will deal withsurplus capacity and school buildings in poor condition and help to provide sustainable,cost effective schools suitable for the 21st Century.

3.4.7. However, with regard to those areas where reorganisation has not yet taken place andareas which have not been included in the 21C Schools Programme, we shall have totake a pragmatic and more creative approach in order to tackle ineffective use of schoolbuildings.

6 Appendix 7 – Document by the Gwynedd Primary Schools Headteachers Federation on Primary SchoolsReorganisation

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4. CONCLUSIONS AND FURTHER STEPS

4.0.1. Therefore, in considering the context and the background described in the report, theabove four priority areas are underlined. Within the four areas the Priorities Plancomprises several individual projects. Consideration of resources to fulfil thiscomprehensive programme will follow. Details of the work programme and the nextstage are as follows:

4.1 Special Education Centre of Excellence

4.1.1. We have noted the Council’s wish to amend its Special Education provision because thecapacity of the existing provision at Ysgol Hafod Lon is insufficient and in need of beingmodernised and extended. An application for this development was submitted as part ofthe Council’s 21C Schools programme package.

4.1.2. There is appropriate and suitable provision for the northern part of the County at YsgolPendalar, Caernarfon, and the new development will aim at establishing a similarprovision, at a central location, for the remainder of the County. The aim is to provide aregional Special Educational Needs Centre of Excellence and to rationalise the provisionfor pupils who are at present placed beyond the County boundaries. The currentprovision is not centrally positioned for the area it serves, and the resources within it donot meet modern educational requirements.

4.1.3. In order to move forward with this development, we recommend that a Project Teambe established during the Autumn Term to drive the project forward. The project isworth approximately £12.5million.

4.2 Vulnerable Situations – Condition of Buildings – Reviewing and improving educationprovision in Y Groeslon area and the development of a new school building at YsgolGlancegin

4.2.1. The Council has been monitoring the condition of part of the building at Ysgol YGroeslon for some time. The school kitchen was closed some years ago, and latelyeducation had to be provided in mobile units for some of the pupils.

4.2.2. In 2010 a bid was made for funding from the Welsh Government Tranche 3Transformation Capital Programme for the construction of a new school at Groeslon.The bid was not successful, and Welsh Government deemed that the condition of thebuilding in itself was not sufficient reason for releasing the money. The bid needed to bepart of a strategic plan for the provision of education within an area in order to conformwith strategic requirements. Likewise, the Council could not consider expenditure onone school without looking at the broader picture.

4.2.3. Therefore, in accordance with the Strategy and the previous decision by the Full Council(16/12/2010), due to the vulnerable condition of the building at Ysgol Y Groeslon, andthe guidance received from Welsh Government with regards funding, local discussionswill have to be commenced and a Review Panel appointed for the area as a matter ofpriority. We shall have to move forward with discussions on developing educational

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provision with the help of grants obtained jointly from Welsh Government and theCouncil.

4.2.4. In order to achieve this and to take this discussion further, we shall have to define aspecific area. At the moment there is no need to hold discussions on the entire DyffrynNantlle catchment area since the area is low with regard to priority order. Indeed,holding whole catchment area discussions would take much more time and would hinderquick progress with any option. In defining the area, a number of factors were discussed.

4.2.5. The Carmel and Fron areas are geographically close to Y Groeslon and within YsgolDyffryn Nantlle catchment area. The geography and natural catchment area defines itself.But, there are other factors which further strengthen the logic.

4.2.6. There is a significant number of surplus places at the three schools:

Numbers

School PupilsSept.2011

Schoolcapacity

Surplusplaces

%Surplusplaces

Groeslon 84 128 44 34%Carmel 47 78 31 40%Bronyfoel 30 52 22 42%Total 161 258 97

In terms of numbers – this is equal to almost 100 surplus places (97).

4.2.7 There is around £3,000 (£2,958) difference in the cost per head between the 3 schools –this shows inequality within a distance of barely 2 miles.

4.2.8 In accordance with the Strategy, the Council has a responsibility to spend public moneywisely and to ensure that schools are sustainable. In order to ensure effective use ofresources we must take the opportunity to consider every option that will ensureeducational provision which is sustainable and strong for the future and also within theframework of the Strategy.

4.2.9 By defining the area in this way, therefore, the Council has the chance to:

A) Attract a financial contribution from Welsh Government

B) Achieve a number of aims within the Strategy by striving to:� Bring consistency to class sizes and reducing the age range currently

found in classes� Respond to the challenge that population changes is likely to bring in the

future� Improve the learning environment for more pupils and ensure that

schools can fulfil the educational requirements of the 21 C� Ensure strong leadership and management� Ensure a new resource which is fit for purpose and sustainable

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� Reduce the range within the cost per head for the provision of educationin the area

� Make the number of schools in the area consistent with the need� Release funding to be spent on children in the education system rather

than on buildings and maintaining the present infrastructure� Substantially reduce the number of surplus places at our schools and at

the same time increase efficiency

4.2.10 Therefore the aim is to hold discussions on the future of primary education provision inthe area where the villages of Y Groeslon, Carmel and Fron are located. A panel ofrepresentatives from the schools at Y Groeslon, Carmel and Bronyfoel will be convenedfor discussions.

4.2.11 As part of the financial bid from the 21C Schools Programme, we managed to attract theinvestment for building a new school at Ysgol Glancegin where the school building is inpoor condition. There will be no need for a full review of the whole catchment areawithin the wider area of Bangor since there are other areas which merit more priority.In accordance with the Strategy we need to develop a plan for the provision ofeducation in Maesgeirchen due to the vulnerable condition of the building.

4.2.12 Considerable work is needed before the new school can be developed. A strongbusiness plan will have to be developed, and also plans which will concentrate on theneeds of the child and the family and fit in with the development of the building. Wehope that this development will lead to wider benefits for the community and thatexperiences and developments gained whilst developing Ysgol Yr Hendre in Caernarfonwill be of great help in this venture also.

4.2.13 In order to complete the work a Project Team will have to be established in the comingyears, with emphasis placed on working with community and family projects. In additionto these benefits, it will be possible to do away with a large number of surplus places atthe school.

4.3 Forthcoming Plans

4.3.1 There are a number of plans already established in the Tywyn, Y Berwyn and Y Gadercatchment areas. It will have to be ensured that those plans are implemented inaccordance with decisions already taken, and in accordance with proposed resolutions.

4.3.2 Plans which have already had the final decision made and need to be implemented:- Develop and establish an Area School in Bro Dysynni and close the schools atBryncrug, Llanegryn and Llwyngwril

- Develop Ysgol Penybryn, Tywyn and close Ysgol Aberdyfi- Improvements in the remainder of the Tywyn catchment area and establish FederalSchools at Dyffryn Dulas and Pennal

- Develop Ysgol OM Edwards and close Ysgol Y Parc

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4.3.3 Plans where a proposed resolution is expected or where further discussions are to beheld:- Establish a Multi-Site Area School in Brithdir and Dinas Mawddwy and close theschools at Brithdir, Dinas Mawddwy, Machreth and Ieuan Gwynedd (subject to adecision by the Education and Skills Minister)

- Move forward with discussions on establishing a Lifelong Learning Community atDolgellau

- Move forward with discussions regarding the establishment of a Lifelong LearningCampus at Bala and the closure of Y Berwyn, Beuno Sant and Bro Tegid schools

- Improvements to Bro Tryweryn and Ffridd y Llyn schools

4.4 Vulnerable Situations – Low Numbers in Schools

4.4.1 It was stated earlier in the report that children, staff and parents of some schools in theCounty have faced challenging situations where the pupil numbers have fallen to a verylow level. School numbers can become so low that it is considered a vulnerable situation.In such a situation we have to consider what is fair for children and staff.

4.4.2 Therefore we need to develop a suitable mechanism to monitor and assess the situationat our schools, and respond appropriately where numbers fall to a vulnerable level. Weshall have to consider situations which arise at individual schools with low numbers, andhold appropriate discussions to try and find sustainable solutions and ensure the stabilityof the children’s education.

4.5 Surplus Places

4.5.1 As part of the work programme in response to the Government’s challenge to reducesurplus places, we shall have to conduct a review and obtain a true picture of the surplusplaces at schools within the County. The intention is to form a work programme ofsimple and practical steps that could be taken to reduce the number of surplus placesacross the County:- As a baseline, revisit schools capacity to find out the true use made of the buildings

and to calculate surplus places in more detail- Identify schools with “substantial” numbers of surplus places and prioritise these

situations- Manage the admissions policy to ensure that aspect such as capacity are considered

appropriately- Adopt a pragmatic and more creative attitude in an effort to deal with uneconomic

use of school buildings, look at alternative use of rooms/buildings and be moreaware of opportunities to make more effective use of school buildings.

4.6 Western Part of Y Gader Catchment Area

4.6.1 As stated, discussions are ongoing in the Gader catchment area, and the western part ofthe area will have to be revisited in order to find out the best way of providingeducation in the area for the future. It is anticipated that this discussion will be held aspart of the mid-term work programme.

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4.7 Provision of Education in Meirionnydd

4.7.1 There is genuine concern over the situation regarding education provision inMeirionnydd. Indeed, in accordance with the primary Strategy of reviewing the sector,the catchment areas in this region were prioritised because the situation is so vulnerabledue to a number of factors, including: reduction in pupil numbers, condition of schoolbuildings and problems in terms of recruiting headteachers.

4.7.2 It has been stated that discussions and initial work have already started by looking at thefuture of secondary education provision in Meirionnydd involving the secondary schoolsof Tywyn, Y Berwyn (Bala), Y Gader, Y Moelwyn (Blaenau Ffestiniog) and Ardudwy(Harlech). Indeed, in two catchment areas, the discussion on the primary sector hasextended to include the secondary sector in the catchment areas of Y Berwyn and YGader. But we acknowledge that the situation regarding secondary education provisionin the Meirionnydd area calls for specific and immediate attention. Here are some factsregarding the situation:

� Since 1975 there are around 1000 fewer pupils in the secondary schools.� In terms of national comparison, the average size of a secondary school in Wales is

900 pupils – whilst on average the size of secondary schools in Meirionnydd is 350.� Predictions show that this reduction tendency is likely to continue for approximately

ten years – with a prediction that there will be a total of 1400 pupils between thefive schools in Meirionnydd by 2020. Some secondary schools in Meirionnydd couldbe as small as 240(s) by the end of this decade.

� The average number of surplus places in secondary schools in Meirionnydd is 44%,compared to the Gwynedd average of 30% and the Wales average of 15%.

� The reduction in numbers – together with the general financial situation – meansthat it is a challenge to maintain sufficient educational capacity to implement thecurriculum.

� There are concerns regarding the sustainability of maintaining standards within thepresent educational framework.

4.7.3 Discussions will have to be conducted on the future of education in general with the aimof ensuring a sustainable education provision in the area for the future. We recommendthat a workshop be arranged for the Meirionnydd Members in order to rekindlediscussions and to move the matter forward and find the best way of providingeducation in the area for the future.

5. In Summary

5.1 Therefore, within this transitional programme for education provision in Gwynedd, thereare a number of important projects and plans. These complement each other and contributetowards the challenge of ensuring that we give our children and young people the bestopportunities and experiences so that they can reach their potential in the future by makingbest use of the resources available. Further reports will follow on specific matters in keepingwith the milestones of individual projects.

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5.2 In summary therefore, these are the main headings of the Priorities Plan:

i. Review the primary education provision within the Groeslon area, which includesCarmel and Bronyfoel (Fron).

ii. Implement the plans already resolved upon in the catchment areas of Tywyn and YBerwyn, namely:- Develop, build and establish an Area School in Bro Dysynni and close the

schools at Bryncrug, Llanegryn and Llwyngwril- Develop Ysgol Penybryn, Tywyn and close Ysgol Aberdyfi- Improvements in the remainder of the Tywyn catchment area and establish

Federal Schools in Dyffryn Dulas and Pennal- Develop Ysgol OM Edwards and close Ysgol Y Parc

iii. Establish a detailed plan and work programme for developing the Special EducationCentre of Excellence.

iv. Conduct a comprehensive review of primary and secondary education provision inMeirionnydd

v. Develop a mechanism and take appropriate steps regarding the situation whereschools are vulnerable due to their low numbers

vi. Proceed with discussions and plans in the remaining parts of Y Berwyn and Y Gadercatchment areas;- Establish a Multi-Site Area School in Brithdir and Dinas Mawddwy and close the

schools at Brithdir, Dinas Mawddwy, Machreth and Ieuan Gwynedd (subject toa decision by the Education and Skills Minister)

- Proceed with discussions regarding the establishment of a Lifelong LearningCommunity in Dolgellau

- Review the education provision in the western part of Y Gader catchment area- Proceed with discussions and develop plans to establish a Lifelong Campus in Bala

and with improvements at Ysgol Bro Tryweryn and Ysgol Ffridd Y Llyn

vii. Research into the situation regarding surplus places in schools throughout theCounty and consider plans to reduce the number of surplus places.

viii. Proceed with discussions and develop plans to construct a new building for YsgolGlancegin.

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6 Recommendations

6.1 It is recommended that the Cabinet should accept the direction outlined in this report andnote the contents of the Priorities Plan which includes matters already decided upon, andalso;

i. Resolve to prioritise a review of the primary education provision within the Groeslonarea, which includes Carmel and Bronyfoel.

ii. Resolve to continue and move the discussion about the situation of schools inMeirionnydd, and present further reports with details of plans to the Cabinet.

iii. Resolve to conduct research into the situation regarding surplus places in the schoolsthroughout the County and consider plans to reduce the number of surplus places.

Comments by the Statutory Officers

The Chief Executive:

1. I welcome the convenience of having all school organisation modernisation plans in thesame document and the information regarding the effect of these plans on different areasin the medium term.

2. The recommendations reflect the further steps necessary to complete decisions thathave already had the Council’s attention. The specific situation of the sustainability ofsecondary Education in Meirionnydd is a matter of significant concern and it is importantfor Members and officers to support the Cabinet Member in addressing the problem in acreative and effective way.

The Monitoring Officer:

“The report gives a timely up-date on several matters within the reorganisation of schoolsagenda, along with actions to be taken. As the work is done, legal obligations of any plans anddecisions will be considered. There are no further views regarding propriety at the moment.”

Head of Finance:

“I support the intention of school re-organisation in a fair and logical manner, despite thechallenge of achieving these aims within an extremely challenging financial context. This reportidentifies a number of areas where there are risks by delaying and benefits by proceeding.

I will weigh the risks by analysing and commenting on the financial impacts and implications onthe individual options as the project team develops the relevant plans, as occurred in Tywyn, YBerwyn and Y Gader catchment area where decision have previously been made.”

16

Appendices

Appendix Document

Appendix 1 Excellent Primary Education for Children in GwyneddAppendix 2 Strategic Programme – Towards 2025’

Appendix 3Estyn Report May 2012 - ‘How surplus places affect theresources available to be spent on improving outcomes forchildren’

Appendix 4 Copy of the letter from the Education and Skills Minister onthe need to reduce surplus places

Appendix 5 Copy of the letter by the Cabinet Member in response to theletter from the Education and Skills Minister

Appendix 6Main Matters 2012-2017 –Cabinet Member for Education andGwynedd Council’s Lead Member on Children and YoungPeople Committee

Appendix 7 Document by the Primary Headteachers Federation onPrimary Schools Reorganisation

Meeting of Review Panel 1Groeslon, Carmel a Bronyfoel (Fron) Areas

Monday � 22 October 2012 � 16:30

Peris Meeting Room, Council Headquarters, Caernarfon

ITEM TIME APPENDIX

1. 16:30 WELCOME AND APOLIGIES

2. 16:35 OPENING STATEMENT FORM THE CABINET MEMBER FOREDUCATION AND CHILDREN AND YOUNG PEOPLE

3. 16:45 TERMS OF REFERENCE AND MEMBERSHIP OF THE AREA PANELRight click andselect ‘open file’

4. 17:00 WORK PROGRAMME / OUTLINE OF PROCESS / SCHEDULERight click andselect ‘open file’

5. 17:30 FACTUAL INFORMATION – Statistical analysis of the area To follow whenfinal

6. 18:00 PRESENTATION AND OPEN DISCUSSION

7. 19:00 ANY FURTHER MATTERS

8. 19:15 CLOSE and DATE OF NEXT MEETING

Thursday, 29 November 2012

Primary School Organisation

PRIMARY SCHOOL ORGANISATION

REVIEW PANEL 2 MEETING AGENDAThursday �� 29 November 2012 � 5:00

Peris Meeting Room, Headquarters, Caernarfon

Item Time Attachment

1. 16:30 WELCOME AND APOLOGIES -

2. 16:40 MINUTES OF THE LAST MEETINGRight click and choose

‘open file’

3. 17:00 MATTERS ARISING FROM THE LAST MEETING

- Gwynedd Council Schools Allocation 2012/2013

- Property Matters, Analysis of Spending Requirements onCarmel and Bronyfoel School Buildings

- Numbers of Out of Catchment Pupils (update of page 8 ofthe statistics package) Right click and choose

‘open file’

4. 17:45 POSSIBLE OPTIONS / SITESRight click and choose

‘open file’

5. 18:30 PANEL MEMBER’S COMMENTS -

6. 19:00 NEXT STEPS -

7. 19:15 ANY OTHER MATTER -

8. 19:30 CLOSE and DATE OF NEXT MEETING

January/February 2013

-

PRIMARY SCHOOL ORGANISATION

REVIEW PANEL 3 MEETING AGENDAMonday �� 28 January 2013 � 4:30

Peris Meeting Room, Headquarters, Caernarfon

Item Time Attachment

1. 16:30 WELCOME AND APOLOGIES -

2. 16:35 MINUTES OF THE LAST MEETINGRight click and choose

‘open file’

3. 17:00 IMPACT ASSESSMENTS – LINGUISTIC AND COMMUNITY Full Reports to follow

4. 18:00 PRESENTING THE PREFERRED OPTION (Cllr. Sian Gwenllian) -

5. 18:30 COMMENTS FROM PANEL MEMBERS -

6. 19:15 DISOLVING THE PANEL / NEXT STEPS -

7. 19:30 CLOSE -

GROESLON, CARMEL AND BRONYFOEL (FRON) AREAREVIEW PANEL 3

MinutesPresent:

Cyng. Sian Gwenllian (SG) – Education Cabinet MemberDewi R Jones (DRJ) – Head of EducationTony Bate (TB) – Leading Manager School OrganisationGuto Rhys Huws (GRH) – Schools Reorganisation Programmes CoordinatorDafydd Gibbard (DG) – Senior Manager Corporate PropertyGwenan Jones-Parry (GJ-P) – School Organisation Support Officer taking minutes

Cyng. Eric M Jones – Local Member Groeslon WardCyng. Dilwyn Lloyd – Local Member Tal-y-sarn Ward

Eirwen Hughes – Head of Ysgol BronyfoelGwyn Jones – Governing Chairman Ysgol BronyfoelRebecca Conant – Governing Parent Ysgol Bronyfoel

Swyn Maelor Owen – Head of Ysgol CarmelCadfan Roberts - Governing Chairman Ysgol CarmelNia Griffith - Governing Parent Ysgol Carmel

Einion Evans – Head of Ysgol Y GroeslonAlun Wyn Jones – Vice Chairman Ysgol Y GroeslonSeimon Williams - Governing Parent Ysgol Y GroeslonDylan Bryn Roberts – Independent Consultant giving presentations on the language and community assessments

Apologies: None

Full MinutesItemNo. Item / Subject Matters Discussed

1. Welcome andApologies

The Chairman DRJ welcomed everyone to the meeting and thanked them for attending.

2. Minutes of thelast meeting

The minutes of the last meeting were discussed and accepted as a true record.

As the minutes were discussed it became more obvious that some members of the panel didnot agree with the specific area under discussion. It was explained that the area had beenselected for a number of reasons, including geographical proximity. An observation wasmade that Llandwrog Community Council includes the communities of Llandwrog, Groeslon,Carmel and Fron.

3. ImpactAssessments –Language andCommunity(Dylan BrynRoberts)

LanguageA presentation was given by Dylan Bryn Roberts on the main findings of the linguistic impactassessment.

The findings were discussed. One panel member stated that he did not see what differenceit made what language the pupils speak in the playground as long as the lessons are taughtthrough the medium of Welsh. There is too much emphasis on family background ratherthan on pupils’ ability – a number of non-Welsh speaking families in the area learn Welsh.Dylan Bryn replied that academic attainment is of key importance in the assessment. Thepercentage results (60%/40%) found when comparing the multi site and one site area schoolmodels were discussed in detail – some members of the panel did not agree with thesefindings.

CommunityA presentation was given by Dylan Bryn Roberts on the initial findings of the communityimpact assessment. It was explained that the presentation included a simple analysis only, afurther analysis will be included in the full report.

4. Cllr. Sian SG presented the County level picture at County level and explained the factors considered

28 January 2013

Gwenllianpresents the

favoured option

while reaching the decision on the favoured option.

The aim is to support every child, improve the experiences for every child and make betteruse of resources.

It was explained how plans for this specific area were made in accordance with the Council’sstrategy. It was decided that provision within the area needed attention due to the criticalcondition of the building at Ysgol Y Groeslon and the reduction in pupil numbers throughoutthe area. The Panel was also reminded that the Welsh Government had agreed in principleto fund a new area school.

Information regarding the schools was gathered and Review Panel (RP) meetings were held– a different procedure from that in other Councils because Gwynedd Council has adopted asystem of undertaking dialogue with pupils, staff, parents and governors when movingtoward change.

It was confirmed that three ways forward had been suggested – federation, a multi site areaschool or a single site area school. The Panel decided not to discuss federation any furtherbecause the model:

� would not Improve pupils’ experiences� would involve continued maintenance of three buildings� would not reduce the 100+ surplus places in the area� would not attract funding for new buildings

Further research was made into the two other options and consideration given to possiblesites for a multi site area school.

It became obvious that the existing site of Ysgol Bronyfoel was not a possibility due totechnical factors, but that the sites of Carmel and Groeslon schools were a possibility. Thefunding would have to be shared by spending on two sites – the question is, will this go farenough.....

� to improve the pupils’ experiences� to make the best use of resources

After much deliberation, it was decided that this model would not make enough difference.An area school on one site has many more advantages, in terms of education, language andsustainability for the future. It was also understood that a multi site business plan would beless likely to succeed.

There will be more viable class sizes with less age range in every class, which gives pupils theopportunity to be educated in peer groups of the same age range. The building and learningenvironment would meet 21st century (21C) school standards and would be an innovativeresource for the area into the future. A substantial investment of £4.84million would beavailable to ensure excellent educational provision at a sustainable and modern schoolwhich would fully meet the educational and community requirements of pupils andresidents of the wider area. There would be better career opportunities for staff –opportunities for releasing leaders (head teacher and/or deputy if appointed) from theirteaching and learning duties in order to focus more on the leadership and management sideof their roles and to ensure continual improvement at the school.

Endangering the Welsh language would be one of the main disadvantages of the multi sitemodel. The linguistic study is clear in its recommendation in favour of a one site school. Tomaintain and to make Carmel sustainable, it would involve the transfer of all the pupils fromFron to that site. The linguistic nature of the Carmel site would change to under thethreshold where there is a threat to Welsh as the natural playground language. Bringing allthe children from the whole area together on one site would mean that children who speakWelsh at home would be in the majority, and therefore less of a threat to the Welshlanguage.

For a multi site school to be sustainable, all the pupils from Fron would have to move toCarmel and the Carmel pupils would have to remain there. It was questioned if this wasrealistic considering the investment on the Groeslon site.

It was noted that the greatest investment would be made on the Groeslon site since 80% ofthe buildings need replacing. Judging by experience in other areas such as Ceredigion, a newschool attracts pupils and over a period of time leads to the closure of smaller schools in thearea. There is a danger that this would be the fate of the Carmel site if a multi site schoolwas established. It was noted that it would be better to establish the new systemimmediately rather than letting the situation slip and slowly deteriorate.

Model Decision = Area School on one site

Following this resolution, suitable sites throughout the area were discussed while searchingfor a site for establishing a modern school, in accordance with Welsh Government 21Cschool guidelines. A short list of suitable sites at Groeslon and Carmel was made. A numberof technical and educational considerations were discussed as these sites were assessed.

It is the present site at Ysgol Groeslon which offers itself as the site which could bedeveloped within technical, planning and financial constraints, without obvious problemsand restrictions. Sympathy was expressed towards the communities losing the presence of aschool site but it is hoped some alleviating measures from the community assessment canbe discussed to mitigate the effect on the communities.

Decision = Current site of Ysgol Y Groeslon

It is hoped that in developing the Area School Model in this location will ensure the viabilityof the school to the future, and will offer the best opportunity to ensure sustainable andstrong education provision for the future and to safeguard education in this part of theDyffryn Nantlle catchment area.

Members of the Panel were thanked for listening respectfully to the full announcement.5. Panel’s

ObservationsA member of the panel noted that disappointment with the area school’s location. Theimpression is that no proper consideration has been given to sites in Carmel and Fron. Themember was reminded of the information presented in the RP2 meeting where sites and theGovernment’s 21C schools requirement restrictions were discussed.

Another member of the panel expressed disappointment regarding the size of the proposedschool. A new school will attract pupils from neighbouring schools/catchment areas andthere will not be sufficient places to accommodate all the pupils in a school designed for 150pupils. Everyone will want to attend the new school and this could be a problem. Officersconfirmed that pupils who live in the existing catchment areas of Bronyfoel, Carmel andGroeslon schools will have the first offer of attending the school, in accordance with theGwynedd schools admissions system. This will be the new catchment area of the newschool. It was explained that some schools have waiting lists (e.g. Ysgol Cae Top) and thatguidelines are in place for controlling admissions. It was noted that it will be possible for theProperty Department to design the school flexibly so it is possible to adapt it in the future ifnecessary.

It was mentioned that it would take years before recouping the Council’s investment basedon the revenue savings from implementing the proposal. It does not seem a very wisebusiness plan.

Another member stated that it is important, from the very start, to refer to the school as anarea school located in Groeslon and not as Ysgol Groeslon. It is an opportunity for all thearea’s representatives to be part of the discussion and contribute input from the very start.

Although disappointed at losing schools within the communities, members of the panelwere willing to be part of a user group and to contribute input on the plans. The importance

of driving the discussion forward was expressed – no need to delay and increase theuncertainty in the area.

One specific matter was raised regarding nursery groups in the area – will the new schoolmean that the nursery groups will close? In answer it was stated that the new school willinclude a nursery class – this does not mean that the area’s nursery groups have to close.Discussions will take place on the post use of school buildings, and the community’s opinionis important.

It was mentioned earlier in the community presentation presented by Dylan Bryn thatpeople had put forward suggestions regarding post use of the schools. Affordable houseswere mentioned and it was noted that other community options would need to bediscussed.

Transport was specified as a key consideration of the proposal. It was explained thattransport will be provided in accordance with the schools transport policy. It was also notedthat an assessment of the road between Carmel and Groeslon had been completed and thatfree transport will be provided to pupils that need to travel along this road. A request wasmade for the bus drivers to receive further training and for safety belts to be fitted in thebuses. It was noted that it would be possible to include these matters in the tenderingconditions so that the successful companies are aware of their responsibilities. The panelemphasised the importance of being clear on these matters from the very beginning.

One member pointed out how difficult this period is, especially for the two schools whosepresence will be lost from their villages. The staff from the three schools will be looking foremployment at other schools therefore it will be very difficult to maintain educationalstandards until the change is complete. It will be a difficult time - this statement wasreinforced by a number of panel members. In reply it was stated that the Council would giveas much assistance as possible and would take steps to ensure that the transition periodwould be kept as short as possible. The hope is that governors, headteachers and theAuthority will be able to work together to ensure the best for the children.

One member noted that change is not easy, but it is important to move ahead and ensurethat the communities work together for the benefit and welfare of all the pupils in the area.Need to implement the plan as soon as possible and to make the transition as smooth aspossible for the sake of the children.

Mention was made of the fact that input on the proposal would have to be obtained fromthe Community Council – this would be discussed during the statutory consultation period.

Panel members were thanked for being so willing to hold an open discussion and it wasnoted that officers understood that this was a most difficult time for them all.

6. Dissolving thePanel / Next

Steps

It was confirmed that this was the last meeting of the review panel.

A sheet was distributed explaining the process necessary to make changes to the schoolsystem:Report to the Cabinet – Permission to conduct a statutory consultationStatutory Consultation Period – A period of one month to receive comments fromconsultees which includes meetings with staff, governors and parentsReport to the Cabinet – Permission to publish a statutory noticeStatutory notice published

After the statutory notice is issued, there will be a period of one month to receiveobjections. If any objections are received, within a period of two weeks the proposal will betransferred to the Welsh Government for a final decision. On average the WelshGovernment takes around seven months to respond. This means that the process, fromsubmitting the initial Cabinet report, takes a whole year.

If no objections are received the proposal will be brought back to the Cabinet for its final

seal of approval. This would accelerate the process (avoid 7 months with the Government)but it only takes the submission of one objection to force the matter to be transferred.

It was explained that a construction project of this kind involved a whole year on site butthat the design work would take 6-9 months, a planning application must also be submitted.Taking all this into consideration, the new school will not be open until September 2015 atthe earliest (a definite date will be quoted in the consultation document).

It was questioned whether part of the construction work could run concurrently with thestatutory work. It was explained that this would be possible to a degree but that large sumsof money could not be spent before the proposal is approved by the Government – it wouldbe too much of a risk for the Council.

The shadow governing body which will be established prior to the area school being openedwas discussed. This body will appoint the head teacher and the remainder of the staff. Thetime is not yet ripe for the governing body to be established but in order to have input intothe designs it is possible to establish a user group. Officers would be very grateful for inputand would welcome participation from local residents during the development period.Members of the RP agreed to be part of the user group as representatives of their owncommunities.

Mention was made of opportunities to visit similar new area schools, which would help ingiving input on any design, and to obtain a better idea of what the process entails. It wasagreed to consider a visit.

A newsletter explaining the process and the next steps would be released during the comingweek.

7. Thanks and Close DRJ thanked everyone for their contributions.

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SCHOOL ORGANISATION – GROESLON, CARMEL A BRONYFOEL(FRON) AREA

BACKGROUND

Gwynedd Council has a vision to develop a primary education system that will:“Provide education of the best possible quality that will provide the County’s children with the experiences,skills and confidence to develop into bilingual, successful and well-rounded citizens.”

In April 2009, Gwynedd Council approved a strategy that noted the need for reviewing primary education alprovision across.

The strategy followed a lengthy period ofdeliberation and discussion by councillors. Duringthe discussions, presentations were received fromseveral bodies, including:

A list of criteria to consider when reviewingeducation provision in the area was agreed, whichincludes;

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- ESTYN- Welsh Government- Welsh Language Society- National Association for Small Schools- Schools and Supporters Alliance- Headteachers representing small, medium and

large sized schools in Gwynedd- Officers from Gwynedd Council

- Class sizes- Change in pupil numbers- Suitability and condition of school buildings- Learning Environment- School Leadership and difficulties in appointing

head teachers- Percentage of pupils being educated outside

their catchment-area- Cost per pupil- Surplus Places

In accordance with the strategy, the Council Cabinet resolved in its meeting in September 2012 to prioritisethe discussion on the education provision in the Groeslon, Carmel and Bronyfoel (Fron). This was done for anumber of reasons, including, but not limited to the following;� The condition of Ysgol Groeslon school building� The amount of surplus places in the area� Inequality in cost per pupil� An opportunity to attract Welsh Government capital grant for education provision in the area.

EXCELLENT PRIMARY EDUCATION FOR CHILDREN IN GWYNEDD STRATEGY

GROESLON, CARMEL AND BRONYFOEL (FRON) AREA

October 2012GWYNEDD COUNCIL

The Council will hold assessments of the possible impact school re-organisation proposals will have onlanguage and communities in the area. An external consultant will conduct the work and the proposals willfeed in to the Education Cabinet Member’s final proposals.

The Area Review Panel was established in October 2012. The purpose of the Panel is to gather local evidence(within the catchment area of the three primary schools) and present different ideas and options to theEducation Cabinet Member.

During the process of establishing the Area Panel, Cllr. Sian Gwenllian (Education Cabinet Member) and DewiJones (Head of Education) visited the schools to meet the headteachers and chair of governors of Y Groeslon,Carmel a Bronyfoel schools. The visits were very useful and the discussion were constructive.

Area Review Panel Membership During the initial meeting on 22-10-12, the Panelreceived several papers as a basis for the work

- Education Cabinet Member- Local Members- Head teacher, chair of governors and

parent-governor from the schools- Head of Education, Cyngor Gwynedd- Other relevant Officers

- Terms of reference and brief for the Panel- A time-table- Statistics information

A statistical paper summarising the situation in the area was also received, which provides information on:- School locations- Pupils numbers and projections- School capacity and empty places- Headteachers situation and recruiting

matters- Class sizes- Pupils movement

- Schools financial allocations- Language profile of schools within the area- Suitability of buildings- Facilities and resources at the schools- Community use

There was also reference to the strategic and legal context; the Council’s strategies “Towards 2025” and the“Excellent Primary Education for Children in Gwynedd Strategy”, and Welsh Government Circular 021/2009“Schools Organisation Proposals”. These documents will form the basis for deliberations when consulting onproposals. The documents are all available on the Council website: www.gwynedd.gov.uk/schoolorganisation

COMMUNICATION ARRANGEMENTS

The Council wishes to ensure that staff, parents and pupils are fully aware of ongoing discussions in the area.The Review Panel accepted a suggestion that the Council prepare a brief newsletter to summarize theprincipal matters during the discussions. In addition, local members of the panel will use opportunities withintheir role to share these discussions with staff, governors and parents.

A discussion group for pupils will also be held by the Council’s specialist officers. This session will be heldwithin the next few weeks, and will be organized with the schools.

The Cabinet Member is aiming to develop a firm proposal for the area in the Spring of 2013. The timetablefor implementation of the proposal will depend on many factors, and the Council will provide furtherinformation as the process moves forward. The next review panel meeting will be held on 29th November.

LANGUAGE AND COMMUNITY IMPACT ASSESSMENT

AREA REVIEW PANEL

TIMETABLE

Latest school organisation developments are available on the Council’s websitewww.gwynedd.gov.uk/schoolorganisation

Or by contacting the Education Office: [email protected]

SCHOOL REORGANISATION – GROESLON, CARMEL andBRONYFOEL (FRON) AREA

The Council Cabinet decided in September 2012 to prioritise thediscussion on the provision of education in the Groeslon, Carmela Bronyfoel (Fron) areas. This was decided for a number ofreasons;� The condition of Ysgol Y Groeslon� The number of surplus spaces in the area� The inequality of the cost per pupil� An opportunity to attract Welsh Government capitalinvestment in education provision of the area.

The Area Review Panel was established in October 2012. Thepurpose of the Panel is to gather local evidence (within the catchment area of the three primary schools) and presentdifferent ideas and options to the Education Cabinet Member. The Panel has met for the second time on November 29,2012. In this meeting – the Panel discused characteristics and the advantages and disadvantages of various possiblemodels. A discussion on possible sites was also held. It was noted that both Local Members – Councillors Eric Jones andDilwyn Lloyd presented ideas and comments on possible sites.

In accrodance with the Panel’s recommdendations 3 types of models were discussed:1. Federal or Collaboration Models – This model can be in a variety of forms, ranging from informal arrangement ofcollaboration between schools, to establishing a federation between schools at different sites under the leadership ofone headteacher and one governing body.2. Multi Site Area School – This model means that each of the existing schools are closed - but open as one School(therefore under the leadership and one Head of Governing Body), but on two sites. This model would mean that oneof the existing sites will cease to exist as a school.3. Area School – With this model – the current schools would close, and one Area School would be established.

Options of alternative sites for the models presented here were also discussed. Further information on the discussion,including meeting documents are on the Council's website: www.gwynedd.gov.uk/schoolorganisation

The Council will carry out assessments of the potential impact of proposals to reorganise schools on language and localcommunities. An independent consultant will lead the work, and the findings will be considered by the CabinetMember for Education when coming to conclusions about a proposal. There will be an opportunity to contribute byquestionnaires which will be available through the schools and on the Council's website.

THE PUPILS VOICE

A session was held with pupils from Ysgolion Groeslon, Carmel and Bronyfoel under the care of Specialist Officers fromthe Council to obtain the views of pupils on what makes a good school. This work will be taken into account whendecisions are made as part of the process. The Council would like to thank the pupils and their teachers for their helpwith this work.

In the coming weeks, the language and community assessments will be carried out. The next meeting of the ReviewPanel will be held at the beginning of the new year. By this meeting, the Cabinet Member will have formulatedrecommendations that will be presented before the Cabinet Council. The Cabinet will decide onthe next steps in the process.

SCHN –GR

GROESLON, CARMEL A BRONYFOEL (FRON) AREA REVIEW PANEL

LANGUAGE AND COMMUNITY IMPACT ASSESSMENT

NEXT STEPS

December 2012GWYNEDD COUNCIL

Latest school organisation developments are available on the Council’s websitewww.gwynedd.gov.uk/schoolorganisation

Or by contacting the Education Office: [email protected]

TREFNIADAETH YSGOLION – ARDAL GROESLON, CARMEL ABRONYFOEL (FRON)

Penderfynodd Cabinet y Cyngor yn Medi 2012 fod angen blaenoriaethu trafodaeth ar ddarpariaeth addysg ynardal Groeslon, Carmel a Bronyfoel (Fron). Sefydlwyd Panel Adolygu ar gyfer yr ardal yn Hydref 2012. RoeddPennaeth, Cadeirydd y Cyrff Llywodraethu a Riant Llywodraethwr yr ysgolion, yn ogystal â’r Aelodau Lleol ar ypanel hwn. Pwrpas y Panel oedd casglu tystiolaeth leol (o fewn dalgylchoedd y tair ysgol gynradd) achyflwyno syniadau ac opsiynau gwahanol i’r Aelod Cabinet Addysg.

Yn ystod cyfnod y trafodaethau hyn bu i gynrychiolwyr a chyfeillion yr ysgolion gynnal ymarferion ymchwil eihunain. Diolchir i’r ysgolion am gyfrannu ac i aelodau’r Panel am eu gwaith a’u cyfraniad i drafodaethaucychwynnol ar y mater.

Mae’r Panel wedi cynnal cyfres o gyfarfodydd bellach ac yn y cyfarfodydd hynny bu’r Panel yn trafodrhinweddau a manteision ac anfanteision nifer o fodelau posib. Yn ogystal, trafodwyd safleoedd posib argyfer y modelau hynny yn yr ardal. Bu i’r panel glywed hefyd am ganfyddiadau asesiadau ardrawiadieithyddol a chymunedol annibynnol a baratowyd, a hefyd mae canfyddiadau gweithdai casglu barndisgyblion a gynhaliwyd ar gael. Bydd yr adroddiadau hyn ar gael ar safle we'r Cyngor yn fuan.

Yn y cyfarfod diwethaf gynhaliwyd 28 Ionawr, 2013 amlinellodd y Cyng. Sian Gwenllian, Aelod Cabinet AddysgCyngor Gwynedd yr opsiwn y mae’n ffafrio ymgynghori ymhellach arno, sef:

Cau ysgolion Groeslon, Carmel a Bronyfoel, a sefydlu Ysgol Ardal newydd ar safle presennol Ysgol Groeslon iddarparu addysg yn yr ardal.

Rhai o’r rhesymau dros gynnig yr opsiwn yma yw bod cyfle gwirioneddol i wella’r cyfleoedd addysgol i’rdisgyblion a sicrhau darpariaeth addysg gadarn a chynaliadwy i’r dyfodol yn yr ardal. Bydd cyfle hefyd ifuddsoddi a datblygu ysgol newydd, fodern o’r radd flaenaf ar gyfer yr ardal.

�� ardal.

Bydd gofyn i Gabinet y Cyngor benderfynu ar y camau nesaf yn y broses, a phwyso a mesur dadleuon drosgynnig yr Aelod Cabinet o’r opsiwn yma, er mwyn ymgynghori’n statudol arno. Bydd yr holl ffactorau o fewnstrategaeth ad-drefnu'r Sir yn cael eu hystyried, yn ogystal ag opsiynau eraill gynigwyd yn ystod ytrafodaethau cychwynnol.

Os fydd y Cabinet yn penderfynu symud ymlaen â’r argymhellion yn eu cyfarfod Chwefror 27, – bydd cyfnodo ymgynghoriad statudol yn cael ei gynnal yn yr wythnosau nesaf. Yn ystod y cyfnod ymgynghori bydd cyfle iddisgyblion, rhieni, llywodraethwyr a staff yr ysgolion fynegi eu barn a sylwadau.

Ar ôl y cyfnod o ymgynghori - bydd adroddiad pellach yn cael ei gyflwyno gerbron y Cabinet yn adrodd arganlyniadau’r ymgynghori. Bydd y Cabinet yn pwyso a mesur yr holl wybodaeth a sylwadau cyn penderfynucyhoeddi Rhybudd Statudol neu beidio.

SOOL

PANEL ADOLYGU ARDAL GROESLON, CARMEL A BRONYFOEL (FRON)

Y PENDERFYNIAD - YR OPSIWN I YMGYNGHORI YMHELLACH ARNO

CAMAU NESAF

Ionawr 2013CYNGOR GWYNEDD

Mae mwy o wybodaeth trefniadaeth ysgolion ar gael ar gwefan y Cyngorwww.gwynedd.gov.uk/trefniadaethysgolion neu drwy e-bost [email protected]

SCHOOL ORGANISATION – GROESLON, CARMELAND BRONYFOEL (FRON) AREA

The Council Cabinet decided in September 2012 that there was a need to prioritise discussions on theeducation provision in the Groeslon, Carmel and Bronyfoel (Fron) area. The Review Panel was established forthe area in October 2012. The Headteacher, Chair of the Governing Body and Parent Governor of the schools,as well as the Local Members were a part of the panel. The purpose of the Panel was to collect local evidence(within the catchment areas of the three primary schools) and to present ideas and different options to theEducation Cabinet Member.

During this discussion period, school representatives conducted their own research. The Council would like tothank you for your contribution and thank the members of the Panel for their work during initial discussionson the matter.

The Panel has held a series of meetings, and at those meetings the Panel discussed the merits andadvantages and disadvantages of several possible models. In addition, the possible sites for those models inthe area were discussed. The Panel was presented with the conclusions of an independent language andcommunity impact assessment, and the findings of workshops held to gather pupils’ views are also available.These reports will be available on the Council’s website soon.

In the last meeting which was held 28 January, 2013 Councillor Sian Gwenllian, Gwynedd Council’s EducationCabinet Member, outlined the preferred option to consult further on, which is:

To close Groeslon, Carmel and Bronyfoel schools, and establish a new Area School on the present site ofGroeslon school to provide education in the area.

Some of the reasons for recommending this option is the real opportunity to improve the educationalexperiences for the pupils, and to ensure that the education provision is secure and sustainable into thefuture. There is also an opportunity to invest and develop a new, modern school for the area.

Although there wasn’t full agreement with this option by the Panel, there was consensus to move thisdiscussion forward and to establish a Group to co-operate and make the most of this opportunity for thebenefit of the pupils.

The Council’s Cabinet will be asked to decide on the next steps in the process, and consider the CabinetMember’s proposal of this option, in order to conduct a statutory consultation on the matter. All factorswithin the County’s re-organisation strategy will be considered, in addition to other options proposed duringthe discussions.

If the Cabinet decides to move forward with the recommendations in their meeting on February 27th – therewill be a period of statutory consultation held during the next few weeks. During this consultation periodthere will be an opportunity for pupils, parents, governors and staff of the schools to put forward theiropinions and comments.

After the consultation period - a further report will be submitted to the Cabinet, reporting on theconsultation findings. The Cabinet will consider the information and comments, before deciding whether ornot to publish a Statutory Notice.

GROESLON, CARMEL AND BRONYFOEL (FRON) AREA REVIEW PANEL

THE DECISION - THE OPTION FOR FURTHER CONSULTATION

THE NEXT STEPS

More school organisation information is available on the Council’s website atwww.gwynedd.gov.uk/schoolorganisation or e-mail [email protected]

January 2013GWYNEDD COUNCIL

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LLii nngguuii sstt iiccII mmppaaccttAAss sseess ssmmeennttRReeppoorr tt

oonn

YYGGrr ooeess lloonn,,CCaarr mm

eellaannddBBrr oonnyy ffooeellSScchhooooll ss

7thDecem

ber2012

2

Contents

PageNum

ber

1.PresentSituation:

31.1.

Welsh/BilingualLearningandTeaching

31.2.

SocialUseoftheLanguage

51.3.

WelshAtmosphereandEthos–importanceoftheWelshCurriculum

7

2.Pupilsandtheirhomelanguagebetween2008and2012

82.1.

PupilsfromWelshhomesateachschoolbetween2008and2012

82.2.

PupilsfromEnglishhomesateachschoolbetween2008and2012

92.3.

Pupilsfrombilingualhomesateachschoolbetween2008and2012

10

3.EstynInspections

11

4.Welshspeakerswithinthecommunity

13

5.LinguistichealthassessmentofY

Groeslon,CarmelandBronyfoelschools

14

6.Model1:Continuetoteachatthe3schools

15

7.Model2:EstablishanAreaSchoolaccommodatingthepupilsfromthe3schoolsononesite

15

8.Model3:Establishamulti-siteAreaSchoolatYGroeslonandCarmel(withYsgolBronyfoelpupilsmovingtoYsgolCarmel)

23

9.SchoolSize>pupils’oralWelshstandard

31

10.

Comparingthescoreresultofthevariouseducationmodels

33

11.

FurtherrecommendationsforpromotingandstrengtheningtheWelshlanguage

34

12.

Conclusion

35

13.

AppendixA:SelectionofquotationsfromEstyn

36

14.

AppendixB:LanguageQuestionnaire2012

37

15.

AppendixC:ComparisonbetweenAreaSchoolonCarmelsitewiththeschoolsatLlanbedrogandTanycastell

46

3

1.Presentsituation:

GwyneddCouncilhasresolvedtoprioritisediscussionsontheprovisionofeducationatthelocalschoolsofYGroeslon,Carmel

andBronyfoel(Fron)areas.Onaccountofthis,GweriniaithhasbeencommissionedtoundertakeaLinguisticAssessmentof

the3schools.Thereportwhichfollowsisbasedonstandardmethodologywherebyinformationwascollectedviaastandard

questionnaire(AppendixB)fromtheHeadTeachersofthe3schools,byconsideringthereports

fromEstynandfromdata

collected

inLinguisticImpactReportsof2011

and2008.Thefindingsarepresentedbelowtogetherwith

aseriesof

presumptionsforthethreepossibleeducationalmodelsbasedonpresentachievementanduseofthelanguage.

1.1.

Welsh/BilingualLearningandTeaching

Table1:Welsh/BilingualLearningandTeachingatYsgolYGroeslon,CarmelandBronyfoel-N

ovem

ber2012

AGroeslon

Carmel

Bronyfoel

1.3To

talnu

mber

ofpu

pils

7548

262.1

Scho

ol’sa

chiev

emen

tinter

msof

KS1

Very

good

Very

good

Very

good

2.2KS

2age

-relev

antb

alanc

edbil

ingua

labil

ity10

0%-7

1%=

100%

100%

-71%

=80

%20

%or

less=

20%

100%

-71%

=10

0%

2.3Ex

cepti

onst

olea

rning

Wels

hast

hefirs

tlang

uage

ofthe

scho

olNo

NoNo

2.4.1

Oral

Very

good

Very

good

Very

good

2.4.2

Writt

enGo

odVe

rygo

odVe

rygo

od2.4

.3Re

ading

Very

good

Very

good

Very

good

2.4.4

Pupil

s’sta

ndar

din

Wels

h:Lis

tening

Good

Very

good

Very

good

2.5No

tethe

Secti

onA

100%

80%

100%

2.5%

Secti

onB

0%0%

0%2.5

Perli

nguis

ticse

ction

Secti

onC1

0%0%

0%

2.5Se

ction

C20%

0%0%

2.5Se

ction

Ch0%

20%

0%2.7

.1KS

1Ach

ievem

ent

Noch

ange

Noch

ange

Impr

oved

2.7.2

KS2A

chiev

emen

tNo

chan

geNo

chan

geIm

prov

ed2.7

.3W

elsha

sthe

scho

ol’sf

irstla

ngua

geNo

chan

geNo

chan

geNo

chan

ge2.7

.4Pe

rcenta

geof

Secti

onsA

toC

inYe

ar6

Noch

ange

Noch

ange

Noch

ange

2.7.5

Scho

ol’s

achie

veme

ntov

erthe

last5

year

s:

Cons

isten

twith

theSe

ction

star

gets

Noch

ange

Noch

ange

Noch

ange

2.8W

hatis

there

ason

forthi

ssitu

ation

?No

negiv

enNo

negiv

enInw

ardm

igrati

onan

dred

uctio

nin

thepu

pilnu

mber

s

Note:Inthetables,linguisticimprovementsinceSpring2011isshowningreenandlinguisticdeteriorationisshowninred.

4

Summaryofthefindings:

�KS1Welshonly:Attainmentisverygoodatthe3schoolsaccordingtotheHeadTeachers.

�KS2age-relevantandbalanced

bilingualism:ShowsthateveryYear6pupiliswithinthe100%

to71%thresholdatY

GroeslonandBronyfoelbutthat20%

atCarmelarewithinthelowest20%

threshold,namely“Pupilslackingtherelevantage-

relatedskillsinneitherWelshnorEnglish.”

�Pupils’standardinWelsh

(Speaking,Writing,Reading

andListening):TheskillsstandardamongpupilsatCarmeland

Bronyfoelareallverygoodandpupils’writingandlisteningstandardsatYGroeslonaregood.Itisseenthatthestandardsat

CarmelhaveimprovedsinceSpring2011.

�Year6-%perLinguisticSection:PupilsatbothYGroeslonandatBronyfoelareinSectionAnamely“Pupilshaveequal

age-relatedproficiencyinWelsh

andEnglish.”Thepercentage

is80%forCarmelwith

20%inSectionCh,which

isan

improvementontheSpring2011results.

�Achievementoverthelast5years(2008/2012):ThegeneralpatternisunchangedandconsistentatYGroeslonandCarmel

andatBronyfoelthereis“Improved”achievementinthecase

ofKS1aKS2.According

toBronyfoelthereason

forthis

situationisinwardmigrationandareductioninpupilnumbers.Intermsofthereduction,

in2008thenumberofpupilswas

36,by2011thenumberwas34andbyNovember2012ithadreached26.

5

1.2.

SocialUse

oftheLanguage

Table2:SocialUse

oftheLanguage

atYsgolGroeslon,YsgolCarmelandYsgolBronyfoel

BGroeslon

Carmel

Bronyfoel

3.1.1

Gove

rnor

s’Me

eting

sW

elsh

Wels

hW

elsh

3.1.2

Lang

uage

Minu

tesW

elsh

Wels

hW

elsh

4.1.

Pupil

sfro

mW

elshs

peak

ingho

mes

63(8

4%)

26(5

4%)

1(1%

)

4.1.

Pupil

sfro

mEn

glish

spea

king

home

s3(

4%)

15(3

1%)

25(9

9%)

4.1.

Numb

eran

d%

Pupil

s

Pupil

sfro

mbil

ingua

lspe

aking

home

s9(

12%

)7(

15%

)0(

0%)

4.2.1

Integ

rated

natur

allyi

ntothe

scho

olGo

odVe

rygo

odVe

rygo

od4.2

.2No

n-W

elsh

immi

gran

ts:Su

ppor

t/res

toreW

elsha

tthe

scho

olGo

odVe

rygo

odVe

rygo

od

5.1.1

Lang

uage

used

byBr

eakfa

stCl

ubW

elsh

Wels

hW

elsh,

mostl

y

5.1.2

Play

time

Wels

hW

elsh

Wels

h,mo

stly

5.1.3

With

inthe

scho

olbu

ilding

sW

elsh

Wels

hW

elsh,

mostl

y5.1

.4At

thedin

nert

able

Wels

hW

elsh

Wels

h,mo

stly

5.1.5

pupil

s:

Inthe

class

room

Wels

hW

elsh

Wels

h,mo

stly

5.1.6

After

scho

olclu

bW

elsh

Wels

hW

elsh,

mostl

y5.2

.%

ancil

larys

taffw

hoar

ebilin

gual

100%

-71%

100%

-71%

100%

-71%

5.3%

biling

ualv

isitor

s(Po

lice,

FireS

ervic

e,He

alth)

100%

-71%

100%

-71%

100%

-71%

Note:Inthetables,linguisticimprovementsinceSpring2011isshowningreenandlinguisticdeteriorationisshowninred.

Summaryofthefindings:

�BoardofGovernors.AllGovernors’Meetingsatthe3schoolsareconductedthroughthemediumofWelsh,andtheminutes

areallrecordedinWelsh.

�Numberand%ofPupilsfromWelsh,EnglishandBilingualspeakinghomes:A

reductionwasnotedinthenumber/percentageofpupils

fromWelshspeakinghomesacrossthe3schoolsandanincreaseinthenumberfromEnglishandbilingualspeakinghomes.Bynow

thereisonly1pupilfromaWelshspeakinghomeatYsgolBronyfoel.W

iththepercentageatYsgolCarmelbecomingincreasinglydistant

fromthe70%essentialthresholdneededtomaintainthelanguageaspartofthedailyfabric,apatternoflinguisticdivisioncandevelop,

whilstthelanguageprofileatYGroeslonremainsstrongandamongthestrongestwithintheDyffrynNantllecatchmentarea.

6

1.2.1.

Chart1:Num

berofPupilsfrom

Welsh,EnglishandBilingualspeakingHom

es-SchoolbySchool2012

Thelinguisticdemographyofthethreeschoolsisverydiversedespitetheirgeographicalproximity.AtYsgolY

Groeslon,

pupilsfromWelshspeakinghomesareinthemajority(84%)and

thenumberofpupilsfrombilingualspeakinghomescomes

second(12%).InCarmelthenumberofpupilsfromWelshandbilingualspeakinghomesaremoreequal(overhalfbutfewer

than

athird)andinBronyfoelpupilsfromEnglishspeaking

homesareinthemajority.Inaword,Groeslonisanaturally

Welshschool,CarmelisavariedcombinationofbothlanguagesandBronyfoelisaschoolofsecondlanguagepupilswho

havemovedintothearea.

7

�Non-Welshspeaking

incomers:BothCarmelandBronyfoelbelievethattheyareverygood

atintegratingthenon-Welsh

speakingincomersnaturallyintotheschoolcommunityandatsupporting/restoringtheWelshlanguage,andtheperformance

atCarmelhasimprovedsinceSpring2011(‘Good’).YGroeslonalsodefinesitsperformanceas“Good”.W

hilsttheteaching

staffattheschoolcanimmerse

thechildrenthoroughlyintheWelsh

language

andculture,itisdifficulttoseehowthe

integrationofthenon-Welshspeakingincomersandsupporting/restoringtheWelshlanguagecanbeverygoodwithonlyone

pupilcomingfromaWelshhome.

�Languageusedbypupils:W

elshisthenaturalsociallanguageforthepupilsatYsgolY

Groeslonandmorerecently,since

Spring2011,thelanguagepatternhasimprovedatCarmeltoo,from‘Welshmostly’to‘Welsh’.‘Welshmostly’isthesocial

language

ofthepupilsatBronyfoel,whichisquitean

achievementsince99%ofthepupilscomefromEnglishhomes.

Becauseofthegreatemphasisplacedonit,thisisonefindingwhichneedsempiricalworkinordertoscientificallyverifyit.

�%bilingualsupportstaffattheschool:Thepercentageisbetween100%

and71%atthe3schools.

�%bilingualvisitors:Thepercentageisonthethresholdbetween100%

and71%atthe3schools.

1.3.

Welsh

AtmosphereandEthos

–importance

oftheWelsh

Curriculum

Table3:Welsh

AtmosphereandEthos

-importance

oftheWelsh

Curriculum

CGroeslon

Carmel

Bronyfoel

6.1Th

esch

oolm

aintai

ns:

TheW

elshc

ultur

e10

0%Ye

s10

0%Ye

s80

%Ye

s6.2

%W

elshc

ommu

nitya

ctivit

iesat

thesc

hool

100%

-71%

100%

-71%

71%

6.3Be

stde

scrip

tiono

fthes

tateo

ftheW

elshl

angu

agei

nthe

ward

/comm

unity

Healt

hyVe

ryhe

althy

,hold

ingits

own

Healt

hy

�SustainingtheWelshculture:throughtheCylchMeithrin(NurseryGroup)/TiaFiGroup,Eisteddfodau,UrddAelwyd/Group,

VisitstoGlanLlyn/Llangrannog/CardiffandotherW

elshactivities):Thepatternisconsistentlypositiveacrossthe3schools

exceptthatYsgolBronyfoelhasnonurseryprovision.

�%Welshcommunityactivitiesheldattheschool:PercentagesareequivalentatYGroeslonandCarmelbutlowerinthecase

ofBronyfoel,itseemsthatthisreflectsthepatternofnon-WelshinwardmigrationintoYFron.

�Welsh

language

situationintheward/community:Thesituationishealthyinthethreevillagesbutthedescriptionhas

improvedinthecaseofCarmel,from‘healthy’in2011to‘veryhealthy’andisnowholdingitsown.Thefiguresfromthe2011

CensuswillbepublishedinJanuary2012.

OnthewholetheWelshAtmosphereandEthosandtheimportanceoftheWelshCurriculum

atthe3schoolsissimilarwhilst

theexternallinguisticdemographiccircumstancesvary.

8

2.Pupils

andtheirhomelanguage

between2008

and2012.

2.1.

Pupils

from

Welsh

speaking

homes

perschoolbetween2008

and2012

Table4:Numberand%ofpupilsfrom

Welshspeaking

homes

School

Numberand%ofPupilsfromWelshspeakinghomes

Year

2008

2011

2012

YGroeslon

49(52%)

75(88%)

63(84%)

Carmel

26(56%)

32(60.3%)

26(54%)

Bronyfoel

12(33%)

3(9%)

1(1%)

Chart2:Numberofpupilsfrom

Welshspeaking

homes

Overa

periodoffouryearsthenumberofpupilsfromWelshspeakinghomeshasvariedconsiderablyinYGroeslon(between

54%and88%)andtoalesserdegreehasremainedfairlyconsistentat54%-61%inCarmel,butthemostobviousreduction

hasoccurredatBronyfoel(from

12to1/from33%to1%).TheBronyfoelpictureconfirmsthespeedoflinguisticdemographic

changeatonesmallruralschool.

2.2.

Pupils

from

Englishspeaking

homes

perschoolbetween2008

and2012

Table5:Num

berand%ofpupilsfrom

Englishspeaking

homes

9

School

Numberand%ofpupilsfromEnglishspeakinghomes

Year

2008

2011

2012

YGroeslon

15(17%)

2(2%)

3(4%)

Carmel

4(9%)

10(18.8%)

15(31%)

Bronyfoel

24(66%)

31(91%)

25(99%)

Chart3:Num

berofpupils

from

Englishspeaking

homes

Overtheperiodbetween2008

a2012,thelowestnumber/percentageofpupilsfromEnglishspeaking

homesisatYsgoly

Groeslon,whilstthenumberhasmorethantrebledinCarmelandthehighestnumber(between24and31)isatBronyfoel.Itis

theinfluxofnon-Welsh

speaking

families

who

choose

tosend

theirchildrentoBronyfoelwhich

isresponsibleforthe

demographicpatternatBronyfoel,where-inNovember2012-99%

comefromEnglishspeakinghomes,incontrastwith4%

atYGroeslon.ThereductioninthepercentageofpupilsfromEnglishspeakinghomesatYGroeslonfrom17%to4%

suggests

thatthereisapatternwherenon-WelshspeakingparentsrelocatetheirchildrentoYsgolCarmelorYsgolBronyfoel.Gwynedd

EducationAuthoritycannotchange

themigrationpatternintothearea,although

theimplementationofthecountyeducation

policycontributestowardstheintegrationofnewcomersintothelocalcommunitythroughacombinationofstrategiesatthe

primary/secondaryschoolandtheLanguageCentres/Unitsforlatecomers.Thereforeitisvitalthatthesupportlevelsforthe

schoolsandforthelanguageunitsarecontinuedeveninaperiodofpubliccutbacks.

2.3.

Pupils

from

bilingualspeaking

homes

byschoolbetween2008

and2012

10

Table6:Num

berand%ofpupilsfrom

bilingualspeaking

homes

Pupilsfrombilingualspeakinghomes

Year

2008

2011

2012

YGroeslon

29(31)

9(10%)

9(12%)

Carmel

16(35%)

11(20.7%)

7(15%)

Bronyfoel

0(0%)

0(0%)

0(0%)

Chart4:Num

berofpupilsfrom

bilingualspeaking

homes

Ingeneral,thenumberofpupilsfrombilingualhomeshasfallenoverthisperiod,from35%to12%,andthisismostobviousat

YGroeslon,andsince2008thenumberhasmorethanhalvedatCarmel.Therewerenopupilsfrombilingualspeakinghomes

atBronyfoel.

Thereductioninnumberinthisgroup,whichhassomeWelshconnection,confirmsthattheinfluxiscaused

bynon-Welsh

speakingfamiliesfromEnglandwhoareattractedtothearea.

11

3.Estyn

Inspections

ThreeEstynreportsoninspectionsheldin2008and2011werelookedat,andthefollowingcriteriascrutinised:

�Pupils’linguisticcontext,

�AttainmentlevelinWelsh(KS1,KS2)

�Communicationskills(speaking,writing,listeningandreadinginWelsh)

�Bilingualskills(Welsh/English)

�Promotionofbilingualism

�Recommendations(intermsoftheaboveheadings)

Performance

atthe3schoolsispresentedagainstthesecriteria

inTable7below.Weacceptthatthefindingsandthe

performancelevelattwooftheseschoolshasbynowdatedsincetwooftheinspectionswereheld4yearsago.Evenso,they

giveahistoricalglimpseofperformance,achievementandattainmentintermsoflearning

thelanguage

andalsoprovidea

linguisticprofilepatternforthepupilsoveralongerperiodoftime.

Inthe2008inspections,Estynusesthefollowingconclusions:

Grades

Description

Grade1

Goodwithexcellentor‘outstanding’features.

Grade2

Goodfeaturesandnoimportantdefects

Grade3

Goodfeaturesoutweighthedefects.

Grade4

Somegoodfeatures,butdefectsinimportantareas.

Grade5

Manyimportantdefects.

By2011theyhadbeenadaptedasfollows:

Opinion

Whattheopinionmeans

Excellent

Manystrengths,includingsignificantexamplesofsectorleadingpractice.

Good

Manystrengthsandnoimportantareasrequiringsignificantimprovement.

Adequate

Strengthsoutweighareasforimprovement.

Unsatisfactory

Importantareasforimprovementoutweighingstrengths.

12

Table7:

Estyn

performance

awards

forYGroeslon,CarmelandBronyfoelschools

Nameof

Primary

Schools

KS1

Achievement

levelinWelsh

KS2

Achievement

levelinWelsh

Welsh

Communication

Skills

BilingualSkills

PromotingBilingualism

Groeslon

n.g.a.

n.g.a.

2–“excellent”

2–“excellent”

n.g.a.

Carmel*

n.g.a.

n.g.a.

“strong”

n.g.a.

n.g.a.

Bronyfoel

23

22

2

Note:n.g.a.=nogradeavailable

*Carmelwasgenerallydefinedas‘Good’.

Table8:%ofpupilsfrom

Welsh

speaking

homes

in2011

accordingto

theEstyn

reportandat

present

accordingtotheschools’selfassessment

NameofSchool

%pupilsfrom

Welsh

homes–EstynReport

YearofEstyn

Report

%(2011)

%current(2012)

%difference

(+or-%)

Groeslon

81%

2008

88%

84%

-4%

Carmel

59%

2011

60%

54%

-6%

Bronyfoel

36%

2008

9%1%

-8%

Note:Inthetables,linguisticimprovementisdenotedingreenandlinguisticdeteriorationinred.

Iftheabovedataisvaliditseemsthatageneralpatternhasemerged,namelyasuddenlinguisticdeteriorationonalargescale

inBronyfoelandalessacutedeteriorationinCarmel.ThesituationinYGroeslonismoreconsistentwiththepercentages

throughoutthe80s.ItispossiblealsothatpercentagescanvarymoreinsmallersizedschoolsbutthechangeinBronyfoelis

remarkable.Inordertosupporttheschools’performances,inAppendixAwesubmitabalancedselectionofquotationsfrom

EstynReports.Fromabroadlookatthefiguresofthe2008GwyneddSchoolslanguageimpactreview

figurestherewasan

increasefrom57%to84%inYGroeslon,asmallreductionfrom56%to54%inCarmel,andahugereductionfrom33%to1%

inBronyfoel.TherearevariedpatternsoflinguisticvulnerabilityinCarmelandBronyfoel.Sinceoneofthestrategicaimsofthe

reorganisationofeducationinGwyneddistopromoteandstrengthen

theWelsh

language

bothineducationandinthe

community,thebusinesscaseforupholdingorextendingsupportlevelsforSchoolsandlanguageunitsisclear.

13

4.Welsh

speakersinthecommunity

%ofWelshspeakersin2001

YGroeslonElectoralArea

80.9%

Source:2001CensusTableCAS146©CrownCopyright

ThethreeschoolsareintheYsgolUwchradd

DyffrynNantllecatchmentarea

andwenotethatthepercentage

ofWelsh

speakersinthecatchmentareaaccordingtothe2001Censuswas77%1andinYGroeslonElectoralArea80.9%couldspeak

Welsh.SinceYGroeslonElectoralAreadidnotexistin1991wecannotmakealinguisticcomparison.Itissignificantthatthe

percentageofWelshspeakersinthecatchmentareais17%higherthanthepercentageofpupilsfromWelshhomesatthe3

schools.To

alargeextentitisthesuccessoftheschoolsinintegratingsomanynon-Welshspeakingpupilsandmakingthem

firstlanguageWelshspeakersthatreducesthisdifference.Otherwisethelinguisticstateofthesecommunitieswouldbemuch

morevulnerable.Thedatabelowsupportsthisstatement.Itshowsthatthemajorityofthepupilsappearinoneofthetwofirst

columns,‘speak

Welsh

fluentlyathome’and‘donotspeakWelsh

athomebutfluentinthelanguage’andthus

integrate

linguisticallyintothelocalcommunity.Thefiguresinthecolumn‘donotspeakWelshathomeandnotfluent’islikelytoreflecta

smallerpercentageofpupilsfromnon-Welshfamilieswhohavemovedintothethreecatchmentareas,andthecolumn‘cannot

speakanyWelshatall’reflectsnon-WelshnewcomersfromEnglandandotherEuropeancountries.

Sincetheresultsofthe2011Censuswillnotbepublisheduntilthebeginningof2012,themostlikelypredictionisthatitwill

revealareductioninthenumberofWelshspeakersintheDyffrynNantllearea.The

rateofthereductionwillbe

particularly

relevant

–whetherremaining

aboveordropping

belowthenecessary70%thresholdforlinguisticsustainabilitywithinthe

community.Forthepurposeofthisassessmentwehaveadheredtothe77%catchmentarearatherthanthe80%figureforY

Groeslon.

1NationalStatisticsOffice

14

5.LinguistichealthassessmentfortheschoolsatYGroeslon,CarmelandBronyfoel

Inordertotry

andobtaina‘scientific’measureofthegenerallinguistichealthofthethreeschoolswehave

adoptedthe

followingformula.Ineachcase70%(andGrade2)isusedasabaseline,thiscorrespondsto‘Verygood’andmeans

‘fostering

linguisticsustainabilityatacademicandsociallevels’.Itmeansthatthe4criteria

belowneed

toreachorpassthelinguistic

baselineinordertobehealthyorsustainable.Intermsoflinguistichealth,thefollowingdefinitionswereused:

70%+

-Verygood

69%-65%

-Good

64%-55%

-Fair

54%-45%

-Poor

44%orunder-

VeryPoor

Table9:LinguisticHealthMeasure

Academicattainmentlevelgrades

(KS1-KS2,communicationskills,

bilingual,promotingbilingualism)

Estyn*

%Pupils

from

Welsh

homes

Sociallanguageusedbypupils

(breakfast,playtime,withinschool

buildings,atthedinnertable,inthe

classroomandafterschoolclub)**

%Welshspeakersin

thecatchm

entarea

communities***

Groeslon=MostlyGrade

2

Carmel=Grade2generally

Bronyfoel=80%Grade2/20%Grade3

2.8/3SchoolsGrade2orhigher=70%

60.4%(90)

YGroeslon/Carmel“Welsh”=100%

Bronyfoel“Welshmostly”=75%

Cum

ulativetotal=91.6%

77.7%

Key

*Grade

2=75%;**W

elsh=100%.W

elshmostly=75%;***‘2001’Census-GwyneddCouncil

ThelinguistichealthofYGroeslon,CarmelandBronyfoelschoolsisinVeryGoodcondition

withan

averagepercentage

of74.9%.Thisdoesnotmeanthatnothreatsorconcernsexist-theacademicachievementlevelgradesrestonthethresholdof

70%whilstthepercentageofpupilsfromWelshhomesisalmost10%

belowthatthreshold.Evenso,thelanguageistheevery

daylanguage,itisthrivinganditisthemainlanguageorfirstlanguagefora

substantialpercentageofthepupilsatYGroeslon

andCarmel.With

regardtothecommunity,theDyffrynNantllecatchmentarea

hasthefifthhighestpercentage

ofWelsh

speakersthroughoutthewholeofGwynedd(2001Census),butitisobviousthatinwardmigrationon

alargescaletosmall

villagessuchasYFronisaninfluentialfactor.Handinhandwiththeestablishedpatternofeconomicoutwardmigrationamong

Welshspeakers,onthebasisofthesefiguresthepercentageiscertaintofallevenfurtherbythetimethe2011Censusfigures

arereleased.

15

6.Model1:Continueteaching

atthe3schools

ThismodelreflectsthepresentsituationwhichisdiscussedindetailinSection1.

7.Model2:Establishan

AreaSchooltoaccommodatethepupilsofthe3schoolson

one

site

Table10:W

elsh

/BilingualTeachingandLearning

atan

AreaSchool(onesite)

AAreaSchool(onesite)

1.3To

talnu

mber

ofpu

pils

149

2.1Ac

hieve

ment

atthe

scho

olin

terms

ofKS

1Ve

rygo

od2.2

KS2a

ge-re

lated

balan

cedb

ilingu

alab

ility

100%

-71%

=93

%2.3

Exce

ption

stot

each

ingW

elsha

sthe

scho

ols’fi

rstlan

guag

eNo

2.4.1

Spea

king

Very

good

2.4.2

Writi

ng50

%Ve

rygo

od/5

0%Go

od2.4

.3Re

ading

Very

good

2.4.4

Pupil

s’sta

ndar

dinW

elsh:

Listen

ing50

%Ve

rygo

od/5

0%Go

od2.5

Note

the%

bylin

guist

icSe

ction

A93

%2.5

secti

onSe

ction

B0%

2.5Se

ction

C10%

2.5Se

ction

C20%

2.5Se

ction

Ch7%

2.7.1

KS1a

chiev

emen

t82

.5%No

chan

ge/1

7.4%

Impr

oved

2.7.2

KS2a

chiev

emen

t82

.5%No

chan

ge/1

7.4%

Impr

oved

2.7.3

Wels

hast

hesc

hool’

sfirs

tlang

uage

Noch

ange

2.7.4

Perce

ntage

Secti

ons

Ato

ChYr

.6No

chan

ge2.7

.5

Thes

choo

l’sac

hieve

ment

over

thelas

t5ye

ars:

Cons

isten

twith

theSe

ction

star

gets

Noch

ange

2.8W

hatis

there

ason

forthi

ssitu

ation

?17

.4%inf

luxan

dare

ducti

onin

pupil

numb

ers

16

Table11:LinguisticImpactAssessm

ent–AreaSchool(onesite)

Linguisticimpactcriteria

Observations

Effect

(positive,neutralor

negative)

andGrade

(high,mediumor

low)

Alleviationmeasuresfor

negativeeffects

General

Pupils’Welsh

Background:

60.4%(90)

Pupils’EnglishBackground:

28.8%(43)

Pupils’Bilingual

Background:10.8%

(16)

Totalof149pupilsatalargeschool.Thelargestgroup

wouldbe

pupilsfromWelshspeakinghomes,butthatgroup

is10%belowthethresholdof70%whichisnecessaryfor

linguistic

sustainability.Thepercentage

ofpupilsfrom

Welsh

speaking

homes

wouldbe

negativeinthecase

ofYsgolY

Groeslon(reductionof23.6%from84%to60.4%)

butpositiveintermsofCarmel(increaseof6.4%

from54%

to60.4%)andobviouslysointermsofBronyfoel(increase

of59.4%from1%

to60.4%).

Neutral

(i)Continue

tostaffthe

Language

Unit

atLlangybibasedon

the

currentnumbers.

(ii)Continue

tomaintain

places

inthe

Language

Unit

for

pupils

based

oncurrentnumbers.

17

Chart5:Num

berofPupils

attheAreaSchoolaccording

totheirhomelanguage

(one

site)

ByclusteringpupilsfromEnglishandbilingualspeakinghomesapercentageofjustbelow40%iscreatedwhichisa60:40ratio

whereapatternoflinguisticdivisioncouldstarttobecomeapparent.Researchworkonyoungpeople’snetworkssuggeststhat

thisislikelywhenthepercentageofWelshspeakershasdroppedtoaround50%1 .

1WelshLanguageBoard

18

Ingeneralthe

profile-whichis10%belowthethresholdof70%needed

toensurelinguisticsustainability-couldlead

toa

linguisticdeterioration.Somepupilsfromamongthesubstantialnumber(59)ofpupilsfromnon-Welshspeakinghomescould

create

non-WelshspeakingsocialgroupsandincreasethepossibilityofmakingEnglishthesociallanguage.Thecreationofa

patternamongpeersduringtheearlyyearsinthenewareaschoolcouldobstructthelinguisticprogressionintothesecondary

sectorsinceapatternofusingEnglishasthenormalsociallanguagewouldhavebeenestablished.Despitethis,60%

comefrom

WelshspeakinghomesandareverylikelytouseWelshasthesociallanguageofthecriticalmass.Intermsofapercentagethis

cohortisonlyslightlybelowthethresholdof65%identifiedbyThomasandRobertsasthebaselineneededtosupportlinguistic

sustainability.TheinfluenceofthelargernumberofpupilsatYGroeslon(75)couldcreateapositivelinguisticimpressionon

pupilsfromCarmelandBronyfoel,butifthepupilsfromCarmelandBronyfoelarecombined,thenumbersarefairlyequal(75to

64).

InthecaseofYsgolBronyfoelotherfactorshaveapositiveeffectontheuseoftheWelshlanguageandinordertopromote

socialuseofthelanguageinthenewareaschool,guidance,visionandenthusiasm

fromtheBoardofGovernors,HeadTeacher

andteachingstaffwillbevital,aswellasguidanceandsupportfromtheEducationAuthority.

Table12:W

elsh/BilingualTeachingandLearning

ImpactAssessm

ent–AreaSchool(onesite)

1.Welsh/Bilingual

Teachingand

Learning

Observations

Impact(positive,neutralor

negative)andGrade(high,

mediumorlow)

Methodsofalleviating

negativeeffects

(i)KS1

achievement

Nochange.

Neutral

Irrelevant

(ii)KS2age-related

balanced

bilingualism

Intotalthepercentage

ofpupilswith

age-related

balancedbilingualismatKS2levelwillfallfrom100%

to93%inYGroeslonandBronyfoelbutwillincrease

from80%to93%inthecaseofCarmel

Neutral

Irrelevant

(iii)Standardof

pupils’speaking,

writing,reading

andlisteningin

Welsh

Nochangeintermsofpupils’standardinWelsh–

speaking

andreading–namelyVeryGood-but

negativeeffectintermsofwritingandlisteninginthe

caseofformerpupilsatCarmelandBronyfoelandan

improvementinthecaseofYGroeslonformerpupils,

namely50%VeryGood/50%Good.

Neutral

Irrelevant

19

Table

12:Welsh/BilingualTeachingandLearning

Impact

Assessm

ent–AreaSchool(one

site)

(continued)

1.Welsh/

Bilingual

Teaching

andLearning

Observations

Impact

(positive,neutral

ornegative)and

Grade(high,

mediumorlow)

Methodsofalleviatingnegativeeffects

(iv)Year6-%

by linguistic

section

Deteriorationfrom

100%

to93%

intermsof

linguistic

sectionAamongformer

pupils

ofY

GroeslonandBronyfoel,butan

improvementfrom

80%to93%inthecase

offormerYsgolCarmel

pupils.Reductioninthepercentageunderlinguistic

SectionChisapositiveeffect.

Negative(low)

(i)HeadTeachertoconsidertheappropriatenessofoccasional

linguisticstreamingordivisioninginordertoextendthefirst

andsecondlanguagelinguisticachievementofpupils.

(v)Attainme

ntoverthe

last5

years

(2008-12)

Sincethisisadimension

basedon

achangeable

resource,namelystaff,achievementoverthelast

fiveyearsis

notrelevant

inthecontextof

comparingthepresentsituationwith

anArea

School–whichwillbeappointingnewstaff.

Irrelevant

Irrelevant

(vi)Whatis

the

reason

forthis

situation?

Intermsofreasonsforachievementataschool

overthelast5yearsitshowsthatinwardmigration

isstillanegativefactoragainsteveryeducational

modeloptionadopted.

Irrelevant

(i)ContinuetostafftheLanguageUnitatLlangybibasedonthe

currentnumbers.

(ii)ContinuetomaintainplacesintheLanguageUnitforpupils

basedoncurrentnumbers.

(iii)EstablishaNurseryGroup

onthesiteinordertoimmerse

pre-schoolchildrenintheWelsh

language

andensure

progressionbythestatutoryeducationperiod.

Effecton

the

language:

Positive(0)

Neutral(3)

Negativelow(-1.0)

A-2negativeeffectsresultisreachedbuttheyarenotsignificantnegativeeffects–lowgradebasedonaselectnumberof

pupils(Year6)which

tend

tovaryfromyeartoyear,whicheversectiontheybelong

to.Also,thestandardofwritingand

listening

stillremains

(Verygood/Good).Inwardmigrationhasbeen

endemicformanyareasinGwyneddoverseveral

generations

andno

educationalmodelcanoverturnthis.ButtheBangorUniversityBusinessResearchCentre

Language

Impact(2008)andDylanBrynCyf(2011)havefoundthatalargenumberofsecondaryschoolsinthecountyaresucceedingto

endorseaverylargeproportionofWelshsecondlanguagepupilswithWelshfirstlanguageskillsandthusoverturnsomeof

thenegativelinguisticeffectsoftheinwardmigrationofnon-Welshincomers.

20

Table13:SocialUse

oftheWelsh

Language

–AreaSchool(onesite)

BAreaSchool

3.1.1

Gove

rnor

s’Me

eting

sW

elsh

3.1.2

Lang

uage

Minu

tesW

elsh

4.2.1

Integ

rated

natur

allyi

ntothe

scho

ol49

.6%Ve

rygo

od/4

9.4%

Good

4.2.2

Non-

Wels

him

migr

ants:

Supp

ort/r

estor

eWels

hatth

esch

ool

49.6%

Very

good

/49.4

%Go

od5.1

.1La

ngua

geus

edby

Brea

kfast

Club

82.5%

Wels

h/17

.4%W

elsh,

mostl

y5.1

.2Pl

aytim

e82

.5%W

elsh/

17.4%

Wels

h,mo

stly

5.1.3

With

inthe

scho

olbu

ilding

s82

.5%W

elsh/

17.4%

Wels

h,mo

stly

5.1.4

Atthe

dinne

rtab

le82

.5%W

elsh/

17.4%

Wels

h,mo

stly

5.1.5

pupil

s:

Inthe

class

room

82.5%

Wels

h/17

.4%W

elsh,

mostl

y5.1

.6Af

tersc

hool

club

82.5%

Wels

h/17

.4%W

elsh,

mostl

y5.2

%an

cillar

ystaf

fwho

areb

ilingu

al10

0%-7

1%5.3

%bil

ingua

lvisi

tors(

Polic

e,Fir

eSer

vice,

Healt

h)10

0%-7

1%


enton

SocialUse

oftheWelsh

Language

–AreaSchool(onesite)

2.Useofthelanguage

Observations

Impact

(positive,

neutral)andGrade

(high,mediumlow)

Measuresforalleviatingnegative

effects

(vii)

LanguageofGovernors

meetings/minutes

Nochange

Neutral

Irrelevant

(viii)

Pupils’useofthelanguage

-Breakfastclub

-Playtime

-Intheschoolbuildings

-Atthedinnertable

-Intheclassroom

-Afterschoolclub

Negative

but

low

change

becausethemajorityofthepupils

wouldcontinuetospeakWelshor

Welsh

mostly

astheirsocial

language.An

opportunity

for

moreWelshpupilstoestablisha

positive

language

model

for

second

language

Welsh

speakers?

Negative(low)

(i)Adoptplayground

games

tobe

played

through

the

medium

ofWelsh.

(ii)

Sharewith

theHeadanygood

practicesdiscussedbytheWorking

Groupestablishedinthewakeofthe

surveyundertakenofthesocialuse

ofWelsh.

(iii)

Playtimeanddinnertimeassistants

toreceivetrainingon

methods

ofpromotingsocialuseofWelshwithin

apositive

and

enjoyable

environment.

21


enton

SocialUse

oftheWelsh

Language

–AreaSchool(one

site)

(Continued)

2.Useofthelanguage

Observations

Impact

(positive,

neutral)andGrade

(high,mediumlow)


effects

(ix)

Non-Welshspeakingincomers

(integrateandsupport/reinforce

theWelshlanguage)

More

varied

pattern

but

performance

remains

withinthe

threshold,

namelyequal50%

VeryGoodand50%Good

Negative(low)

(i)TheArea

School

togive

strong

guidance

from

the

outset

toestablish

purposeful

language

models

forthe

pupils

–both

educationallyandsocially.

(x)

%bilingualsupportstaff

Nochange.

Neutral

Irrelevant

(xi)

%bilingualvisitors

Nochange.

Neutral

Irrelevant

Impacton

thelanguage:

Positive(0)

Neutral(3)

Negativelow(-2.0)

Thepictureofnon-Welshspeaking

incomersisalsodifferenttothepresentsituationwiththepresumptionthatperformance

wouldbearound50%Verygood/50%

Good.WithalargersectionofpupilsfromWelsh,Englishandbilingualbackgrounds,the

90pupilscouldcontributetowardsschooleffortsbutalsowith59comingfromEnglish/bilingualbackgroundsitcouldprovemore

difficulttointegrateandmaintaintheWelshlanguagesinceindividualscouldchoosebetweentwolinguisticsocialdomains.This

couldalsobetrueintermsofthesociallanguageusedbythepupilsingeneral.

Table15:W

elsh

AtmosphereandEthos

–importance

oftheWelsh

Curriculum–AreaSchool(onesite)

CAreaSchool

6.1Sc

hool

supp

orts

theW

elshC

ultur

e90

%Ye

s6.2

%W

elshc

ommu

nitya

ctivit

iesat

thesc

hool

Betw

een1

00%

-71%

6.3Si

tuatio

nreg

ardin

gthe

Wels

hlan

guag

eint

heco

mmun

ity/w

ardb

estd

escri

beda

s:De

pend

sont

heloc

ation

ofthe

scho

ol.

22

Table16

LinguisticImpactAssessm

entWelsh

AtmosphereandEthos

–importance

oftheWelsh

Curriculum–AreaSchool(onesite)

3.Supportthenatural

Welshatmosphereand

ethosandimportanceof

theWelshCurriculum

Observations

Impact

(positive,

neutralornegative)

andGrade

(high,mediumor

low)

Measuresfor

alleviatingnegative

effects

(xii)

Schoolsupportsthe

Welshculture

Littlechange

Neutral

Irrelevant

(xiii)

%Welshcommunity

activitiesattheschool

Littlechange.IfYGroeslonorCarmelisthemostlikely

locationhere,itwould

belikelythat

morecommunity

activitieswouldbeheldthanin,say,Fron.

Neutral

Irrelevant

(xiv)Situationregardingthe

Welshlanguageinthe

ward/community

Depends

onthelocationof

thenewArea

School,but

accordingtotheforecaststhisisunlikelytobringmuch

changetothepresentsituation.

Neutral

Irrelevant

Impacton

thelanguage:

Positive(0)

Neutral(3)

Negativelow(-0.0)

ItisforecastthattherewillbelittlechangefromthepresentsituationintermsoftheWelshatmosphereandethos–importance

oftheWelshCurriculum.

Tosummarisetherefore,anAreaSchoolwouldgiveacumulativescoreof-3Negative(low)intermsofimpactonlanguage.It

also

offersnewopportunitiestopromoteandstrengthen

theWelshlanguage

asbothan

educationaland

socialmedium–

basedonthelanguageprofileforthepupils(60.3%

fromWelshspeakinghomes).Thisprofilewouldrestonthebaselineof60%

and90%ofthe6schools–outlinedinTable19below.Inparticular,inlookingatthelearningexperienceforallthepupils,a

largerschoolwith

morepupilsineveryclassandmoreteacherswouldmeanmoreopportunitiesandmoreexperiencesto

extendattainmentinWelsh,andtousethesubstantialcohortofpupilsfromWelshspeakinghomestocreatepositivelanguage

modelsforthe40%

pupilscomingfromEnglishorbilingualspeakinghomes.Fromasocialperspectivealsomoreuseofthe

WelshlanguagecouldbetriggeredbyusingfirstlanguageWelshspeakersaslinguisticanimateurs,butonnoaccountshould

asituationbecreatedwherelinguisticdivisionisestablishedandanopportunitygiventopupilsfromEnglish/bilingualspeaking

homestomakemoreuseofEnglishininformalsocialsituations.

23

8.Model3:Createan

AreaSchool(multi-site)inYGroeslonandCarmel–Pupils

from

Ysgol

BronyfoelmovetoYsgolCarmelsite

Table17:W

elsh/BilingualLearningandTeaching-AreaSchool(multi-site)

AAreaSchool(YGroeslonsite)

AreaSchool(Carmelsite)

1.3To

talnu

mber

ofpu

pils

7574

2.1At

tainm

enta

tthes

choo

linter

msof

KS1

Very

good

Very

good

2.2KS

2age

-relat

edba

lance

dbilin

gual

abilit

y10

0%-7

1%=

100%

100%

-71%

=90

%20

%or

less=

10%

2.3Ex

cepti

onst

otea

ching

Wels

hast

hefirs

tlang

uage

atthe

scho

olNo

No2.4

.1Sp

eakin

gVe

rygo

odVe

rygo

od2.4

.2W

riting

Good

Very

good

2.4.3

Read

ingVe

rygo

odVe

rygo

od2.4

.4

Pupil

s’sta

ndar

dinW

elsh:

Listen

ingGo

odVe

rygo

od2.5

Note

theSe

ction

A10

0%90

%2.5

%Se

ction

B0%

0%2.5

bylin

guist

icse

ction

Secti

onC1

0%0%

2.5Se

ction

C20%

0%2.5

Secti

onCh

0%10

%2.7

.1KS

1atta

inmen

tNo

chan

ge65

%No

chan

ge35

%Im

prov

ed2.7

.2KS

2atta

inmen

tNo

chan

ge65

%No

chan

ge35

%Im

prov

ed2.7

.3W

elsha

ssch

ool’s

firstla

ngua

geNo

chan

geNo

chan

ge2.7

.4Pe

rcenta

geSe

ction

sAto

ChYr

.6No

chan

geNo

chan

ge

2.7.5

Scho

ol’sa

ttainm

ento

vert

helas

t5y

ears

:

Cons

isten

twith

theSe

ction

sTa

rgets

Noch

ange

Noch

ange

2.8W

hatis

there

ason

forthi

ssitu

ation

?No

tstat

ed65

%No

tstat

ed/3

5%Inw

ardm

igrati

onan

dRed

uctio

ninp

upiln

umbe

rs

24


ent–AreaSchool(Carmelsite)

LinguisticImpactcriteria

Observations

Impact

(positive,

neutralor

negative)

and

Grade

(high,

mediumor

low)


effects

General

YGroeslonprofileasTable1

AreaSchool–Carmelsite

Pupils’

Welsh

background:

36.5%(27)

Pupils’Englishbackground:

54%(40)

Pupils’bilingualbackground:

9.5%

(7)

Wehavealreadyreportedonthepresentsituationat

YsgolY

Groeslon.Totalof74

pupilsinaschoolfor

between50-100.

ThelargestsectionarepupilsfromEnglishspeaking

homes,andincludingthesectionfrom

bilingual

speakinghomesthismakesalargesectionof63.5%

whichisnonearerthethresholdof70%forlinguistic

sustainability.Thepercentage

ofpupilsfromWelsh

speakinghomeswouldthusbesmallerincomparison

with

Carmel(largereductionof17.5%from54%to

36.5%)butan

obviousincrease

inthecase

ofBronyfoel(increase

of35.5%from1%

to36.5%).

Collectivelythelinguistic

profile

oftheCarmelsite

AreaSchoolwouldbenegativehighintermsoftrying

tomaintain,promoteandstrengthen

thecounty’s

languagepolicy.

(i)Rejecttheoptionofamultisite

Area

School

sinceitwould

createanorganicestablishment

which

would

belinguistically

unsuitableforthecatchment

area,harmfulto

theWelsh

language

andcontrarytothe

strategicaimofpromotingand

strengthening

the

Welsh

language

ineducationaland

socialterms.

25

Chart6–PupilnumbersattheAreaSchoolaccording

tohomelanguage

(Carmelsite)

��

� ��

� ��

isthevariedacademicattainmentandthesocialuseofEnglishinareaswhereWelshisnotthefirstlanguageforthemajorityof

thepupils.Thesearenotpresumptionsbutselfassessments.AtableshowingthesepatternsisincludedinAppendixC.

26

Table

19:Percentageofpupilsfrom

Welsh

speaking

homes

–otherschoolsintheDyffryn

Nantlle

catchm

entarea

(2011)

0%10%

20%

30%

40%

50%

60%

70%

80%

90%

5ofpupilsfromWelshspeakinghomes

37%

48.50%

69%

70%

85%

87.00%

90%

Talysarn

Nebo

Brynaerau

Baladeulyn

BroLleu

Uwchradd

D.Nantlle

Llanllyfni

Onthebasisoftheabovetable,theAreaSchoolwouldrestinthelowest%

position,betweenTalysarnandNebo.Thenegative

impactonthelanguagewouldbetwofold:(i)theCarmelsiteeducationalmodelwouldleadto3establishmentsorathirdofa

catchmentareawherepupilsfromWelshspeakinghomesareintheminority.(ii)With3outof8primaryschoolsinthiscategory,

itcouldleadtothecreationoftwolinguisticidentitiesamongDyffrynNantlleprimaryschools,withCarmel,TalysarnandNebo

developinganimageofbeingEnglishmediumschools.Thereisasimilarpatterninexistenceinsomeothercatchmentareas

withinthecounty.

27

Table20

-LinguisticImpactAssessm

ent–Welsh/BilingualTeachingandLearning

-AreaSchool(multi

site)

1.Welsh/Bilingual

Teachingand

Learning

Observations

Impact

(positive,

neutralornegative)

andGrade

(high,mediumor

low)

Measuresforalleviatingnegativeeffects

(xv)KS1Attainment

Nochange.

Neutral

Irrelevant

(xvi)

KS2age-related

balanced

bilingualism

IntotalthepercentageofpupilswithKS2age-related

balanced

bilingualismwillfallfrom100%

to90%in

thecase

ofYGroeslonandBronyfoelbuton

the

increase

inthecase

ofCarmelfrom80%to90%.

The

20%

section

would

also

fall

to10%.

Performance

lesseffectivethan

anArea

Schoolon

onesite.

Negative(low)

(i)Headtoconsidertheappropriatenessofoccasional

streamingordivisioninginordertoextendthefirstand

secondlanguagelinguisticattainmentofpupils.

(xvii)

Standardof

pupils’speaking,

writing,readingand

listeninginWelsh

Carmelsiteareaschool–nochangeasregardsthe

standardofpupils’Welsh.

Neutral

Irrelevant

(xviii)

Year6-%

bylinguisticsection

Deteriorationfrom100%

to90%intermsoflinguistic

sectionAregardingformerpupilsofBronyfoel,butan

increasefrom

80%to90%inthecaseof

Carmel

former

pupils.Areductioninthepercentage

bylinguisticsectionChisapositiveeffect.Performance

slightlyless

effectivethan

anArea

Schoolon

one

site.

Negative(low)

(i)Headtoconsidertheappropriatenessofoccasional

streamingordivisioninginordertoextendthefirstand

secondlanguagelinguisticattainmentofpupils.

(xix)

Attainmentover

thelast5years

(2008-12)

Sincethisisadimension

basedon

achangeable

resource,namelystaff,attainmentoverthelastfive

yearsisnotrelevantinthecontextofcomparingthe

presentsituationwithanAreaSchool–whichwillbe

employingnewstaff.

Irrelevant

Irrelevant

(xx)Whatisthereason

forthissituation?

Intermsofreasonsforaschool’sattainmentover

thelast5years,itappearsthattheinwardmigration

continuesto

beanegativefactor

againstevery

educationalmodeloptionadopted.

Negative(low)

(iii)ContinuetostafftheLanguageUnitatLlangybibasedon

thecurrentnumbers.

(i)Continue

tomaintainplaces

intheLanguage

Unitfor

pupilsbasedoncurrentnumbers.

(i)EstablishaNurseryGrouponthesiteinordertoimmerse

preschoolchildrenintheWelsh

language

andensure

progressionbythestatutoryeducationstage.

28

Impacton

language:

Positive(0)

Neutral(2)

Negativelow(-3.0)

Theimpactshowsthattherewouldbe

-3negativechangebasedonperformance,whichisslightlylesseffectivethananArea

Schoolononesite,butthatperformancewouldremainhigh.Based

onthefindingsofselfassessmentsattheschoolsof

Llanbedrog

andTanycastellitwouldalso

beappropriatetoconsidertheopinions

oftheCarmelandBronyfoelHeads

onsubmittingpredictions

ifthey

werebasedon

thelanguage

profile

ofCarmelsiteratherthan

onthebasisofpresent

performanceattheirschools.W

ouldtheysetthesamepredictionsorwouldtheybemoreconservative?

Table21:Socialuse

ofthelanguage

–AreaSchool(multisite)

BAreaSchool(YGroeslonsite)

AreaSchoolCarmelsite)

3.1.1

Gove

rnor

s’Me

eting

sW

elsh

Wels

h3.1

.2La

ngua

geMi

nutes

Wels

hW

elsh

4.2.1

Integ

rated

natur

allyi

ntothe

scho

olGo

odVe

ryGo

od4.2

.2No

n-W

elshi

mmigr

ants:

Supp

ort/r

estor

eWels

hatth

esch

ool

Good

Very

Good

5.1.1

Lang

uage

used

byBr

eakfa

stCl

ubW

elsh

65%

Wels

h/35

%W

elsh,

mostl

y5.1

.2Pl

aytim

eW

elsh

65%

Wels

h/35

%W

elsh,

mostl

y5.1

.3W

ithin

thesc

hool

build

ings

Wels

h65

%W

elsh/

35%

Wels

h,mo

stly

5.1.4

Atthe

dinne

rtab

leW

elsh

65%

Wels

h/35

%W

elsh,

mostl

y5.1

.5

pupil

s:

Inthe

class

room

Wels

h65

%W

elsh/

35%

Wels

h,mo

stly

5.1.6

After

scho

olclu

bW

elsh

65%

Wels

h/35

%W

elsh,

mostl

y5.2

%an

cillar

ystaf

fwho

areb

ilingu

al10

0%-7

1%10

0%-7

1%5.3

%bil

ingua

lvisi

tors(

Polic

e,Fir

eSer

vice,

Healt

h)10

0%-7

1%10

0%-7

1%

29

Table21

LinguisticImpactAssessm

ent–Socialuse

ofthelanguage

–AreaSchool(multisite)

2.Useofthelanguage

Observations

Impact

Measuresforalleviatingnegativeeffects

(xxi)LanguageofGovernors

meetings/minutes

Nochange.

Neutral

Irrelevant

(xxii)Pupils’useofthe

language

-Breakfastclub

-Playtime

-Intheschoolbuildings

-Atthedinnertable

-Intheclassroom

-Afterschoolclub

MorenegativechangethanAreaSchool

ononesite.Whilstmostpupilswould

continue

tospeakWelsh

orWelsh

mostlyas

thesocialmediumitismore

likelythatmoreandmoreEnglishwould

bespoken

among63%

ofthepupils,

leadingto

obviouslinguistic

division.

Therewouldbe

noopportunityfora

groupwhichcorrespondstoathirdofthe

school–pupilsfromWelshhomes–to

create

positivelanguage

modelsfor

secondlanguageWelshspeakers.

Negative

(high)

(i)RejectthemultisiteArea

Schooloptionsinceit

wouldcreatean

organicestablishmentlinguistically

unsuitableforthecatchmentarea,harmfulforthe

Welshlanguageandcontrarytothestrategicaimof

promotingandstrengtheningtheWelsh

language

withineducationandwithinthecommunity.

(ii)

Adoptplayground

gamestobe

played

throughthe

mediumofWelsh.

(iii)

SharewiththeHeadanygood

practicesthathave

emergedfromtheworking

groupestablishedinthe

wakeofthereview

ofsocialuseofWelsh.

(iv)Playtimeanddinnertimeassistants

toreceive

trainingon

methods

ofpromotingsocialuseof

Welshinapositiveandenjoyableway.

(xxiii)Non-Welshspeaking

incomers(integrateand

support/reinforcethe

Welshlanguage)

Forecastbetterperformance

than

atan

Area

Schoolon

onesite,butwith

somany

English/bilingual

homes

this

predictiondoes

notstandsincethe

answersarebasedondifferentsituations

tothislanguageprofile.

Negative

(high)

(ii)

Area

Schooltoestablishstrong

guidancefromthe

startinordertosetpurposefullinguisticmodelsfor

pupils.

(xxiv)%bilingualsupportstaff

Nochange.

Neutral

Irrelevant

(xxv)%bilingualvisitors

Nochange.

Neutral

Irrelevant

Impacton

thelanguage:

Positive(0)

Neutral(3)

Negativehigh

(-2.0)

Thekeyfactoristhelinguisticprofileoftheschoolwhichistotallyincontrastwithan

Area

Schoolononesitesincepupilsfrom

Englishorbilingualspeakinghomeswouldformastrongmajoritygroup,almosttwothirdsoftheschool’spopulation(namely47out

of74

pupilsor63.4%).Inasituationofthiskind

itisverylikelythattryingtomaintainthelevelsofattainmentandperformance

presumedinthislinguisticimpactassessmentwouldproveverydifficultsincetherewouldbeageneralpatternamongthepupilsof

speakingEnglishamongthemselves–moresothaninthesmallschoolofBronyfoelwhereitiseasiertosuperviseandinfluence

individualsandgroups.Thisview

issupportedbytheselfassessmentsatTanycastellandLlanbedrog.

30

Table23:W

elsh

AtmosphereandEthos

–importance

oftheWelsh

Curriculum(multisite)

CAreaSchool(YGroeslonsite)


6.1Sc

hool

supp

orts

theW

elshc

ultur

e:10

0%Ye

s90

%Ye

s6.2

%W

elshc

ommu

nitya

ctivit

ieshe

ldat

thesc

hool

100%

-71%

78.2%

6.3Si

tuatio

nreg

ardin

gthe

Wels

hlan

guag

eint

heco

mmun

ity/w

ard

best

desc

ribed

as:

Healt

hy75

%Ve

ryhe

althy

,Hold

ingits

own/

35%

Healt

hy

Table

24:Linguistic

Impact

Assessm

ent-Welsh

AtmosphereandEthos

–importance

oftheWelsh

Curriculum–AreaSchool(multisite)

3.SupportthenaturalWelsh

atmosphereandethosand

importanceoftheWelsh

Curriculum

Observations

Impact

(positive,

neutralornegative)

andGrade

(high,mediumor

low)

Measuresforalleviating

negativeeffects

(xxvi)

Schoolsupports

theWelshculture

Littlechange.Establishinganurserygroupwouldbeuseful.

Neutral

Irrelevant

(xxvii)

%Welsh

communityactivitiesatthe

school

Littlechange.WithCarmelasthelocationitismorelikely

thatmorecommunityactivities

wouldbe

heldthroughthe

mediumofWelshthanatYFron.

Neutral

Irrelevant

(xxviii)

Situationregarding

theWelshlanguageinthe

ward/community

Accordingtoforecastsitisunlikelytochangemuchfromthe

presentsituation.

Neutral

Irrelevant

Impacton

thelanguage:

Positive(0)

Neutral(3)

Negativelow(-0.0)

ItisnotforeseenthattherewillbeanychangefromthepresentsituationintermsofWelshAtmosphereandEthos–importanceof

theWelshCurriculum,butitcouldprovedifficultto

maintainpresentlevelswithdifferentlinguisticdemographyandlargersocial

languagegroups.

31

InsummaryamultisiteAreaSchoolwherethepupilsofCarmelandBronyfoelwouldreceivetheireducationononesitegives

ascoreallocationof-5Negative(with

2high

gradescoresand3lowgradescores)impactontheWelshlanguage.This

meansthatthismodelwouldleadtoadeteriorationinWelshintermsofacademicattainmentandtoareductioninthesocial

useoftheWelshlanguagebyclusteringasubstantialsectionofpupilsfromnon-Welshspeakinghomestogetherinaprimary

educationestablishmentatCarmel.Also,ifthismodelwasadopted,itshouldbe

notedintermsofan

AreaSchoolonthe

Carmelsite,thereisnoguaranteethatthemeasuresforalleviatingnegativeeffects(ii)–(iv)inTable21

wouldsucceedor

partlysucceedtoovercomeoralleviatethelikelynegativeeffects.Becauseofthelinguisticdemographyoftheschool,overa

periodoftimetheAreaSchoolontheCarmelsitecouldincreasinglybe

regarded

asan

Englishschool(likeTalysarnand

Nebo)whichwouldprovemorepopularamongthegrowingnumberofnon-Welshspeakingincomers.Thiscouldleadtothe

creationoftwolinguisticidentitiesamongprimaryschoolswithinthecatchmentarea,placingincreasing

pressureon

Ysgol

UwchraddDyffrynNantlle,seeingahigherproportionofpupilsfromthecatchmentareachoosingtoreceivetheirsecondary

educationatYsgolFriarsBangor;allthiswouldfinallyleadtothefragmentationofeducationprovisionintheDyffrynNantlle

catchmentareaonlinguisticgrounds.

9.Schoolsize>Pupils’oralW

elsh

standard

InconsideringreorganisationmodelsweshouldbearinmindthefindingsofBangorUniversityGwyneddSchoolsLinguistic

ImpactAssessment(2008).Evidenceshowsthatthesizeofaschoolcanhaveasignificanteffectonthestandardofpupils’

spokenWelsh.Atcountylevelitshowsthat68%ofallthe

schoolswhichstatedthatpupils’standardinspokenWelshwas

‘Verygood’weresmallschoolsofbetween1-50

pupils,60%ofschoolswith51-100

pupils,40%ofschoolswith

101-150

pupils,53%

ofschoolswith151-200pupils,and72%ofschoolswith201+pupils.

WithanewAreaSchoolof149pupilsitshowsthatjustoverhalftheschoolsofthissize(101-150pupils)reportthatpupils’

spokenWelshstandardis‘Verygood’.Thiswouldbethesecondlargestprimaryschoolwithinthecatchmentarea,behindBro

LleuinPenygroes.

32

Table25:GwyneddPrimarySchoolPupils’OralW

elsh

Standard(2008)

OralWelshStandard

Total

Schoolsize

Verygood

Good

Fair

Verygood

1-50

Count

3012

244

Expectedcount

27.4

13.3

3.3

44.0

51-100

Count

1710

128

Expectedcount

17.4

8.5

2.1

28.0

101-150

Count

42

410

Expectedcount

6.2

3.0

.810.0

151-200

Count

76

013

Expectedcount

8.1

3.9

1.0

13.0

201+

Count

82

111

Expectedcount

6.8

3.3

.811.0

Total

Count

6632

8106

Expectedcount

66.0

32.0

8.0

106.0

Source:GwyneddSchoolsLinguisticImpactReport,BangorUniversity(May2008).

WhilstthisfindingatcountylevelsuggeststhatamultisiteAreaSchool(with75and74pupilson2sites)isthreetimesmorelikelyto

fosteraVeryGoodstandardofspokenWelshamongpupilsthan

anAreaSchoolononesitewith149pupils(28%

-10%),itis

smallerschoolswithfewerthan50pupilswhichperformbest(44%).Whenconsideringindividualsitesitisofkeyimportancetolook

atthelinguisticdemographyofthepupilsandoftheentirecatchmentarea,andinthisregard(withtheexceptionofBronyfoel)

DyffrynNantlleon

thewholecontinuestobe

aWelshstronghold(pupils60%andthecommunity77%+).Certainlythesefactors

contributetoraisingthestandardofthelanguagebecauseWelshispartofthenaturalfabricofthecommunities,wheretheresidents

andthepupilsrecogniseitastheirfirstandeverydaylanguage.

33

10.Linguistic

Impact

Assessm

entscoreallocation

ratioby

educationalmodelsbasedon

thepresentsituation

LinguisticDimensions

Model2:

AreaSchoolaccommodatingthe

pupilsofthe3schoolson

onesite

Model3:

MultisiteAreaSchoolinYGroeslon

andCarmel(with

YsgolBronyfoel

pupilsmovingtoYsgolCarmelsite)

1.Welsh/BilingualLearningand

Teaching

-1Negativelow

-3Negativelow

2.Socialuseofthelanguage

-2Negativelow

-2Negativehigh

3.WelshAtmosphereandEthos–

importanceoftheWelsh

Curriculum

3Neutral

3Neutral

Total

-3Negativelow

-5Negative(2high/3low)

TheLinguisticImpactAssessmentscoreallocationisperfectlyclearintermsofwhichmodelhasthemostimpactontheWelsh

language,theimplementationofthelanguage

policyandthestrategicaimofthecountytopromoteandstrengthen

the

languagewithineducationandwithinthecommunitybymodernisingeducationandprovidingschoolswhicharesuitableand

fittingforthetwentyfirstcentury.

ThelownegativegradesofModel2incomparisonwiththehighnegativegradesofModel3show

thatthedifferenceinreality

ismorethan2negativepointsandthattheclusteringof63%ofpupilsfromEnglish/bilingualspeakinghomesmakesitmore

difficulttomaintainthelanguage

policyandleadstolinguistic

division

withintheschool,theprimaryschoolswithinthe

catchmentarea

andthefragmentationoftheeducationprovisionwithinDyffrynNantlleon

linguistic

grounds.Insuch

ascenarioitwouldbeimpossibletopromoteorstrengthentheWelshlanguage.

34

11.

Furtherrecommendationsforprom

otingandstrengtheningtheWelsh

language

Beyondthelistofspecificrecommendationsalreadysubmittedinanattempttoalleviatesomenegativemeasuresregarding

Welsh/bilingualteachingandlearning,useofthelanguageandAtmosphereandEthos–importanceoftheWelshCurriculum

fortheeducationalmodelssomefurthergeneralrecommendations,aregivenbelow.Theseareappropriateforeverymodel

andserveasamethodoffurtherpromotingandstrengtheningthelanguage

intermsoftheacademic,socialandcultural

aspectsinanareastillconsideredtobeastrongholdoftheWelshlanguage.Theyarethereforeappropriateandreasonable

forthecircumstancesunderdiscussion.

1.CreateaWelshidentityandimageforthenewAreaSchool(ononertwosites)fromtheverybeginning.

2.Adoptaninstitutionalvision,leadershipfromtheHeadandteachingstaffandsupportfromtheLEAtomaintain,promote

andstrengthentheWelshlanguage

3.AdoptaSchoolDevelopmentPlanandworkschemeswhichwillenableteacherstosetpositivelanguagemodelsforthe

pupilsintheclassroom.

4.TheEducationAuthoritytosecurefundinginordertoguaranteethatsufficientstaffingresourcesareavailabletomaintain

thestaff-pupilratioinordertoextendtheattainmentlevelsandlinguisticperformance.

5.ThroughtheSchoolCouncil,considersupportfortheuseofnaturalW

elshspeakersaslinguisticanimateurs,toavoid

linguisticdivisionandsecondlanguagepupilsusingmoreEnglishinsocialandinformalsettingswhennotsupervisedby

schoolstaff.

6.Adoptaworkforceofbilingualsupportstaffbyensuringthatbilingualoralproficiencyisessentialfortheposts(kitchen,

caretaker,dinnertimeandplaytimestaff).Wherethenecessarybilingualskills

arenotavailableonappointment,special

trainingshouldbe

provided

atthestartoftheappointmentso

thatalanguage

usepatternhasnotbeen

established

betweenindividualstaffandpupils.

35

12.Conclusion

ThisreportaimstofulfilitsaimofassessingthemostlikelyeffectsontheWelshlanguagebroughtaboutbytheneweducation

modelsforthepupilsofYGroeslon,CarmelandBronyfoelschoolsinthecatchmentareaofDyffrynNantlle.Thisisachievedby

recordingthepresentperformanceandperformanceovertheprevious5yearsattheschools,assessingthepresentcondition

ofthelanguageateachschoolseparatelyandasaclusterandevaluatingEstynreports.Itthenpresentspresumptionsinterms

ofperformance,attainmentandlanguageuseonthebasisoftheproposededucationalmodelsandevaluatestheinformation

againstthecountylanguagepolicyandthewiderstrategicaimofpromotingandstrengtheningthelanguageasaneducational

andsocialmediumandaspartoftheprocessofmodernisingeducationinGwynedd.

ItisassumedthatanAreaSchoolononesiteisslightlynegativeforthelanguagebutbyadoptingspecificrecommendations

opportunitiesemergeforsupportingandstrengtheningthesituation.OfkeyimportancealsoisthefactthatanAreaSchoolon

onesitewouldcreatealanguage

demographywherepupilsfromWelshspeaking

familieswouldform

thelargestlinguistic

group(60%).EveninGwynedd,therealityisthat65%ormoreofthepupilsneedtobeWelshspeakersinordertomaintainthe

languageasthenaturalmediumataschool.IncontrastthereforeamultisiteAreaSchoolwouldinthecaseofYsgolCarmel

createatotallydifferentdemographysincemorethan63%ofthepupilswouldbefromEnglish/bilingualspeakinghomes.Inthe

caseofaminoritylanguagesuchasWelsh,thereisevidencefromotherschoolswiththesamelanguageprofileinthecounty

whichstronglysuggeststhatlanguagedeteriorationisunderway,andthatthisisleadingtoAnglicisationandlinguisticcode

switching,thegreatestchallengeforthelanguagepolicyinWelsh/bilingualschoolsformanyyears.Forthatreasonanditsfar

reachingsideeffects,itispossiblethatthelinguisticimpactassessmentwillleadtothedefiniteconclusionthatthismodelwould

beablow

tothepresenteffectiveoperationofthelanguage

policy,andisthereforecontrarytothestrategicaimofthe

EducationAuthoritytopromoteandstrengthentheWelshlanguagewithineducationandwithinthecommunity.

36

APPENDIXA

SELECTIONOFQUOTATIONSFROMESTYNINSPECTIONREPORTSONTHESCHOOLS

“Welshisthemainlanguagespoken

inthehomebyaround36%ofthepupilsbutthe

schoolbelievesthatmorethanhalfthepupilsnowspeak

Welshtofirstlanguagestandard.”(point5,page1).

“LanguageerrorsandtheinfluenceofspokenlanguageaffectthewrittenexpressionofasubstantialnumberofKeyStage2pupilsandtheydonot

sufficientlycorrecttheirownwork.”(point185–193,pages20–21)

“TheWelshCurriculum

isastrongfeatureintheentirelifeandworkoftheschool.Thereisalargerangeofopportunitiesforraisingawareness

amongthepupilsoftheirheritageandcultureatlocalandatwiderlevels.Althoughthebilingualabilityofthepupilsisgood,theirwritingabilityisnot

developedtothesamedegreeinbothlanguages.”(point101,page11)

(Estyn

Report-Bronyfoel,2008)

“TheprovisionfortheWelshlanguageandtheWelshdimensionisdevelopedstronglythroughouttheschoolbymeansofvisitsfromlocalauthors,

poetsandartists.UseismadeofthelanguageunitatCaernarfontosupporttheschoolontheprovisionofWelshforlatecomers.”(KeyQuestion2,

LearningExperiences:Good,paragraph4,page5.)

“Eachoneoftheteaching

staff,includingtheassistantstaff,makecorrectuseofthelanguage

model.....”(Key

Question2,teaching:Good,

paragraph2,page5.)

(Estyn

Report-Carmel,2011)

“ThevillageisWelshspeakingandthevastmajorityofthepupils(81%)comefromhomeswhereWelshisthemaincommunicationlanguage.The

pupilswhoarelearnersverysoonbecomeconfidentintheuseofWelshand,accordingtotheschool,around92%ofthepupilsarefluentW

elsh

speakers.”(point2page1)

“ThestandardsandtheprogressofpupilsthroughouttheschoolinKeyskillsregardingspeakingandlisteninginWelshareexcellent;thestandards

aregoodinreadingandwritingacrossthecurriculum.”(point15page2)

“Inkeystage1andkeystage2,standardsandtheprogressofpupilsinKeyskillsregardingspeakingandlisteninginWelshareexcellent.”(point64

page7)

“Thebilingualskillsofthepupilsareexcellent.Inkeystage1,thelearnerssoonbecomeWelshspeakersandtheWelshspeakingpupilsbytheend

ofkeystage1aremakinggoodprogressinlisteningtoandspeakingtheEnglishlanguage.Bykeystage2,thepupilsareusingbothWelshand

Englishwiththesameeasewhendiscussingandinterpretingtheirworkinanumberofcontextsacrossthecurriculum.Theyeasilymanagetofind

informationinEnglishandinterpretitcorrectlyinWelsh.”(point67page7)

(Estyn

Report-Groeslon,2008)

37

APPENDIX

B:LANGUAGEQUESTIONNAIRE2012

38

39

40

41

42

43

44

45

46

APPENDIXC:

Com

parisonbetweenAreaSchoolCarmelsiteandschoolsatLlanbedrog

andTanycastell,

Harlech.

TheschoolsatLlanbedrogandTanycastellrevealsimilarnegativeperformancesintermsoftheWelshlanguageandthesearealsomuchlower

thantheforecastsfortheAreaschoolCarmelsite.Thisisshowningrey.Thetablebelowstronglysuggestsalinkbetweenthelanguageofthe

playgroundandthelevelofacademicproficiency/attainment.

Learning

andWelsh/bilingualeducation


Llanbedrog

Tanycastell,Harlech

Spea

king

Very

good

Good

Fair

and

Good

Writi

ngVe

rygo

odGo

odFa

iran

dGo

odRe

ading

Very

good

Good

Fair

and

Good

Pupil

s’sta

ndar

dof

Wels

h:

Listen

ingVe

rygo

odGo

odGo

odNo

tethe

Secti

onA

90%

57%

64%

%Se

ction

B0%

0%0%

bylin

guist

icse

ction

Secti

onC1

0%7%

27%

Secti

onC2

0%14

%0%

Secti

onCh

10%

21%

9%At

tainm

enta

tthe

scho

olov

erthe

last

5yea

rs:

Wels

hast

hefirs

tlang

uage

atthe

scho

olNo

chan

geHa

sdet

erio

rate

dHa

sdet

erio

rate

d

Wha

tisthe

reas

onfor

thiss

ituati

on?

65%

Nore

ason

given

/35%

Inwar

dmigr

ation

anda

redu

ction

inpu

pilnu

mber

s

Inwa

rdm

igra

tion

Redu

ctio

nin

pupi

lnum

bers

Com

mun

ityin

fluen

ce:

Pare

nts/f

amilie

sten

dto

spea

kEn

glish

inth

ehom

e.Languageuse

Lang

uage

used

bythe

pupil

s:Br

eakfa

stCl

ub65

%W

elsh/

35%

Wels

hmos

tlyW

elshm

ostly

Wels

hmos

tly/E

nglis

hm

ostly

Play

time

65%

Wels

h/35

%W

elshm

ostly

Engl

ishm

ostly

Wels

hmos

tly/E

nglis

hm

ostly

Welshatmosphereandethos–

importanceoftheWelshCurriculum

Best

desc

riptio

nofth

estat

eofth

eWels

hlan

guag

ein

thewa

rd/co

mmun

ity:

75%

Very

healt

hy,H

olding

itsow

n/35

%He

althy

Grad

ually

losin

gits

grou

ndGr

adua

llylo

sing

itsgr

ound

47

BIBLIOGRAPHY

(ROBERTS,D.B.andPRITCHARDS,J.P.andEELLIS,EforBANGORUNIVERSITY

BUSINESSRESEARCHCENTRE)(2008)“Gwynedd

CouncileducationreorganisationplanLinguisticImpactReport”

WILLIAMS,I.W

.(2003)–article“WelshinEducation:YesterdayandToday”(from

“AddysgGymraeg

AddysgGymreig”ed.Roberts,Gand

Williams,C)

BAKER,CandPRYS

JONES,M(2003)–article

“WelshMediumEducationas

aSystem”(from

“AddysgGymraeg

Addysg

Gymreig”ed.

Roberts,G

andWilliams,C)

JONES,B(2003)–article“TheWelshCurriculum”(from“AddysgGymraegAddysgGymreig”ed.Roberts,G

andWilliams,C)

EVANS,ZandTEGWEN

HUGHES,A

(2003)–article“TheSecondLanguageTeacherinthePrimarySchool”(from“AddysgGymraegAddysg

Gymreig”ed.Roberts,G

andWilliams,C)

REDKNAP,C

(2006)–article“WelshandBilingualMediumEducationandTraining:stepstowardsaholisticstrategy.”(from

“AddysgCyfrwng

CymraegaDwyieithog”)

GWYN

LEWIS,W

(2006)–article“WelshPrimaryEducation:challengesandopportunitiesofthetwentyfirstcentury”(from

“AddysgCyfrwng

CymraegaDwyieithog”)

WILLIAMS,C.H.(2000)–“LanguageRevitalization–Policy&PlanninginWales”

BRENTHALL,JandCANN,JandWILLIAMS,C(2009)–“LanguageintheMultilingualWales”

CUMMINS,JandSW

AIN,M

(1986)–“BilingualisminEducation–Aspectsoftheory,researchandpractice”

WILLIAMS,CandLEWIS,G

andBAKER,C

(1996)–“AppraisaloftheLanguagePolicyinEducationinGwynedd.”

ANDREW

S,R(2001)–“CitizenshipEducationinWales:Community,CultureandtheWelshCurriculum”(TheWelshJournalofEducation10

(1))

LEWIS,G

(2003)–“WelshPrimaryEducation:ImmersingandEnrichingPupils”(TheWelshJournalofEducation12(2)).

JONES,D

(2000)–“EnglishinfluenceonChildren’slanguageinWelshEducation”(TheWelshJournalofEducation9(1))

BALLART,J(200?)–“Languageuseinabilingualsetting:aCatalanimmersionschool”.

48

HARLEY,B(200?)–“AfterImmersion–maintainingthemomentum”

MacNEIL,M.M.(200?)–“ImmersionprogrammesemployedinGaelic-mediumunitsinScotland”.

ELLIS-JONES,D

(2010)–“ReportonavisittotheGaeltacht”(unofficial).

AnalysisofthesituationintheGroeslon,CarmelandFronarea–GwyneddCouncil(January2011).

ESTYNINSPECTIONREPORTS

WILLIAMS,W.forESTYN(2008)–“InspectionunderSection28EducationAct2005–YsgolBronyfoel”.

JONES,N.forESTYN(2011)–“InspectionReportonYsgolCarmel”.

MARSHALL,J.forESTYN

(2008)–“InspectionunderSection28EducationAct2005–YsgolGroeslon”.

1

Y Groeslon, Carmel and BronyfoelSchools Community Impact

Assessment

8 February 2013

2

CONTENTS PAGE NUMBER

1. Background 3

2. Status of Respondents 3

3. Supported Educational Model 5

4. Affects of educational model on language, families, school journeysand villages 6

5. Local school and areas’ economy 13

6. Affect of closing Schools 15

7. Affect of Area School (1 or 2 sites) 22

8. New Area School 26

9. Measures to mitigate the negative effects of educationre-organisation 28

10. Conclusion 29

11. Appendix A: Community Questionnaire 30

3

1. Background

Gwynedd Council have decided to prioritise local discussions on education provision in the Groeslon,Carmel and Bronyfoel (Fron) area. Consequently they commissioned Gweriniaith to conduct aCommunity Impact Assessment on the 3 schools. This report is presented based on standardmethodology and a public consultation held 17th December 2012 and 25th January 2013, where 43standard questionnaires were completed by the 3 schools’ parents and community members. Initialfindings were presented to the schools’ Review Panel on 28th January 2013 subject to final findings inthis report and a series of measures to mitigate the negative effects of education re-organisation in thearea.

Table 1.1: Questionnaires completed by village/area.

School/Village Number of Responses % of ResponsesY Groeslon 20 46.5%Carmel 22 51.1%Bronyfoel 1 2.3%Total 43 100%

2. Status of Respondents

2.1. Chart 1: Status of respondents with which school you are/were connected.

Note: It was not possible to answer more than one status option.

In general terms, regarding Y Groeslon and Carmel schools, parents were the largest cohort tocomplete community questionnaires, and members of the local community (Y Groeslon) and PaidEmployees (Carmel). An Ysgol Bronyfoel governor was the only respondent on behalf of that school.

4

2.2. Chart 2: Status of respondents with which education model you support.

There is no consensus among parents regarding which educational model they support, although anequal number of parents support the one site Area School model in Y Groeslon and Carmel. Allcommunity members support the one site Area School in Y Groeslon. The support within paidemployees varies, and also, to a lesser extent, does the support among School Governors.

5

3. Educational Model Supported

3.1. Chart 3: The educational model supported with which school you are/were connected .

In general terms, the one site Area School in Y Groeslon is the most popular model amid the 80% ofrespondents that have/had a connection with Ysgol Y Groeslon. Respondents that have/had aconnection with Ysgol Carmel are more divided in their support, with 50% supporting a one site AreaSchool in Carmel, 32% supporting a two site Area School in Carmel and Bronyfoel, 13.6% supportinga two site area school in Y Groeslon and Carmel, and 4.5% supporting a one site Area School in YGroeslon. No support was received for a two site Area School located in Y Groeslon and Bronyfoel,with 2 respondents not supporting any model (both with a connection to Ysgol Y Groeslon).

6

4. Affects of educational models on language, families, school journeys and villages

Table 4.1: The effect of the educational model you support on the pupils’ use of and skills in Welsh

Over 70% of supporters of the Area School in Y Groeslon are of the opinion that the model would havea positive effect on the pupils’ use of and skills in Welsh, compared to 54% that support the AreaSchool in Carmel – compared with percentages between 29% and 50% who believe the educationalmodel has no effect. There is consensus between 99% of the respondents that the 4 models would nothave a negative effect on the pupils’ use of and skills in Welsh, which is compatible with the Council’sstrategic objectives to strengthen and promote Welsh.

7

Table 4.2: The effect of the educational model you support on the community use of Welsh

Among supporters of the Area School in Y Groeslon model, the dominant view is that it would have apositive effect on the community use of Welsh (70.6%) with 54% among supporters of the Area Schoolin Carmel. Once again there is a percentage between 29% and 50% with the opinion that a modelwould have no effect on the community use of Welsh. In general, 99% of all respondents believe themodel will have a positive effect, or no effect at all.

8

Table 4.3: The effect of the educational model you support on local families.

The highest percentage that believe the educational model would have a positive effect on localfamilies is among the supporters of the Area School in Carmel (81.8%), then an Area School on 2sites in Carmel and Bronyfoel (75%). There is a percentage across all models that believe there will beno change, between 12% and 40%, which means a general percentage (16.2%) have the opinion thatthe educational model will have a negative effect (varying between 11% and 40%). It’s worth noting,40% that support the educational model on 2 sites in Y Groeslon and Carmel believe that this modelwill have a negative effect on local families, the highest percentage amidst the supporters of all models(excluding ‘no change’).

9

Table 4.4: The effect of the educational model you support on general school journey times.

In positive opinion terms, the highest percentage is amongst supporters of the one site Area School inCarmel (72.7%) and two site Area School in Carmel and Bronyfoel (50%). 60% of the two site AreaSchool at Groeslon and Carmel supporters believe the effect on general school journey times will benegative and up to 47% of the one site Area School in Groeslon supporters believe there will be noeffect. In general, there are 44% of respondents believe the effect will be positive, 32% no effect, and23% believe the educational model will have a negative effect.

10

Table 4.5: The effect of the educational model you support on the ability to collect pupils from School orafter school activities

Generally, 42% believe that the educational model will have a positive effect on the ability to collectpupils from school (or after school activities), with 18% believing it will have a negative effect, and39.5% believing it will have no effect. Supporters of the Area School in Carmel are the most supportiveof a positive effect (81.8%), while 60% of the two site Area School in Groeslon and Carmel supportersare the most supportive of a negative effect, and one site Area School in Groeslon has the mostsupport for no effect (58.8%).

11

Table 4.6: Impact of the education model which you support on other villages where the school mightclose

Not unexpectedly, there is a consensus among 67% of the respondents that education models wouldhave a negative impact on other villages where the local school might close – and this is most obviousamong all the supporters of the education model of Area School on two sites namely Y Groeslon andCarmel. Fewer than half the supporters of a one site Area School in Carmel and a minority supporting aone site Area School in Y Groeslon believe that the model would have a positive effect on other villageswhere the local school might close. In general, only 16% believe that there will be no impactwhatsoever, and only a third of those supporting a one site Area School in Y Groeslon are of thatopinion.

12

We can summarise the % of most positive and negative opinion of individual education modelsupporters as follows:

Table 4.7.: Percentage most positive and negative impact of the education model

Impact of education model on...... Area School with the %most positive impact

Area School withthe % most

negative impact

1. pupils’ use of the Welsh language andtheir language skills

Y Groeslon (70.6%) Y Groeslon and Carmel(20%)

2. Community use of the Welsh language Y Groeslon (70.6%) Y Groeslon and Carmel(40%)

3. Local families Carmel (81.8%) Y Groeslon and Carmel(40%)

4. General journey time to school Carmel (72.7%) Y Groeslon and Carmel(60%)

5. Ability to pick children up from schoolor from after school activities.

Carmel (81.8%) Y Groeslon and Carmel(60%)

6. Other villages where the local schoolmight close

Carmel (45.5%) Y Groeslon and Carmel(100%)

In terms of registering the % most positive impact, it is seen that the supporters of a one site AreaSchool in Carmel are top of the list, and in terms of the % most negative impact are supporters of a twosite Area School in Y Groeslon and Carmel. In each case the numbers are very low, and thereforescientifically invalid.

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5. Local school and the area’s economy

Chart 5.1.: Importance of the local school in terms of whichever education model you support

It is seen that the vast majority believe that the local school is very important to the local economy andthat a very low number believe otherwise (supporters of a one site Area School in Y Groeslon).

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Chart 5.2.: Local school helping to retain the area’s population in terms of the model you support

Once again there is a consensus among the majority that the local school helps to retain the area’spopulation.

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6. The Effect of School Closures

6.1. What effect would school closure have on the following under the education model which yousupport?

Table 6.1.1.: Impact of school closure on local property values

The majority of supporters for every model believe that closing a local school would have a negativeimpact on local property values – varying from 58.8% among supporters of a one site Area School in YGroeslon to 100% among supporters of a two site Area School in Carmel and Bronyfoel. A minority of9% believe that school closure would have a positive effect on local house prices. It is possiblethatrespondents’ interpretation of the word ‘local’ varies – from one to the three villages.

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Table 6.1.2.: Effect of school closure on local services.

Once again there is a consensus among respondents that school closure would have a negative effecton local services although 41% of the supporters of a one site Area School in Y Groeslon believe thatthere would be no impact, and 27% of the supporters of a one site Area School in Carmel believe thatthe impact on local services would be a positive one.

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Table 6.1.3.: Impact of school closure on the local economy

In keeping with the previous findings in Tables 6.1.1. and 6.1.2. the majority are of the opinion thatclosing a school would have a negative effect on the local economy – with 23% of supporters of theone site Area School in Y Groeslon of the opinion that there would be no effect but more than 27% ofthe supporters of a one site Area School in Carmel of the opinion that the effect would be positive,which again coincides with the opinions on property values and local services in the case of the twogroups of supporters.

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The table below shows once again that the highest positive effect percent is expressed by thesupporters of a one site Area School in Carmel and the highest negative effect percent is expressedby supporters of a two site Area School in Carmel and Bronyfoel.

Table 6.1.4.: Percent of most positive and negative effect of school closures under an education model

Effect of schoolclosure on...

Area School with thegreatest positive effect %

Area School with the greatestnegative effect %

1. value of localproperty values

Carmel (27.3%) Carmel and Bronyfoel (100%)

2. local services Carmel (27.3%) Y Groeslon and Carmel + Carmel andBronyfoel (100%)

3. the local economy Carmel (27.3%) Y Groeslon and Carmel + Carmel andBronyfoel (100%)

6.2. If the school/schools close, what steps should be taken regarding the school buildings?

6.2.1. Supporters of a one site Area School in Y Groeslon (17)

1. Build affordable houses, community shop and cafe – these are not available in the villages atpresent.

2. In the case of Ysgol Groeslon – demolish it if it is not possible to build on the site.

3. Uncertain

4. Depends on the needs and community use – demolish, sell?

5. If, as we have been told, the buildings are unsafe, then the site should be developed to meetcommunity needs.

6. Give the community the opportunity to take over the building.

7. Use the buildings as community meeting places.

8. Sell them.

9. Y Groeslon has a village hall which has lately been refurbished. Considering the state of theschool building at Ysgol y Groeslon, I do not believe that there is a case for offering the buildingto the community. I also believe that the same is true in Carmel. As far as I know, there is nocommunity hall in Y Fron, so it is possible that consideration should be given to offering thebuilding to the community – should the school close – for community use into the future.

10. The building at Ysgol Y Groeslon has reached the end of its life, and there is already acommunity hall in the village, therefore the remaining building should be demolished. The futureof their school buildings would be a matter for the communities of Carmel and Fron.

11. It should be sold and the profit given to the schools in that catchment area.

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6.2.2. Supporters of a one site Area School in Carmel

1. Keep the school open. Nothing wrong with Ysgol Carmel.

2. If the school in Carmel closes, I do not believe that another use could be made of the building –there is already a useful hall in the village, which could be in danger of closure if the school wasclosed.

3. There will be no purpose for the building – the school is the heart of the village!

4. Use them for community activities to keep the community alive and close.

5. No purpose in doing anything.

6. If the school is closed the community is killed – no purpose in doing anything with the building.

7. We want to keep Ysgol Carmel open and therefore retain the school building.

8. Not close the school. Use it for the local children.

9. Community use.

6.2.3. Supporters of a two site Area School in Y Groeslon and Carmel

1. Turn it into a community hall.

2. Nothing

3. Sell it and put the money into school budgets.

4. No comment.

5. If Groeslon closes the building is useless so sell it, the others not sure plus I don’t think it makes adifference that decision will already have been made

6.2.4. Supporters of a two site Area School in Carmel and Bronyfoel

1 If possible retain them for the use of the community.

2 The ideal situation would be not to close any of them. Should the Council itself suggest answersto this question?

3 The Council should perhaps have thought of this before deciding to close the schools.

4 No need to close any school.

5 Demolish it, no new families will move into the villages, there will be no need for houses or a park

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or a hall for the community since the population will be small or full of elderly residents.

6.2.5. No change

1. Do not close it – it would have been better to spend on Ysgol y Groeslon before it reached such abad state..

2. Who knows – bearing in mind that those who have decided to close the schools received theirprimary education in the village schools which they are now so keen to close.

6.3 How can we alleviate any possible negative effects of school closure?

6.3.1. Supporters of a one site Area School in Y Groeslon

1. Keep the school local – close enough for everyone to be able to walk to school.

2. Offer additional services in the communities where the school is closing, ensure that the threevillages are able to share services.

3. Not close at all.

4. Mature discussion and communication in order to ensure that the children obtain the best qualityeducation. It is not the school’s responsibility alone to keep the community and the Welshlanguage alive but our responsibility as a community as well.

5. Clear and honest communication..

6. There is no way.

7. Keep the two schools open and build a new school for Groeslon.

8. By offering a better standard of education etc that an Area School can provide for the pupils..

9. Plans should be developed to amalgamate the three schools during the period prior to openingthe new school. An Area School would create an opportunity to establish a wider educationalcommunity, and we should take advantage of that for the benefit of the three communities. Thisshould include supporting and promoting Welsh medium activities so that we can respond to thefinding that less use is made of the Welsh language. Ensuring the presence of communityresources is essential. The post office in Groeslon is under threat and the pub is the only otherbusiness in the village which offers a community focus, there is only one shop in Carmel to offersuch a service, there is no business of this type at all in Fron. The schools therefore are veryimportant within the communities as a local focus and employer. It is impossible to avoid thefeeling that in Fron and Carmel they have been dragged into the reorganisation earlier thanexpected due to the condition of the school building at Ysgol y Groeslon. This has caused badfeeling, and still does. If a decision was taken to establish an Area School in Groeslon, theCouncil would need to take guidance – and accept responsibility for lack of expenditure on thebuilding at Ysgol y Groeslon over the years – in order to avoid a rift between the communities.

10. Open a better one

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6.3.2. Supporters of an Area School at Carmel

1. Don’t know2. Last question – how to attract young families when there is no school? – the community would

disintegrate.3. The effect cannot be alleviated – closing a school affects the area and jobs.4. By building a school for Groeslon in Groeslon, and keeping Carmel and Bronyfoel open.5. Making sure that all members of staff retain their jobs.6. Confirm that the jobs of all the school staff are safe.7. Keep the school open. There will then be no negative effect on the children or the village.8. Not close Ysgol Carmel.9. There will be a negative effect if the school closes..

6.3.3. Supporters of a two site Area School in Y Groeslon a Carmel

1. Keep things as they are.

2. It can't.

3. There are lots of negative impacts - closure of the village hall due to closure of the Cylch, closure ofthe last local shop. Not sure if they can be reduced at all to be honest there are more negative thanpositives as there will be more driving rather than walking involved etc. plus these 3 schools seem tobe unfairly targeted. If closure of small village schools is on the agenda all small schools in the areashould be considered and if money is a main driving factor behind this then all of them should beclosed and 1 main school should be opened in a central location, you cannot and should not penalise3 villages because 1 school was left unmanaged and maintained thru no fault of anyone bar thecouncil and expect people to accept it but leave even smaller schools that pose a bigger financialburden on the council untouched, this has to be done fairly

6.3.4. Supporters of a two site Area School in Carmel and Bronyfoel

1. Do not close schools.

2. Do not close the school

3. In the first place, do not close the school, wasting money on closing two schools whilst the buildings atYsgol Carmel and Ysgol Bronyfoel are in good condition. What about moving children from Groeslonand establishing one school as a Nursery School and another school as a Junior School. This is beingdone in Bethesda. Why not in the Groeslon/Dyffryn Nantlle area?

4. Not close the schools in Carmel and Fron and move pupils from Groeslon to Carmel and Fron as ishappening in Bangor.

5. There is no way

6. Don't know.

6.3.5. Supporters of no change

1. There is no way.

2. No way at all. Young families purchase houses where there is a school for their children.

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7. Impact of an Area School (on one or two sites)

7.1 Impact of an Area School (on one or two sites) on the following under whichever educationmodel you support

Table 7.1.1.: Impact of an Area School (on one or two sites) on local property values

There is an element of polarising and grouping of opinion between supporters of the differenteducation models with the majority of the one site Area School model – one site in Carmel - and a twosite Area School in Carmel and Bronyfoel, of the opinion that an Area School would have a positiveeffect on local housing prices ((in contrast with the findings in table 6.1.1. above). On the other hand,the majority of supporters of a one site Area School in Y Groeslon and a two site Area School in YGroeslon and Carmel believe that an Area School would have no effect. A minority in every casebelieve that it will have a negative effect.

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Table 7.1.2.: Impact of an Area School (on one or two sites) on local services.

Once again the majority of supporters of a one site Area School in Carmel and a two site Area Schoolin Carmel and Bronyfoel believe that an Area School will have a positive impact on local services. Onlythe majority of supporters for a one site Area School foresee no impact, whilst the majority of a twosite Area School in Y Groeslon and Carmel foresee a negative impact. This therefore shows that thereis considerable difference of opinion among the supporters of the education models regarding theimpact that an Area School would have on local services.

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Table 7.1.3.: Impact of an Area School (on one or two sites) on the local economy.

The majority of a one site Area School in Carmel and a two site Area School in Carmel and Bronyfoelremain constant in their opinion that an Area School would have a positive effect on the localeconomy. The same goes for supporters of a one site Area School in Y Groeslon although an equalpercentage of them believe that it would have a negative effect or no effect at all. Once again thesupporters of a two site Area School in Y Groeslon and Carmel are equally divided between anegative impact and no impact at all, and this is the least supportive group of the positive effects of anew Area School, but it should be borne in mind that this is a very small number (4 or 9%).

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In balancing supporters’ views as to which education model of an Area School has the largest % of positiveand negative impact, once again it is the supporters of a one site Area School in Carmel who are the mostpositive and the supporters of a two site Area School at Y Groeslon and Carmel who are the most negative.

Table 7.1.4.: Percentage of the most positive and negative impact of an Area School with an educationmodel

Impact of an Area Schoolon...

Area School with the highestpositive impact %

Area School with thehighest negative

impact %

1. local property value Carmel (72.7%) Carmel (27.3%)

2. local services Carmel (72.7%) Y Groeslon and Carmel(60%)

3. the local economy Carmel (72.7%) Y Groeslon and Carmel(50%)

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8. New Area School

8.1. What new opportunities could arise with a new Area School on one or two sites?

8.1.1 Supporters of a one site Area School in Y Groeslon

1. New jobs.

2. It can bring the 3 communities closer and form one wider community. More children of the sameage in one class. Children can mix with children from other villages. Better resources andequipment in the school because of more funding.

3. Additional resources, more staff

4. Resources of the best quality. Head teacher with more non-contact time to lead and managethe school. More school population for football teams, netball teams etc, stability and assistants.Less age range within classes. Safe/modern building. Opportunities for a community resourcewithin the school, meeting room etc. More staff members means less pressure on individualswithin the school.

5. Wider cross section of pupils. New equipment and resources. Combination of staff expertise.

6. Children will all be together and make a lot of new friends.

7. Opportunity to attract the best teachers for our children.

8. More young families moving into the area..

9. Better amenities.

10. Standard of education will improve – children receive a better education etc. More and betterresources/expertise among teachers possible in an Area School – the children as a resultbenefit from the higher standards available.

11. The aim is to have a new building, parking space for staff and the public and modern amenities.

12. Bring communities together with considerable input from the Council to alleviate objections.Strengthen the Welsh language across the communities. Guarantee education within the areafor an extended period. Educational resources and community resources of the best quality.

13. Better education in a new school.

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8.1.2. Supporters of a one site Area School in Carmel

1. The children being looked after in their local areas..

2. Taking one site – depends entirely on the site – I don’t feel that there is more to gain than to loseif the heart of the community is taken away from the villagers of Carmel.

3. The children would have more friends.

4. The children of Carmel already have sufficient opportunities to take part in new experiences.

5. None (2 respondents).

6. Better resources for the children and the teachers.

8.1.3. Supporters of a two site Area School at Y Groeslon and Carmel

1. NONE.

2. A new Area School on one site would destroy 2 villages.

3. There are none, creating a bigger school only has negative impacts. The survey has not been setup very well either - we should be able to put down more than 1 choice in order of preference as ifI choose 1 school but the decision is 2 schools I have had no input or way to voice my opinionwhere I would want those schools to be and vice versa

8.1.4. Supporters of a two site Area School at Carmel and Bronyfoel

1. None

2. Save money (a great deal).

3. Save money.

4. New resources at the school perhaps or/and more children on one site for making up football andrugby teams etc.

5. Don't know.

6. Keep the two village alive by promoting inward migration into the two villages.

8.1.5. Supporters of neither

1. None. It is the education within the building that is important – and I believe that the three areoperating positively as they are.

2. None. Creating bad feeling between villages and breaking up society and local communities.What is the Council doing? Establishing Communities First areas and closing schools

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9. Measures for alleviating negative effects of education reorganisation

If the Area School Model (on one or two sites ) which involves closure of schools is adopted...

9.1 It should be ensured at the start and throughout of the transition process that the Governors of everyschool are an integral part of the developments and the decision making, and that information is filteredthrough to parents on a regular basis (via a newsletter?) in order to establish an inclusive spirit and asense of ownership.

9.2. An economy promotion strategy should be planned and sufficient resources ensured if possible, inorder to try and support the economic situation within the communities. Where appropriate publicmonetary funds and local ventures should be considered. On account of lack of amenities in ruralvillages, and more so in a period of economic depression, we have to be realistic and acknowledge thatany economy promotion strategy will only achieve limited success.

9.3. The Council should hold appropriate consultation with the local villages and communities with a view toan agreement on purposeful use of ALL the buildings for the future. For example, this could includeresearch into the possibility of trying to work with employment agencies in order to use the buildings ofschools which close as community centres or hubs which will offer opportunities for increasingemployment skills among the working age residents of the villages. Also the new opportunities whichcould arise with the establishment of the new Area School site(s).

9.4. Community strategy planning and ensuring sufficient resources in order to try and maintain thenetwork of village communities. This should include an audit of the current services and communitygroups and a residents’ opinion poll which would be a basis for planning a community strategy andwould kindle a spirit of entrepreneurship and collaboration.

9.5. Programming should be undertaken in order to ensure that some of the social activities of the newArea School - on one or two sites – e.g. coffee evening, concert etc, should be held in the villages(in the school building or in the Community Hall) if the school is closed. This can contribute towardscreating a feeling that the Area School represents all the villages and creating a more inclusive feelingamong parents and families/supporters of the school which has closed.

9.6. The Council should ensure that there are appropriate school transport plans – and that these coveractivities held after school hours – which have been sufficiently funded. In order to ensure that youngchildren especially are transported effectively and safely, this arrangement should include the presenceof competent escorts.

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10. Conclusion

Not unexpectedly, the findings of the public enquiry reveal that respondents support an educationmodel which will lead to the establishment of an Area School within their own villages, with the majorityof Area School supporters in Y Groeslon favouring one site within the village and a minority favouringan Area School on two sites (Y Groeslon and Carmel). The supporters of an Area School in Carmel aremore divided in their view with the majority favouring one Area School in the village and a smaller groupfavouring a two site Area School in Carmel and Bronyfoel and a minority favouring a two site AreaSchool in Y Groeslon and Carmel. In general the largest percentage is the group that favours an AreaSchool in Y Groeslon and forecasts positive impacts in terms of the use of the Welsh language andpupils’ language skills and of community use of the Welsh language, whilst a higher percentage ofsupporters of an Area School in Carmel are of the opinion that an Area School in that village wouldhave a positive effect on local families, journey time to school and the ability to pick pupils up fromschool and other villages if the local school is closed. The highest percentages which forecast negativeeffects are to be found among the supporters of an Area School in Y Groeslon and Carmel. With regardto the impact of school closure, the largest percentage which foresees a positive effect on propertyvalues, services and the local economy is among supporters of an Area School in Carmel, and thelargest percentage which foresees a negative effect is once again the group which supports an AreaSchool in Carmel and Bronyfoel. Lastly, in terms of the impact of an Area School on house values,services and the local economy, Carmel supporters again top the list in terms of the highest percentagewhich foresee the most positive effect and supporters of Y Groeslon and Carmel in terms of the mostnegative impact.

The three villages held their own individual public consultations on education reorganisation in the area,and although an application was made for copies of the Report no sight was obtained of the results ofthose questionnaires prior to this report being compiled.

In moving ahead and adopting an education model for the area, it is obvious that a number of residentsare anxious about the implications that this will have for the communities and the villages where theschools might close. We therefore emphasise the importance of considering and implementing theabove alleviating measures in order to try and maintain the fabric and networks of these communities ina way that will lead to every community welcoming and feeling a sense of ownership for the neweducation provision into the twenty first century.

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11. Appendix A: Community Questionnaire

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EQUALITY IMPACT ASSESSMENT

Reorganisation of Primary Schools in the Groeslon, Carmel and FronArea

Part 1: Current situation

Part 2: Close Ysgol Groeslon, Ysgol Carmel and Ysgol Bronyfoel and establish a new area schoolon the present site of Ysgol Groeslon

1) AUTHORS OF THE ASSESSMENT

Cyngor Gwynedd Education Department

2) PARTNERS

Note any others who need to be included as part of the assessment process, including front rankstaff, partner establishments, field specialists etc.

Ysgolion Groeslon, Carmel and Bronyfoel; Area Review Panel; Gwynedd Council Head ofEducation; Gwynedd Council’s Education Cabinet Member; Gwynedd Council’s StrategicDirector; School Headteachers; School Teaching and Ancillary Staff; Pupils; Parents; Members ofthe Community.

3) ASSESSMENT STARTING DATESeptember 2012

4) ASSESSMENT COMPLETION DATEJanuary 2013

5) RELEVANCE

5a) Relevance to the General Duties

� To Promote Positive EqualityThe aim is to continue using schools’ local procedures and policies to promote equality ina positive way.

� To abolish illegal discrimination, disturbance and persecution.The aim is to continue using schools’ local procedures and policies in order to do awaywith illegal discrimination, disturbance and persecution.

� To promote equal opportunitiesThe aim is to continue using schools’ local procedures and policies in order to respond tothe needs of the individual.

� To foster good relationshipsThe aim is to continue using schools’ local procedures and policies in order to fostergood relationships.

5b) Relevance to different elements of equality

� RacePart 1: According to the data regarding pupil numbers at the schools in January 2012, atYsgol Groeslon 95% of the pupils are from British White background and 5% areundisclosed. At Ysgol Carmel, 97% of the pupils are from British White background and3% are undisclosed. At Ysgol Bronyfoel 96% of the pupils are from British Whitebackground and 4% are undisclosed.

Part 2: According to the data regarding pupil numbers at the schools in January 2012,96% of the pupils at the new school would be from British White background with 4%undisclosed.

� SexPart 1: According to the data regarding pupil numbers at the schools in January 2012, atYsgol Groeslon 46% of the pupils are male and 54% are female. At Ysgol Carmel 54% ofthe pupils are male and 46% are female. At Ysgol Bronyfoel 57% of the pupils are male and43% are female.

Part 2: 51% of the pupils at the new school would be male and 49% female, based on thecurrent population of the existing schools.

� DisabilityNo information received, but as in all establishments it will be necessary to keep an eyeon the number of disabled pupils who attend the schools. Depending on the disability, theschool will have to adapt its plans in order to allow access for pupils with specificdisabilities. As a result, the authority will also have to ensure that the relevantdepartments are aware of the changes and supply the necessary input.

� The Welsh LanguagePart 1: Pupils that speak Welsh fluently at home: Groeslon 74%, Carmel 63%, Bronyfoel24%

Pupils that do not speak Welsh at home but are fluent: Groeslon 3%, Carmel 6%,Bronyfoel 21%

Pupils that do speak Welsh at home but are not fluent: Groeslon 6%, Carmel 6%,Bronyfoel 10%

Pupils that do not speak Welsh at home and are not fluent: Groeslon 11%, Carmel 19%,Bronyfoel 21%

Pupils that do not speak any Welsh: Groeslon 6%, Carmel 6%, Bronyfoel 24%

Part 2:In the new school:62% would be pupils that speak Welsh fluently at home7% would be pupils that do not speak Welsh at home but are fluent7% would be pupils that do speak Welsh at home but are not fluent15% would be pupils that do not speak Welsh at home and are not fluent9% would be pupils that do not speak any Welsh

� Sexual orientationNot relevant.

� Religion or creedNot relevant

� AgeSupport opportunities for pupils in the 3 to 11 age group.

6) AIMS AND OBJECTIVES OF THE POLICY / SERVICE / ROLE

To unite Ysgol Groeslon, Ysgol Carmel and Ysgol Bronyfoel on one site.

7) PARTICIPATION AND CONSULTATIONWhat participation and consultation was held on the policy / service / role and what wasthe outcome?

Consultation at local level ion the area.

Area Panel Meetings – 22 October 2012, 19 November 2012, 28 January 2013

Meetings with individual schools – a visit was made to every school in the area at the start ofthe process.

8) AVAILABLE EVIDENCE

Information from PLASC 2012.

9) GAPS IN THE EVIDENCE

PLASC 2013 data was not available and finalised at the point of publishing this document,therefore 2012 data had to be used.

The task of gathering evidence commenced during September 2012. We feel that we have takenevery reasonable step to identify opinions by means of the following meetings:

Consultation at local level in the area.

Area Panel Meetings – 22 October 2012, 19 November 2012, 28 January 2013

Meetings with individual schools – a visit was made to every school in the area at the start ofthe process.

10) WHAT IS THE REAL OR LIKELY EFFECT

10 a) from the point of view of the equality groups

� RaceUnder Council Policy requirements, the new schools will be obliged to provide an Anti-Bullying Policy and therefore the Schools will be expected to protect against racial bullyingwithin the school.

Gwynedd schools have a Transport Code of Practice and an Anti-Bullying Policy providedby Gwynedd Council.

� GenderWe are not aware of any concerns having arisen that the new arrangement could have amore negative effect on one sex than the other, apart from the fact that it is possible that anumber of women would become unemployed in the area since a higher percentage ofprimary school teachers in the area are women.

� DisabilityUnder the models which recommend a new building, there will be an opportunity to designan accessible building which could provide access for disabled pupils. To this end, we wouldrecommend that the Council Access Officer and the Local Access Group should have aninput into the plan - certainly we have an opportunity here to improve the provision fordisabled pupils.In accordance with the requirements of Council Policy, the new School will need to providean Anti-Bullying Policy, and therefore the School will be expected to protect against bullyingon the basis of disability, and indeed on any other basis.

The staff at the schools will need to provide the same level of care and to be aware of allthe children’s needs.

� The Welsh LanguageGwynedd Council’s Welsh Education Plan sets the same requirements for every school,and therefore in terms of implementing the policy, there will be no change.

� Sexual orientationNot aware of any relevance.

� Religion or CreedNo information received.

� AgeNot relevant

10b) Regarding the General Duties

� Promoting equality in a positive wayEveryone will be treated according to their needs under the procedures which already existat the schools. New schools to continue to follow statutory equality policies which havealready been established.

� Abolishing illegal discrimination, disturbance and persecutionThe aim is to give pupils the opportunity to express their views in a way that is suitable and

appropriate in view of any factors which affect them. Continue to use the School Council,SPE lessons, anti-bullying policies and other procedures in order to ensure that the schoolabolishes illegal discrimination and disturbance.

� Promoting equal opportunitiesThe aim is to give pupils the opportunity to express their views in a way that is suitable andappropriate in view of any factors which affect them. Continue to use the School Council,SPE lessons, anti-bullying policies and other procedures in order to ensure that the schoolpromotes equal opportunities.

� Fostering good relationshipsEnsure that the school makes use of specific and available assistance e.g. to promote goodbehaviour at the school.

The aim is to give pupils the opportunity to express their views in a way that is suitable andappropriate in view of any factors which affect them. Continue to use the School Council,SPE lessons, anti-bullying policies and other procedures in order to ensure that the schoolfosters good relationships.

Losing a local resource can have a negative effect on community co-ordination, andfostering close and strong connections between the schools and the local communities willhelp to alleviate this.

11) DEALINGWITH THE EFFECT

Outcome 1: No great changeIn terms of equalities, the assessment shows that there is no potential for discrimination ordetrimental effect. Every opportunity has been seized to promote equality.

12) MONITORING AND REVIEWING ARRANGEMENTS

The responsibility for implementing the equality policy will rest on the shoulders of the schools(through their governing bodies) and the authority, through its customary support andmonitoring procedures, will ensure that the policy is adhered to. Also, within the schoolsinspection circle, Estyn will review this aspect.

Consultation Step 1 – Schools in the Groeslon, Carmel and Bronyfoel (Fron) Area

Ysgol Groeslon

A class with a lot of children

Positive� More to help each other

Negative� No room� Noisy - maybe

A class with few children

Positive� Learn more� More room to move about� Take less time to go through work

Negative� Less children to help you

Take over half an hour to reach school� Downhearted� I would have missed half an hour of lessons� Too early to have to wake up

Take less than half an hour to reach school� More time to read in school� Not late to school� See friends when walking

Everyone talking Welsh in the yard at lunch time� Not fair to force us to only speak Welsh – like to play some games in English� It would be no fun to turn an English game into Welsh� English games like : Saddle Club, James Bond

Everyone talking English in the yard at lunch time� No� The school would turn into an English school then, English would get into our hearts, we

would then stop talking Welsh

Everyone talking Welsh and English on the yard during break time and lunch time� Welsh school – expect us to talk Welsh� Both are right – help us to learn� Everyone talks Welsh on the yard� Sometimes we play games in English – play programmes� No English if everyone understands Welsh� English – only while playing� We help others that don’t speak Welsh� It’s an old language, not many people speak it� A lot of English people are moving in, and not speaking Welsh. We’re losing the language,

it’s important not to lose it.

Have a New Teacher every year

Positive� Learning new things – no repeating� Know different teachers

Negative� Not knowing the person� Not sure what kind of work would be done� It would take time to understand the work� Not knowing what’s to come

Have One Teacher Teaching you for years

Positive� Know them better� Know what kind of teacher they are� Know what you understand and what you don’t – focusing on things you’re not as good at� Know the order of the lessons

Negative� Nothing

Everyone in the class the same age

Positive� Same work for everyone – not got to think about 2 sets of work

Negative� One big, big year

Everyone in the class a different age� There would be less classes and less teachers� Everyone agrees it ‘s better with less classes� Costs less for the schools� Cost to build extra classrooms� No room in the yard, if more need to be built� Everyone agrees they like to have less classes

The Ideal School?

� Concrete� More red lines� Lot of happy friends� Computers� Welsh� More Welsh than

English� Happy teachers� Library� White Board� Not too big… Not too

small…� Computers� Goals� Books� Welsh school� School in the village� Happy teachers� Between 20 and 25

children in a class� Welsh and English

Assembly (moreWelsh than English)

� Talk English and Welshon the yard

� Gym� Quiet room� Teachers = about 4,

and assistants andAuntie’s = 6

� After school clubs’room

� Swings� Books� Lot of children� Welsh school� Happy friends� More Welsh than

English Assemblies� Not too far� Computers� Canteen� White board� Large yard� Gym� Happy teachers

� Spare room� Welsh on the yard� Library� Happy teachers� Lot of friends� Happy friends� Ipad� Welsh school and

English on the yard� 4 teachers� More red lines� Lot of grass� Welsh on the yard� 22 children in a class� White board� Welsh� Camera� Lot of friends� More Welsh than

English


Ysgol Carmel

Class with a lot of children� Full – no room to walk around� No room for everyone to sit� Everyone not listening� No time to talk� Danger if there’s a fire, not enough room – someone can be left behind� Children will fall� There’s nothing good about a lot of children in one class. It would be noisy, and not enough

room for everyone.� How many is too many?

Too many : 30Just nice : 20Now : 20 - 25

A class with few children� There will be less talking� It wouldn’t be noisy� Children wouldn’t fall� Less mess� Everyone would listen better� Better chance to learn� More attention – this is good – learn more, not shouting across each other

Take over half an hour to reach school� I would be late� I would have to get up early� I would be tired� I wouldn’t be able to do my work� I would get home late� If I miss the bus, I’d be late to school

Would you like to go to a school in another village?� No� I wouldn’t know anyone in the village, I know everyone now

Would it be fair to go to another village?� It would be far� What if I didn’t have a car?� I would have to get a bus / taxi� Buses leave early from Carmel

Take less than half an hour to reach school� Better to have a school in the middle of a village� Reach school early – see friends� Can walk to school – exercise� Can walk from school to Nain’s house

Everyone talking English on the yard at lunch time� No – everyone agrees� Do not like speaking English� No – our families are Welsh – we were born Welsh. This is important.

Everyone talking English and Welsh on the yard at lunch time and break time� We should be able to talk both languages on the yard� If we speak English in the classroom, the teacher says ‘Welsh!’� Do not like speaking English� We help the non-Welsh to speak Welsh


Positive� It would be a chance to do new work – no repeating

Negative� Not understanding them

If given the option, would you rather stay with the same teacher, or move?� Stay : Everyone� Move : No-one

Have One Teacher Teaching you for years

Positive� Don’t have to move class� Understand each other

Negative� Nothing bad

Everyone in the class the same age� Would be better to have one class per year� Think this is good – chance to talk to friends, without other years being nosy

Everyone in the class a different age� I like having a mixed class� Noisy and confusing� Hard to concentrate� It’s better to have a class where everyone is doing different things� Sometimes confusing – teacher gives us work, but for which year is it?

The Ideal School?

Conveniences� Canteen� Another room to eat� Playing park – climbing frame etc� Football goals� Gym� Swimming pool� Separate library, to read and learn

Teachers� Enough teachers, in case some are ill� A teacher for each year, to finish work

before break time

Travelling� Not travelling far� Close to the school� If have to travel – how? Walking, or

mini bus back for those that can’t walk

Friends� A lot of good friends� If sharing a school with another

village, at leas we’d know somechildren by Secondary school

Language� Welsh and English� Opportunity to learn a different

language - French and Spanish� Only Welsh� Only a little English on the yard

Yard� Plenty of playing things – bikes� Trampoline� Enough space – one for infants and

one for juniors� Grass� Garden to grow vegetables

Location� Carmel� Near Dorris' Shop� Next door to Nain’s house� Somewhere everyone respects the

location� Somewhere dogs are not allowed� Somewhere safe during the holidays� Somewhere with large fences

Classroom� Enough space for everyone� Reading corner – enough different

areas� Toys� Enough tables� It would cost more for a larger school� Enough space to keep everything tidy

Equipment / Resources� Pencils� Enough spare resources in case

something breaks� Chairs� Information books


Ysgol Fron

Class with a lot of children

Positive� Lots of talking about work and in general� Lots of friends� Can make a juniors group� More help to keep tidy� Help with work, especially computers

Negative� No time to discuss work

A class with few children

Positive� More room in the classroom� Can share resources� Time to talk / support from the teacher� Small groups� Teachers do not get tired

Negative� Not many friends to ask for help

Take over half an hour to reach school� Always late� Wake up early, early, early� Get up from bed very early� Must use car� Can cost

Take less than half an hour to reach school� Not late� Lots of play time� If the weather isn’t bad, it’s not too far to walk� Most walk to school� Easier to get to school

Everyone talking Welsh in the yard at lunch time� Can learn Welsh better� Language not dying� Can speak two languages in the future

Everyone talking English in the yard at lunch time� Welsh language dying� Some do not understand English

Everyone talking Welsh and English on the yard during break time and lunch time

Positive� Good to include everyone

Negative� Youngest children do not understand English

* We play games in English


Positive� Can learn different work

Negative� Maybe not doing the same thing (type of work / technique)� Can be ‘strict’� Do not know them the first time

Have One Teacher Teaching you for years� Come to know the teacher better� Can talk (school family)� Want assistants for years same as the teachers

Everyone in the class the same age

Positive� Helps to make friends of the same age, especially when moving to the secondary school

Classes of different ages = Everyone wants thisClasses of the same age = No one wants this

Everyone in the class a different age

Positive� Older children can help with the work� Older children collaborate with the younger children

Negative� Older children can bully� Can have work of different levels

The Ideal School?

Conveniences� Large hall� Interactive white board� Level football field� Plastic grass to play on� Sports hall

Yard� Garden� Better gates� Security CCTV

Teachers� Kind� Friendly� Help / Support� Good ideas� Enough children for the number of

children

Friends� Nice� Trusting� Friends that can keep secrets� Friends from different places� Friends that help

Travelling� Not too far� School is ok where it is� Can walk there

Equipment� Fish tank� We’re ok with what we’ve got� We have Ipads

Location� Where the school is now� Add a school field� Close enough to walk� It’s in Fron

Class� Large library in the classroom� Pet animal� New computers� Tidy� Larger in size

Language� Welsh / English� Equal bilingual learning in lessons� New languages

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CABINET REPORTFebruary 27th, 2013

Cabinet Member: Councillor Sian Gwenllian

Subject: The future of education provision in the Groeslon, Carmel and Bronyfoel(Fron) area

Contact Officers: Iwan T Jones – Corporate Director /Tony Bate - Lead Manager for Primary School Organisation

The resolution sought/purpose of the report

The purpose of this report is to ask the permission of the Council Cabinet tocommence a period of statutory consultation on the proposal to close the schools atGroeslon, Carmel and Bronyfoel and to establish a new Area School on the existing siteat Ysgol Groeslon.

Views of the local members

Any comments by the Local Members will be presented in the meeting.

1. INTRODUCTION

1.1 The purpose of this report is to ask the permission of the Council Cabinet tocommence a period of statutory consultation on the proposal to close the schoolsat Groeslon, Carmel and Bronyfoel and to establish a new Area School on theexisting site at Ysgol Groeslon. The Cabinet is asked to reach a decision on:

i. The proposed model chosen for consultation, and alsoii. The site which is best suited to that model

1.2 The Council has been implementing the Strategy ‘Primary Education of the BestQuality for the Children of Gwynedd’ since it was adopted in April 2009. At itsmeeting on 9 October 2012, the Cabinet resolved to implement the ‘Priorities Planfor Education Organisation’ based on this Strategy.

1.3 The Strategy states the need to ensure a way of responding to the circumstances atcertain schools which are vulnerable:“Relevant professional information should be considered in order to draw attention tosituations of crisis within the county which directly affect the quality of education and theexperiences of the pupils (e.g. very low numbers at a school, the condition of the schoolbuildings being very poor, failure to recruit a head teacher)”.

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1.4 The Strategy notes the need to ensure the flexibility required to commencediscussions on the need for substantial investment in order to improve thebuildings which provide education in a specific area. These situations are identifiedthrough condition and suitability inspections by the Council Property Service.

1.5 One situation highlighted was the situation regarding the condition of the buildingat Ysgol Y Groeslon. On account of the condition of part of the school buildingalternative measures had to be implemented in order to provide education on thatsite from September 2012 onwards and attention to that situation to be givenpriority.

1.6 In the past an application was submitted to Welsh Government for funding to builda new school at Y Groeslon but the application was unsuccessful.

1.7 As part of the Cabinet’s Priority Plan it was resolved to take the steps which areappropriate in the case of schools in a vulnerable situation and to commencediscussions in the area in question here. In order to ensure that the necessaryresources are available from the Welsh Government Twenty First CenturySchools Programme, we would need to develop a strong business plan showingthat the Council is responding strategically to the needs of the area for the future.Therefore, a local review panel was established to discuss the future of educationprovision in the area.

2 THE SITUATION IN THE GROESLON, CARMEL AND BRONYFOELAREA

2.1 The Council has been monitoring the condition of part of the school building atYsgol Y Groeslon for some time. The kitchen at the school was closed some yearsago, and recently as part of a precautionary measure a part of the school buildingwas closed and taken down, and the pupils are taught in mobile units.

2.2 In 2010 a bid for funding was submitted to the Welsh Government CapitalProgramme (Tranche 3) for the construction of a new school in Y Groeslon. Theapplication was unsuccessful. Therefore, in accordance with the Strategy and theprevious resolution by the Full Council (16/12/2010), the Council Cabinet in itsPriorities Plan resolved to commence discussions on the future of primaryeducation provision in the area of the three villages - Y Groeslon, Carmel a’r Fron.

2.3 Carmel and Fron are geographically close to Y Groeslon and also within the YsgolDyffryn Nantlle catchment area. The geography and the nature of the area definesitself. But there are other factors which further strengthen the reasoning.

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2.4 Each of the three schools has a significant number of surplus places:Numbers

School PupilsSeptember

2012

Capacityof theschool

Numberof EmptyPlaces

PercentageSurplusPlaces

Groeslon 75 128 53 53%Carmel 48 78 30 38%

Bronyfoel 26 52 26 50%Total 149 258 109

In terms of numbers – this is equivalent to more than 100 (109) surplus places intotal between the three schools.

2.5 There is a difference of approximately £3,000 (£2,958) in the cost per pupilbetween the three schools – this inequality occurs within a radius of barely 2miles.

2.6 In accordance with the Strategy the Council has a responsibility to use publicmoney wisely and to ensure sustainability. In order to ensure effective use ofresources we have to consider the options which will ensure sustainable andstrong education provision for the future whilst keeping within the framework ofthe Strategy.

2.7 Therefore, by defining the area in this way, the Council has the opportunity to:

A) Attract a financial contribution from Welsh Government

B) Achieve some of the aims of the Strategy by having much better control over:� Making the size of classes more consistent and reducing the age range

within classes� Responding to the challenge which is likely to arise in the future, namely

the change in population� Improving the learning environment for more pupils and ensuring a

school which can fulfil the needs of the Twenty First Century SchoolsProgramme.

� Ensuring strong leadership and management.� Ensuring a new resource which is fit for purpose and sustainable.� Reducing the range in the cost per pupil for education provision in the

area.� Making the number of schools in the area consistent with the need.� Releasing money to be spent on children in the education system rather

than on buildings and on maintaining the existing infrastructure.� Reducing the substantial number of surplus places at the schools and thus

increase efficiency.

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2.8 A panel of representatives from the school of Y Groeslon, Carmel and Bronyfoelwas established to discuss the matter, with the role of gathering local evidence andsubmitting various suggestions and options to the Education Cabinet Member. TheHead Teacher, Chairman of the Board of Governors and a Parent Governor fromeach school, and also the Local Members were included in this panel.

2.9 The Panel met in a series of meetings, and during the discussion period, thecommunities undertook their own research exercises as a result of thediscussions. We thank the Panel for its work and for holding timely discussions onthe matter within their own communities.

2.10 Carmel community undertook a questionnaire exercise which revealed discontentthat the future of the school had become part of the discussion. The researchwork also offered alternative models for consideration. A similar exercise wasundertaken in Y Groeslon – which expressed clear support for the one site AreaSchool model.

2.11 During the same period help was obtained from specialist officers employed by theCouncil to complete an exercise involving the pupils of the schools and to discovertheir views as the process went on. A range of activities was held in order to gainthe pupils’ views on a number of subjects, including: numbers in classes, desire fornew resources at their school, age range within classes; pupils’ language outsidethe classroom; travelling distances to school. The children and young people wereasked to suggest the type of resources they would like to see in an ideal school. Ingeneral the children showed loyalty towards their school and teachers whilst alsoidentifying a number of resources they would like to see at their schools.

3 RELEVANT CONSIDERATIONS – CHOICE OF MODEL

3.0.1. A list of possible options for the reorganisation of schools in the area wasdrawn up. The list was reduced to 3 main models for further consideration. Ananalysis of the implications of each model was obtained against the factors andvalues of the Strategy ‘Primary education of the best Quality for the Children ofGwynedd’.

3.0.2. Discussions were held on the following methods:� Developing models of collaboration/federation� Models of an Area School� Models of a multi site Area School

3.0.3. In the course of the discussions a document was developed which summarisedthe advantages and disadvantages of the models discussed. The various optionswere evaluated by the Panel during local discussions. A further comparison ofthe models against factors in the Strategy can be seen in Appendix 1 (TableComparing Models)

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3.1 Collaboration/Federation Model

3.1.1. It was revealed that this model could be developed in more than one form.Discussions showed that informal collaboration could be established betweenthe schools and more formal collaboration through a federal arrangement.

3.1.2. The advantages of this type of model would be to ensure that educationprovision would continue on each site where education is provided at present.There would be an opportunity to share expertise and good practice.

3.1.3. On the other hand, there would also be disadvantages to this type of model. Itwould not solve the problem of a reduction in pupil numbers and neitherwould it solve the problem caused by the high number of surplus places atindividual schools. Therefore there would be no change in the teaching andlearning environment. In addition, the cost of maintaining the same number ofbuildings would remain and there is no guarantee that the substantialinvestment needed to upgrade every individual building would be forthcoming.

3.1.4. Indeed, during the discussions held by the Area Panel, it was clearly stated thatthis model was not favoured locally.

3.2 Developing an Area School Model

3.2.1. An Area School is defined as a school which replaces other schools as a resultof establishing a new school to serve in their place.

3.2.2. A full assessment of this model is given in the remainder of this document asthe model which is favoured for the area.

3.3 Developing a Multi-Site Area School

3.3.1. In this case, a multi-site Area School is defined as one school in a statutorysense but with the possibility of being on more than one site. The advantagesof this type of model of course is the possibility of retaining an educationpresence in more than one community. It is a model which responds well invery rural areas where there are long travelling distances to reach anotherschool. The type of model discussed here was as follows: one site at Groeslonand the other at Carmel. Technical matters would make it difficult to developthe site at Bronyfoel.

3.3.2. On the other hand, there would be disadvantages to this type of model too.The cost of maintaining two sites and more buildings would be higher. Therewould be uncertainty regarding attracting any investment to upgrade thebuildings. The likelihood is that a substantial sum of money would have to bespent on one site (at Groeslon) due to the condition of the building; and thatthere would be less investment for the second site (at Carmel). There is

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concern that this type of plan – in comparison with the favoured model -would not be strong enough to attract investment from Welsh Governmentsince the investment would be expected to lead to specific national standards.

3.3.3. Also, in this case there are concerns regarding the sustainability of the model.As stated previously, it would be necessary to invest heavily in the site at YGroeslon, and therefore this building would be modern and attractive. On theother hand, the second site would not receive as high an investment.

3.3.4. There is concern over entry control between the two sites which could arisein this situation. It would be the role of the authority to control entry to theschool as an establishment, but the governing body would control entry tospecific sites. Since distance is not a key factor it is possible that problemswould arise when choosing which pupils would attend which school.

3.3.5. Since the school would be one establishment, it would be necessary to ensurethat the same educational standards were consistent across the school andthat the same opportunities available across the two sites for the pupils.

3.3.6. It is important to note also the findings of the linguistic impact assessment,namely “…this model would lead to a deterioration in the Welsh language”.The independent linguistic impact report reaches the conclusion that one ofthe two sites could increasingly be seen as an English site – this being onaccount of the linguistic background of the pupils. The report doubts whetherany alleviating measures would overcome some of the negative effects that thismodel would have on the Welsh language.

3.4 Other options put forward

3.4.1. As a result of the research work carried out by members of the community inCarmel a number of other options were submitted, including the closure ofthe provision in Groeslon and maintaining the schools at Carmel andBronyfoel. In response it was explained that it would technically be difficult andcostly to develop the other sites sufficiently to cope with the number of pupilsinvolved.

3.4.2. Through the research work carried out locally a more radical suggestion wasput forward, which would extend the discussion to include more schools. Interms of extending the discussion, it was noted that the way the area had beendefined at the start of the discussion had been on the grounds of specificmatters such as: the time factor, school catchment areas, geographical location,availability of resources and the other factors discussed as part of the Council’sstrategy. It was also considered that extending the discussion further would gobeyond the boundaries which would allow the discussion to move forward tofind a strong and sustainable solution for this area.

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4. THE FAVOURED OPTION

4.0.1. The option favoured for further consultation is the closure of the schools atGroeslon, Carmel and Bronyfoel in order to establish an Area School to servethe catchment area of Groeslon, Carmel and Bronyfoel after discussing anumber of factors, including:

� Class sizes and the age range within classes� Pupil numbers and surplus places� Learning environment and quality� Leadership and staffing� The community� The Welsh language� Financial resources� Geographical factors� Suitability of buildings� Sites for developing a school� Equality assessment

4.0.2. Detailed information regarding these considerations is included in Appendix 2.It has to be noted that the principle of an Area School model was welcomedby some members of the local Review Panel, but there was no unanimousview.

4.1 Class sizes and the age range within classes

4.1.1. The proposal for an Area School model would make class sizes moreconsistent, reduce the age range within classes and ensure that pupils couldreceive their education in groups of consistent sizes and of the same agegroup. The extremities of the age range within classes would also be reduced.This would be a way of alleviating the challenges and problems of effectiveteaching and learning encountered when there is a higher age range amongpupils in the same class.

4.2 Pupil numbers and surplus places

4.2.1. Pupil numbers at the schools have varied since 1975, but in general there havebeen approximately 18% fewer pupils over the last decades. This leads to anumber of surplus places at the schools – over 40% (or 100 in number) surpusplaces across the three schools at the present moment.

4.2.2. In implementing the proposal an Area School would be established withappropriate capacity for present and future pupils. This will ensuresustainability for the school in the future and reduce the number of surplusplaces which is very high at present.

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4.3 Quality of the education

4.3.1. Recent Estyn inspection reports note that the three schools provide educationof good quality with no important deficits. There will be several opportunitiesto build on the quality foundation of the education provided in the area if theproposal is approved. There are opportunities to create classes of viable sizeswith a smaller age ranges, and an opportunity for pupils to be educated withpeers of the same age and wider teaching and learning opportunities for thepupils both within and outside the classroom. There will be more non-contacttime for the Head Teacher to lead and to manage the school, and thereforemore opportunity to develop new teaching plans.

4.4 Learning environment

4.4.1. If the proposal is implemented the new school building and the learningenvironment will meet the twenty first century schools standards and will bean innovative education asset within the area for the future. A substantialinvestment of £4.8 million will be available in order to ensure excellenteducational provision for a sustainable and modern school which will fully meetthe educational requirements of pupils throughout the whole area.

4.5 Leadership and staffing

4.5.1. The staffing structure of teaching staff within the schools varies, with thenumber of teachers between 2 and 3.5. There is further detail in Appendix 2.The amount of teaching time for Headteachers varies with GroeslonHeadteacher teaching 60% if the time, and Carmel and Bronyfoel Headteachersteaching 80% of the time. Therefore the amount of non-contact time forHeadteachers for managerial and leadership issues varies between 20% and40%.

4.5.2. The exact staffing structure for the school will be discussed further and will bea matter which will need to be discussed by the Governing Body of the AreaSchool. The school will be a new entity, and therefore it will be necessary toestablish a new Governing Body together with a governing tool, in keepingwith current guidelines and rules. The new Governing Body will need toappoint a Head Teacher and staff for the school.

4.5.3. Establishing an Area School will afford career opportunities for teaching staffand ancillary staff. At the moment, the Head Teacher is required to teach aclass for a high proportion of the time, which reduces the time they haveavailable for professional leadership and management purposes. As the needfor efficient leadership and management of schools increases it is essential thatany proposal for change takes into consideration the time needed by headteachers for leadership and management.

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4.5.4. At a larger school, there will be more opportunity to release school leaders(head and/or deputy if appointed) from their teaching and learning duties sothat they can focus more on leadership and management and ensure continualimprovement at the school.

4.5.5. Also, there will be opportunities for teaching staff to share their expertise witha larger number of pupils and to see the benefits of teaching classes wherethere is a much reduced age range.

4.6 The Community

4.6.1. The Government guidelines (Circular 021/2009 Schools Organisation Proposals)on the reorganisation of schools notes factors which need to be discussedwhen forming proposals for the reorganisation of schools. As part of theprocess of developing the proposals, a community impact study on the possiblemodels was commissioned from an independent consultant. A report on theinitial findings of the assessment was submitted to the last meeting of the localpanel.

4.6.2. The respondents to the community impact surveys were loyal to their villages.The community assessment identifies the effects of different types of models. Ina nutshell, what was noted that closing schools in the area in any model canhave a negative impact on the value of housing, local services and the localeconomy - but that the scale of the impact will vary from model to model.

4.6.3. For those communities where the schools will close, the assessmentrecommends some measures which the Council could adopt in order toalleviate the negative effect. A number of alleviating measures will beconsidered for inclusion in the work programme if the resolution is toimplement the proposals in the area, for example:

- In order to create a spirit of inclusion and ownership, it should be ensuredat the start and throughout the transition process that the Governors ofevery school are an integral part of the developments and decisions andthat regular updates are given to parents,

- Appropriate consultation should take place with the local villages and thecommunities regarding purposeful use of all the buildings for the future,

- Consideration should be given to ensure that part of the social activities ofthe School (concert, coffee evening etc) are held in the villages (schoolbuildings or Community Centre) where the schools are closed,

- The Council should consider appropriate school transport arrangements.

4.6.4. By implementing the proposal to establish the Area School a substantialinvestment would be made to try and guarantee the presence of sustainable

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education for the wider area. It will be an opportunity for the pupils and thewider community to benefit from the new provision.

4.7 The Welsh language

4.7.1. In developing this proposal, an independent consultant was commissioned toundertake a linguistic impact assessment on the possible models. The reporthas been completed and published on the Council website.

4.7.2. The report notes the possible negative impact of the Multi-Site Area School.The independent report presents findings of the negative effect of this model,in that one of the two sites would increasingly be regarded as the English site.The report notes that it is unlikely that any alleviating measures wouldovercome the negative effects that this model would have on the Welshlanguage.

4.7.3. Regarding this proposal to establish an Area School, the linguistic assessmentnotes that establishing this model would “..offer opportunities to promote andstrengthen the Welsh language within both education and the community”.

4.8 Equality Assessment

4.8.1 An equality impact assessment of the proposal was conducted. The assessmentidentifies the current situation and shows that policies and procedures are inplace that would ensure that the proposal considered is compatible with andequal rights. Having weighed the relevant factors is concluded that guaranteeequal opportunities are promoted positively as a result of the proposal andthat measures are in place to ensure that no unlawful discrimination orharassment. Arrangements are in place to monitor and review the situation.

4.9 Financial resources

4.9.1. There is a wide range in the cost per pupil in the area:Ysgol Groeslon - £3,890,Ysgol Carmel - £4,156,Ysgol Bronyfoel - £6,848.Average cost per pupil throughout the County is £3,838.

4.9.2. This means that there is approximately £3,000 difference in the cost per pupilbetween schools which are barely 2 miles apart.

4.9.3. Ysgol Bronyfoel receives a sum in addition to the customary allocation throughthe minimum staffing protection policy (which guarantees at least a headteacher and assistant at a school with fewer than 15 pupils). This additionalsum this year totals £18,661. By establishing an Area School the predictednumber of pupils would be sufficient to attract a budget so that there would be

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no need for this kind of additional investment. The Area School will befinancially sustainable.

4.9.4. The total allocation for the new Area School based on the current allocationwould be around £578,000. In terms of revenue costs, the establishment of thenew system would save £85,000, less additional transport costs (estimated atapprox £40,000), therefore a final saving of approximately £45,000 per year.

4.10 Geographical factors

4.10.1. By establishing a new Area School in Y Groeslon, every current pupil would bewithin reasonable travelling distance (less than 30 minutes travelling time) ofthe school.

4.10.2. According to the initial assessment of the road network and travelling routesto the school, transport would be provided to the Area School in accordancewith the Transport Policy and attention paid to specific circumstances in thecase of some individuals.

4.11 Suitability of the buildings

4.11.1. The Strategy notes that the teaching and learning environment is an importantfactor in providing education of the best quality.

4.11.2. The Council has been monitoring the condition of part of the school buildingat Ysgol Y Groeslon for some time. The kitchen at the school was closed someyears ago, and recently as part of a precautionary measure a part of the schoolbuilding was closed and taken down, and the pupils are taught in mobile units.If the proposal is approved the new school buildings and the teachingenvironment will be of twenty first century schools standard, and will be ainnovative facility for the area into the future.

4.11.3. If we do not implement the proposal it will be necessary to spend money onrepairing and adapting the schools at Groeslon, Carmel and Bronyfoel toimprove the condition and suitability of the buildings. But as stated, thecondition of a part of the building at Ysgol y Groeslon was so poor that it hasbeen taken down. This would have to be rebuilt and requires substantialinvestment. Implementing the proposal and closing the sites at Carmel andBronyfoel would rationalise the need to spend on different buildings andensure an investment on one site to develop an establishment with a buildingand amenities of the best possible quality.

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4.12 In summary

4.12.1. The recommendation is to hold further consultation on the proposal for theArea School model because of the opportunities that will come in its wake.There will be several opportunities to develop upon the quality of the teachingand learning foundation that has already been established in the area, and willinclude:- Providing a new and sustainable school which will be fit for the purpose,- Ensuring consistency in terms of class sizes and age range within classes,- Meeting the challenge of changes in the population over the coming years,- An opportunity also to invest almost £5 million to develop amenities

which will mean developing a modern, fit for purpose learningenvironment with first rate resources,

- Ensuring strong guidance and strict school management,- Reducing the cost per pupil for providing primary education in the area,- Ensuring that more funding will be available to invest in pupils and

education,- Substantially reducing the number of surplus places in schools within the

area,- Creating a strong and sustainable establishment for the provision of

education for the future.

5. RELEVANT CONSIDERATIONS – CHOICE OF SITE

5.1 In developing this proposal and discussing options in the review panel meetings,site options were considered for the two models placed on the short list:

- Sites for a Multi-Site Area School- Possible sites for an Area School on one site

5.2 With regard to the favoured model – site options were considered and thefollowing requirements looked at in detail:

- Size of the site (2.2 acres)- Planning requirements- Accessible entrance- Level land- Structural services and drainage- Any environmental, archaeological and flood related matters etc- The budget

5.3 Sites in the three villages were assessed and consideration given to various factors.This led to a short list of 4 sites for further assessment, namely: (see mapinformation in Appendix 3)

- Site adjoining the former A487 - to the north of Groeslon- Existing site at Ysgol Carmel- Site adjoining the former A487 – to the south of Groeslon- Existing site at Ysgol Groeslon

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5.4 These sites were carefully assessed against key factors, and this assessment can beseen in full in Appendix 4. It was noted that planning matters and mechanicalproblems increase the complexity of development and risks in a number of sites. Inassessing the existing site at Ysgol Groeslon it was noted that it is possible toextend the site, and that the site lends itself to development within technical,planning and budgetary conditions, without any obvious complexities.

5.5 Also, it was noted that locating the Area School on this site would ensure theviability of the site into the future since locating the school in Groeslon wouldmean that this site is the closest for more than half the pupils of the area and also,it involves less travelling for the majority of the pupils of the area compared tolocating the school in Carmel.

5.6 Therefore we recommend that consultation should take place based on theproposal to establish the site of the Area School on the existing site of YsgolGroeslon as this is the proposal which gives the best opportunity to ensure astrong and sustainable school for the future, thus safeguarding education in thispart of the Dyffryn Nantlle catchment area. It is estimated that developing a newschool building will cost approximately £4.8m and that a strong business case willhave to be submitted to Welsh Government in order to share the cost of thedevelopment between the Government and the Council.

6. IMPLICATIONS OF THE PROPOSAL

6.0.1. This proposal involves the closure of three schools and the development ofone new school. This means that:� The schools at Groeslon, Carmel and Bronyfoel will close� One Area School will be developed on the existing site at Ysgol Groeslon� Subsequently there will be no school site in Carmel (Ysgol Carmel) or in

Y Fron (Ysgol Bronyfoel)

6.1 Considerations regarding the closure of Ysgol Carmel and Ysgol Bronyfoel

6.1.1. The initial findings of the community impact assessment report notes somematers to be considered with regard to the effect which the closure of YsgolCarmel and Ysgol Bronyfoel will have on the communities in these areas.Consideration will be given to the measures recommended for alleviating theeffect on the community.

6.1.2. As part of the measures for alleviating any effect which school closure has onthe area – if it is the wish of the local people the Council will ask itsRegeneration Officers to support the community when discussions are heldregarding any after use of land and buildings released as a result ofreorganisation. This will be carried out in accordance with operational policiesand protocol which the Council adopted in 2010.

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6.2 Staffing considerations

6.2.1. If the proposal were approved there would be staffing implications and thesecould lead to uncertainty and dismissal. Consultations will take placespecifically with staff and Union representatives as part of the presentconsultation. Gwynedd Council has developed a detailed staffing policy jointlywith the Trade Unions and Head Teachers. Clear and open communication willplay a key part in implementing any proposals.

6.2.2. In establishing the school, the Shadow Governing Body will be expected toappoint staff for the school. The Council Personnel Service will be at hand togive assistance and advice to the Governing Body and the staff regarding theprocess.

6.3 One Area School

6.3.1. In order to establish the Area School consideration was given to the bestmethod of doing this legally and constitutionally. It is recommended that theschools in question (Groeslon, Carmel and Bronyfoel) will have to be closedand a site at Y Groeslon reopened in order to establish the Area School.

6.3.2. We have already explained the implications of establishing a one school entityin terms of:

- Leadership (one Head Teacher)- Governing control (one governing body)- Budgetary (one budget)

6.3.3. In creating the new Area School it would be necessary to establish a newGoverning Body and school constitution and to appoint staff. The staffingstructure will be a matter for the Area School governing body. However, theCouncil suggests that the Area School should in the first place earmark thejobs which arise from the implementation of the new system for teachers whoare working within the three schools due to close.

6.3.4. In implementing this proposal the catchment areas of the existing schools willbe adapted. Catchment areas are defined in order to identify the nearestschool for the parents/children, depending on where they live. This is how weare able to operate the Authority’s Transport and Entry Policy.

6.3.5. The school’s budget will be based on the number of pupil attending the schoolin accordance with the schools funding formula and in accordance with Section52 of the Schools Standards and Framework Act 1998.

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7. NEXT STEPS

7.1 Note that the action taken thus far is all part of the process of gatheringinformation in order to put together initial proposals.

7.2 Circular 021/2009 Schools Organisation Proposals was published and these proposalswere made with the help of these guidelines.

7.3 It is therefore confirmed that the steps taken to put together these proposals arenot part of the statutory process. The discussions thus far are in addition to whatWelsh Government expects. We must now decide on a model on which toconduct further consultations, in accordance with the Schools Standards andFramework Act 1998.

7.4 If the Cabinet decides to move ahead with the recommendations in this report – aperiod of statutory consultation will need to be held in accordance with theSchools Standards and Framework Act 1998 and the guidance in the Circular021/2009 Schools Organisation Proposals. It is predicted that this consultation periodwill be held during the coming weeks. During the consultation period informationand the findings of the linguistic, community and equality impact assessments willbe published.

7.5 Afterwards, a further report will be submitted to the Cabinet, detailing the resultsof that consultation. The Cabinet will have to consider the consultation, andsubject to a recommendation by the Cabinet, a decision will be made whether aStatutory Notice should be published to implement the proposal. If a StatutoryNotice is published, a period of one month will be allowed for any objections tobe submitted. If an objection to the proposal is received, the matter will betransferred to Welsh Government for a final decision. On the other hand, if noobjection is received, the matter can be finally resolved by the Cabinet.

8. RECOMMENDATIONS

8.1 Therefore the recommendations are:

i. To commence the process of statutory consultation in accordance with therequirements of Section 29 of the School Standards and Framework Act1998 for the closure of Ysgol Groeslon, Ysgol Carmel and Ysgol Bronyfoelon the 31 of August 2015.

ii. To commence the process of statutory consultation in accordance with therequirements of Section 28 of the School Standards and Framework Act1998 for establishing an Area School on the current Ysgol Groeslon site onSeptember 1st 2015.

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VIEWS OF THE STATUTORY OFFICERS

The Chief Executive:

“It must be acknowledged that there is dissatisfaction within individual communities thatobject to the change, but the report before outlines the relevant considerations andproposes a way forward which is reasonable.”

The Monitoring Officer:

“The report explains in detail all the matters which the Cabinet must consider in orderto make a decision which is appropriate and legal, and I have nothing to add”.

Head of Finance:

“The proposals before are evidence of thorough work by the Review Panel and otherswhile trying to move forward appropriately with primary school organisation in theGroeslon, Carmel and Fron area.I can confirm that the figures in sections 2.5 and 4.8 of the report are either accuratetrue costs or fair estimates (where appropriate) Therefore, reducing the number ofsites by establishing an area school would lead to an annual saving of £85,000 beforeconsidering the extra cost of pupil transportation (as noted in paragraph 4.8.4 of thereport).To ensure the proposed plans are viable, the proposal before should not becompromised. I support the recommendations and encourage relevant members tocontinue with the broader project of reviewing the schools’ organisation without delay.”

AppendicesAppendix 1 Table Comparing ModelsAppendix 2 Factors ConsideredAppendix 3 Maps of Possible SitesAppendix 4 Site Considerations

Background Pack

(Copies of the background pack will have been sent to Cabinet Members and will beavailable on the Council’s website: www.gwynedd.gov.uk/schoolorganisation or bycontacting through e-mail: [email protected])

The background pack will include:� Statistics Pack� Linguistic Impact Assessment Report� Community Impact Assessment Report� Equality Impact Assessment Report� Pupils’ Workshop Report� Minutes of the Area Review Panel Meetings� Carmel Parents Survey� Groeslon Parents Survey

TAFLEN BENDERFYNIAD CABINET Y CYNGOR / COUNCIL CABINETDECISION NOTICE

Dyddiad/Date 20130227

PWNC / SUBJECTDyfodol darpariaeth addysg yn ardal Groeslon, Carmel a Bronyfoel(Fron)The future of education provision in the Groeslon, Carmel andBronyfoel area (Fron)PENDERFYNIAD / DECISION

� Cychwyn cyfnod o ymgynghori statudol yn unol a gofynion adran 29 DeddfSafonau a Fframwaith Ysgolion 1998 i gau Ysgol Groeslon, Ysgol Carmel acYsgol Bronyfoel ar 31 Awst 2015.

� Cychwyn cyfnod o ymgynghori statudol yn unol a gofynion adran 28 DeddfSafonau a Fframwaith Ysgolion 1998 i sefydlu Ysgol Ardal ar safle presennolYsgol y Groeslon ar 1 Medi 2015.

� To commence the process of statutory consultation in accordance with therequirements of Section 29 of the Schools Standards and Framework Act1998, for the closure of Ysgol Groeslon, Ysgol Carmel and Ysgol Bronyfoelon 31 August 2015.

� To commence the process of statutory consultation in accordance with therequirements of Section 28 of the Schools Standards and Framework Act1998, to establish an Area School on the existing site at Ysgol y Groeslon on1 September 2015.

Rhesymau dros y penderfyniad / Reason for the decision:-

Pwrpas cyflwyno’r adroddiad hwn oedd ceisio caniatâd Cabinet y Cyngor igychwyn cyfnod o ymgynghori statudol ar y cynnig i ad-drefnu darpariaethaddysg yn ardal Groeslon, Carmel a Bronyfoel. Gofynnwyd i’r Cabinetbenderfynu ar:

i. Y model arfaethedig ar gyfer y ddarpariaeth a ffefrir er ymgynghori,ii. Ac ar fater safle sydd yn cyd-fynd â’r model hynny .

Ffurfiwyd panel o gynrychiolwyr o ysgolion Y Groeslon, Carmel a Bronyfoel idrafod y mater gyda’r rôl o gasglu tystiolaeth leol a chyflwyno syniadau acopsiynau gwahanol i’r Aelod Cabinet Addysg. Roedd Pennaeth, Cadeirydd yCyrff Llywodraethu a Riant Llywodraethwr yr ysgolion, yn ogystal â’r AelodauLleol ar y panel hwn.

Paratowyd rhestr o opsiynau posib ar gyfer ad-drefnu ysgolion yr ardal.Mireinwyd y rhestr i 3 prif fodel i’w hystyried ymhellach. Derbyniwyd

dadansoddiad o oblygiadau’r modelau yn erbyn ffactorau a gwerthoedd yStrategaeth ‘Addysg Gynradd o’r Ansawdd Gorau i Blant Gwynedd’.

Trafodwyd modelau yn cwmpasu:

Datblygu modelau o gydweithio/ffedereiddioModelau o ysgol ardalModelau o ysgol ardal aml-safle

Yr opsiwn gaiff ei ffafrio ar gyfer ymgynghoriad pellach yw cau ysgolionGroeslon, Carmel a Bronyfoel a sefydlu Ysgol Ardal i wasanaethu dalgylchGroeslon, Carmel a Bronyfoel ar ôl ystyried nifer o ffactorau, sydd yncynnwys;

Maint dosbarthiadau ac amrediad oedran o fewn dosbarthiadauNiferoedd disgyblion a llefydd gweigionAmgylchedd ac ansawdd dysguArweinyddiaeth a staffioY GymunedYr Iaith GymraegAdnoddau ariannolFfactorau daearyddolAddasrwydd adeiladauSafleoedd ar gyfer datblygu ysgolArdrawiad Cydraddoldeb

Mae gwybodaeth fanwl am yr ystyriaethau hyn yn Atodiad 2. Rhaid nodi fodyr egwyddor o fodel Ysgol Ardal yn cael ei groesawu gan rai Aelodau’r PanelAdolygu lleol, ond nid oedd barn gytunedig.

Argymhellir ymgynghori pellach ar y cynnig o’r model Ysgol Ardal oherwydd ycyfleon a ddaw yn ei sgíl ac y dylid ymgynghori ar sail y bwriad i sefydlu’rYsgol Ardal ar safle presennol Ysgol y Groeslon fel y cynnig sydd yn rhoi’rcyfle gorau i sicrhau ysgol gynaliadwy a chadarn ar gyfer y dyfodol, ganddiogelu addysg yn y rhan yma o ddalgylch Dyffryn Nantlle. Amcangyfrifir ybydd datblygu adeilad ysgol o’r newydd yn costio oddeutu £4.8m ac y byddaiangen sicrhau achos busnes cadarn i Lywodraeth Cymru er mwyn rhannucost y datblygiad rhwng y Llywodraeth a’r Cyngor.

Mae’r cynnig hwn yn golygu y bydd tair ysgol yn cau gan ddatblygu un ysgolnewydd. Golyga hyn:

� Gau Ysgolion Groeslon, Carmel a Bronyfoel� Sefydlu un Ysgol Ardal ar safle bresennol Ysgol Groeslon� Ni fydd safle ysgol felly yng Ngharmel (Ysgol Carmel) nac yn y Fron(Ysgol Bronyfoel)

Bydd adroddiad pellach yn cael ei gyflwyno gerbron y Cabinet wedi’rymgynghoriad yn adrodd ar ganlyniadau’r ymgynghori hynny.

The purpose of submitting this report was to seek the permission of theCouncil Cabinet to commence a period of statutory consultation on theproposal to re-organise the education provision in the areas of Groeslon,Carmel and Bronyfoel. The Cabinet was asked to reach a decision on:

i. The proposed model chosen for consultation, and also,ii. The site which was best suited to that model.

A panel of representatives from Ysgol y Groeslon, Ysgol Carmel and YsgolBronyfoel had been established to discuss the matter, with the role ofgathering local evidence and submitting various ideas and options to theCabinet Member for Education. The Head teacher, Chair of the Board ofGovernors and a Parent Governor from each school, and also the LocalMembers, were on this panel.

A list of possible options for the reorganisation of schools in the area hadbeen drawn up. The list had been reduced to three main models for furtherconsideration. An analysis of the implications of each model was receivedagainst the factors and values of the Strategy ‘Primary Education of the BestQuality for the Children of Gwynedd’.

Discussions had been held on the following methods:

Developing models of collaboration/federationModels of an area schoolModels of a multi site area school

The option favoured for further consultation was the closure of the schools atGroeslon, Carmel and Bronyfoel and to establish an Area School to serve thecatchment area of Groeslon, Carmel and Bronyfoel after considering anumber of factors, which included:

Class sizes and the age range within classesPupil numbers and surplus placesLearning environment and qualityLeadership and staffingThe CommunityThe Welsh LanguageFinancial resourcesGeographical factorsSuitability of buildings

Sites for developing a schoolEquality impact

Detailed information regarding these considerations was included inAppendix 2. It must be noted that the principle of an Area School had beenwelcomed by some members of the local Review Panel, but there had beenno unanimous view.

Further consultation on the proposal of an Area School model wasrecommended as a result of the opportunities that could be derived from itand that further consultation should take place based on the proposal toestablish the site of the Area School on the existing site of Ysgol y Groeslonas the proposal that gave the best opportunity to ensure a strong andsustainable school for the future, thus safeguarding education in this part ofthe Dyffryn Nantlle catchment area. It was estimated that developing a newschool building would cost approximately £4.8m and that a strong businesscase would have to be submitted to the Welsh Government in order to sharethe cost of the development between the Government and the Council.

This proposal involved the closure of three schools and the development ofone new school. This meant that:

� The schools at Groeslon, Carmel and Bronyfoel would close� One Area school would be developed on the existing site of YsgolGroeslon

� Subsequently, there would be no school site in Carmel (Ysgol Carmel)or in Y Fron (Ysgol Bronyfoel)

Following the consultation, a further report would be submitted to theCabinet, detailing the results of that consultation.

Sylwadau neu bwyntiau croes / Observations or opposing views:-

Gosodwyd cefndir a chyd-destun yr adroddiad gan yr Aelod Cabinet Addysg.Eglurodd mai’r nod yw cefnogi pob plentyn i ddatblygu’n llawn gan wneud ydefnydd gorau o’r adnoddau sydd ar gael.

Cafwyd cyflwyniad gan Dylan Bryn o gwmni Gweriniaith ar AsesiadArdrawiad Iaith Ysgolion Groeslon, Carmel a Bronyfoel.

Yn dilyn cwestiwn gan un aelod ynghylch a oedd gwybodaeth am y defnyddo’r Canolfannau Iaith wedi cael ei chynnwys yn yr ymchwil a wnaed ganGweriniaeth, eglurwyd nad oedd yr ystadegau hynny wedi’u cynnwys.

Cafwyd trafodaeth ar rôl penaethiaid ysgolion yn gyffredinol o ran creu ethos

o fewn ysgol, y gefnogaeth a roddir i benaethiaid, y gwahaniaeth rhwngrheoli ac arwain ysgol, pwysigrwydd cyfraniad llywodraethwyr effeithiol ifywyd ysgol a rôl a chyfrifoldeb unigol pob athro ar lawr y dosbarth.

Eglurwyd bod y penaethiaid yng Ngharmel a Bronyfoel yn dysgu 80% o’uhamser ac yn y Groeslon, bod y Pennaeth yn dysgu 60% o’i amser. Mewnysgol fwy, byddai mwy o amser yn cael ei neilltuo ar gyfer arwain a rheoli gany byddai mwy o gyllid i ryddhau’r Pennaeth.

Gwnaethpwyd y sylw bod angen cefnogi Penaethiaid ysgolion ledled y Sir abod swydd Pennaeth o reoli ac arwain yn gofyn am sgiliau gwahanol iawn iddysgu. Eglurwyd bod pob Pennaeth a benodir yn cael cefnogaeth.

Cafwyd trafodaeth ynghylch yr hyn sy’n digwydd i adeiladau ysgolion pan fo’rysgol yn cau ac eglurwyd mai’r drefn ydy bod Swyddogion Adfywio Bro yncyfarfod â thrigolion yr ardal er mwyn gweld a oes cyfleoedd i ailddefnyddio’radeilad gan arwain at greu achos busnes. Eglurwyd bod hyn yn digwydd arhyn o bryd yn ardal Dysynni.

Trafodwyd nifer y deuluoedd di-Gymraeg o fewn yr ardal a holwyd ycwestiwn a oes yna gyfle i ddylanwadu ar iaith y gymuned ac a oes yna waithyn cael ei wneud gyda theuluoedd di-Gymraeg sy’n symud i mewn i’rardaloedd hyn.

Cyfeiriodd y Pennaeth Addysg at y ffaith y byddai Cynllun Strategol yGymraeg yn cael ei gyflwyno yng nghyfarfod llawn y Cyngor ar yr 28ain oChwefror a nododd bod angen cynllunio bwriadus er mwyn sicrhau dyfodol yGymraeg a’i bod yn allweddol bod rhieni yn deall y Strategaeth.

I gloi, eglurodd yr Aelod Cabinet Addysg ei bod wrth reswm yn deall pryderony trigolion lleol ond gwaith y Cabinet ydy pwyso a mesur penderfyniadau abod manteision ac anfanteision I bob penderfyniad. Nododd mai ei phriffwriad hi fel Aelod Cabinet Addysg ydy gwella addysg plant ledled y Sir achreu cyfleoedd addysgol ac ieithyddol gwych i ddisgyblion ac yn ystod ycyfnod ymgynghorol i ddilyn ei bod hi’n awyddus i gael gwybod beth ywpryderon pobl.

Diolchodd yr Arweinydd i’r Aelod Cabinet Addysg a’r holl swyddogion syddwedi treulio amser maith yn gweithio ar y cynllun hwn.

The Cabinet Member for Education set out the background and context ofthe report. She explained that the aim was to support every child to developfully by making the best use of the available resources.

A presentation was given by Dylan Bryn from the Gweriniaith company onthe Language Impact Assessment of schools at Groeslon, Carmel and

Bronyfoel.

Following a question from one member regarding whether or not informationabout the use of Language Centres had been included in the researchundertaken, it was explained that those statistics had not been included.

A discussion was held on the role of head teachers in general in terms ofcreating an ethos within a school, the support given to head teachers, thedifference between managing and leading a school, the importance of thecontribution of effective governors to school life and the individualresponsibility of every teacher in the classroom.

It was explained that the head teachers in Carmel and Bronyfoel taught for80% of their time and that the head teacher in Groeslon taught for 60% of histime. In a larger school, more time would be allocated to lead and manage asthere would be more finance to release the Head teacher.

A comment was made that school Head teachers across the County neededto be supported and that a Head teacher’s job of managing and leadingrequired very different skills to teaching. It was explained that every Headteacher appointed received support.

A discussion was held regarding what happened to school buildings whenthe school closed and it was explained that Area Regeneration Officersusually met with residents of the area in order to see whether there wereopportunities to re-use the building thus leading to the creation of a businesscase. It was explained that this was currently happening in the Dysynni area.

The number of non-Welsh speaking families within the area was discussedand the question was asked whether or not there was an opportunity toinfluence the language of the community and whether or not there was workbeing undertaken with non-Welsh speaking families who moved into theseareas.

The Head of Education Department referred to the fact that the WelshLanguage Strategic Plan would be submitted to the full Council meeting on28 February and he noted that intentional planning was needed in order toensure the future of the Welsh language and that it was key that parentsunderstood the Strategy.

To conclude, the Cabinet Member for Education explained that she obviouslyunderstood the concerns of the local residents but the work of the Cabinetwas to weigh up the decisions and that every decision had its ownadvantages and disadvantages. She noted that her main intention asCabinet Member for Education was to improve the education of childrenacross the County and to create excellent educational and linguistic

opportunities for pupils, and that she was eager to find out what people’sconcerns were during the consultation period.

The Leader thanked the Cabinet Member for Education and all the officerswho had devoted a lot of their time to working on this plan.

Barn y swyddogion statudol / The views of the Statutory Officers:-

1. Y Prif Weithredwr / Chief Executive:-

Rhaid cydnabod bod anfodlonrwydd mewn cymunedau unigol sydd yngwrthwynebu’r newid ond mae’r adroddiad sydd gerbron yn amlinellu’rystyriaethau perthnasol ac yn cynnig ffordd ymlaen sydd yn rhesymegol. Itmust be acknowledged that there is dissatisfaction within individualcommunities that object to the change, but the report before outlines therelevant considerations and proposes a way forward which is reasonable.

2. Swyddog Monitro / Monitoring Officer:-

Mae’r adroddiad yn egluro’n fanwl yr holl faterion sy’n rhaid i’r Cabinet euhystyried er mwyn dod i benderfyniad sy’n briodol a chyfreithlon ac nid oesgennyf unrhyw beth i’w ychwanegu. The report explains in detail all thematters which the Cabinet must consider in order to make a decision which isappropriate and legal, and I have nothing to add.

3. Prif Swyddog Cyllid / Chief Finance Officer:-

Mae'r cynigion gerbron yn dystiolaeth o waith trylwyr gan y Panel Adolygu aceraill wrth geisio symud ymlaen yn briodol gydag adolygu trefniadaethysgolion cynradd yn ardal Groeslon, Carmel a Fron.Cadarnhaf fod y ffigyrau sy'n rhan 2.5 a 4.8 o'r adroddiad unai yn wir gostaucywir neu yn amcangyfrif teg (lle’n briodol). Felly, byddai lleihau nifer ysafleoedd wrth sefydlu ysgol ardal yn arwain at arbediad blynyddol o £85,000cyn ystyried cost ychwanegol cludiant disgyblion (fel nodir yng nghymal 4.8.4o'r adroddiad).Ni ddylid cyfaddawdu gyda’r cynigion gerbron, er mwyn sicrhau hyfywdra’rdrefn arfaethedig. Rwy’n cefnogi’r argymhellion yma ac yn annog aelodauperthnasol i barhau gyda'r prosiect ehangach i adolygu trefniadaeth ysgolionyn ddi-oed.The proposals before are evidence of thorough work by the Review Paneland others while trying to move forward appropriately with primary schoolorganisation in the Groeslon, Carmel and Fron area. I can confirm that thefigures in sections 2.5 and 4.8 of the report are either accurate true costs orfair estimates (where appropriate). Therefore, reducing the number of sitesby establishing an area school would lead to an annual saving of £85,000before considering the extra cost of pupil transportation (as noted in

paragraph 4.8.4 of the report).To ensure the proposed plans are viable, the proposal before should not becompromised. I support the recommendations and encourage relevantmembers to continue with the broader project of reviewing the schools’organisation without delay.Barn yr aelodau lleol / Views of the Local Members

Y Cynghorydd Dilwyn LloydRoedd y Cynghorydd am ddatgan ei fod yn gwbl wrthwynebus i’r cynllun hwna’i fod yn teimlo’n drist fod ysgolion Carmel a’r Fron yn cau. Dywedodd ei fodyn credu fod y cymunedau hyn yn cael eu cosbi oherwydd cyflwr ysgolGroeslon a bod yn rhaid i aelodau’r Cabinet sylweddoli nad oes cyfleusterauyng Ngharmel a’r Fron heblaw am yr ysgolion. Roedd am nodi fod ydisgyblion yn yr ysgolion yn cael addysg dda ar hyn o bryd a bod mwyafrif ydisgyblion, er eu bod yn dod o deuluoedd di-Gymraeg, yn siarad Cymraeg.Diolchodd am y cyfle i fynegi ei farn gan ail-ddatgan y ffaith ei fod ynanghytuno â’r bwriad.

The Councillor wished to state that he was totally opposed to this plan andhe felt saddened that schools at Carmel and Fron were closing. He said thatthese communitied were being punished because of the condition of Ysgol yGroeslon and that the Cabinet Member should realise that there were nofacilities other than the schools in Carmel and Fron. He wished to note thatthe pupils at these schools received a good education and that the majorityof pupils spoke Welsh, even if they were from non-Welsh speaking families.He thanked the Cabinet for the opportunity to express his opinion andrestated the fact that he objected to the proposal.

Y Cynghorydd Eric JonesDiolchodd y Cynghorydd am y cyfle i siarad yng nghyfarfod y Cabinet amynegodd bryder fod penderfyniadau yn cael eu gwneud ar sail ariannol. Felaelod lleol, roedd yn teimlo fod disgyblion ysgol Groeslon wedi gorfoddioddef cael eu haddysg mewn adeiladau gwael ac felly, roedd am ddatganei fod o blaid ysgol ardal yn y Groeslon.

The Councillor was grateful for the opportunity to speak at the Cabinetmeeting and he expressed his concern that decisions were being made onfinancial grounds. As the local member, he felt that the pupils of Ysgol yGroeslon had to suffer being educated in buildings of poor condition andtherefore he wished to state that he was in favour of building an area schoolin Groeslon.

BackgroundPack StatutoryConsultationPeriod Groeslon ... · 1 January 2010. The Welsh Ministers are also responsible for issuing guidance on the procedures for publishing, deciding

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