Save Abronhill High School working group - Response to Consultation.

Save Abronhill High School Working Group on behalf of the

Community of Abronhill

Response to Consultation by

North Lanarkshire Council Learning and Leisure Services

Proposed rationalisation of Abronhill High School

and Cumbernauld High School

November 2012

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Contents Page Summary of Response 2 1. Introduction 3 2. Educational Benefits of the Proposal 3 2.4 Greater flexibility in grouping pupils for learning and teaching: 4 2.5 The question of more choice for pupils: 4 2.6 Pupils with additional support needs: 5 2.8 School Ethos: 6 3. A proposal based on previous school re-alignments 7 4. Advantages of a purpose built accommodation 8 5. Wider range of staff skills 8 6. Transport to School 9 6.2 Public Transport: 10 7. Equality Impact Statement 10 8. Getting it Right for EVERY Child 12 9. Rolls and Capacities 12 9.2 Impact of Cumbernauld South Community Growth Area: 13 10. Financial implications 13 11. Conclusion 14

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To: Head of Resources, Learning and Leisure Services, North Lanarkshire Council From: ‘Save Abronhill High School’ Working Group Subject: Response to Proposed Rationalisation of Abronhill High School and Cumbernauld High School Date: November 2012 Ref: JMcK/LE Summary of Response In summary, this document is an examination of the proposed rationalisation of Abronhill High School (AHS) and Cumbernauld High School (CHS) following on from the formal consultation process as outlined by the Schools (Consultation) (Scotland) Act 2010 with the contention that NLC Learning and Leisure Services have not fulfilled their obligations as set out in the Act or the statutory guidance issued under Section 19. This response will raise a series of robust rejections to both the decanting of all AHS pupils and staff to CHS and the commencement of a tandem build project as being neither cost effective nor of benefit to the wider community. As such, we OPPOSE the proposed rationalisation.

Abronhill has always been a ‘satellite town’ with its own identity. Abronhill was the first outlying village in Cumbernauld to be built which had its own local shopping centre and schools and achieved a mixed development from small to large dwellings at a medium density but with contrasting forms to achieve a sense of place and identity. The proposal to rationalise Abronhill HS and Cumbernauld HS leads to the sidelining of the Abronhill Community, that which the local authority has a responsibility to sustain.

NLC's Corporate Plan advises that they want to:

'Create strong sustainable town centres and communities that are attractive places to live in, work and visit'

and Convenor Mr Logue advocates that schools should be:

'facilities to benefit entire communities.' The closure of Abronhill High School however, is not consistent with these statements. Statistical evidence will be provided to reinforce the assertion that it will actually cost more to implement this proposed rationalisation than to rectify the problems raised. Each point will be responded to with examples and counterarguments, to reinforce the necessity of keeping AHS open, not only as a financially viable education centre but as an already well established centre for community interaction; not only for community education purposes but as a hub from which local small businesses source an ever diminishing income in these cash strapped times. All statistical and anecdotal evidence has been gathered by the Save Abronhill High School Working Group through extremely well attended community meetings, social media forums and a series of community action events, which will be detailed as expressions of the intense local support offered by the wider population of Cumbernauld. In addition to this document there is the addendum of a ‘Viable Alternatives Proposal’ which again outlines the cost effectiveness of keeping AHS open to not only its existing roll of pupils but to the future intake of a potentially expanding community.

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1. Introduction 1.1 In the ‘Report by the Head of Resources’ for the initial Proposed Rationalisation of AHS and

CHS, James McKinstry states that there are 2 main reasons for the proposed rationalisation of AHS and CHS: the first being that ‘the current schools are not cost effective with significant underutilisation’ (Section 1.2, (1)) while the second is offered as the ‘opportunity to invest in a new build school in the future’ (1.2, (2)). In summary, Mr McKinstry cites how ‘the large number of empty school places, the poor condition of the estate and the need to continue with a modernisation programme’ (1.3) necessitate the rationalisation of AHS and CHS. However, after close scrutiny of this report the Save Abronhill High School Working Group find numerous misnomers and potentially falsified claims which could result in legal proceedings being implemented due to the level of generalisation and misinformation offered by North Lanarkshire Council to the residents of not only Abronhill but the constituency of Cumbernauld.

1.2. The following points are an initial response to Mr McKinstry’s main assertions from Section 1

of his report:

1) AHS roll of pupils stands at 472 CHS at 641 2) Cost per pupil annually(2012-13) AHS £5883 And CHS £6130 3) Annual property costs AHS £484,094 And CHS £652,652 4) Comparison with North Lanarkshire average (2011-12) £5268 per pupil 5) Condition of AHS: Grade B (Aug 2012) is an indefensible reason for proposed closure 6) Learning and Leisure Services have erroneously used an earlier grading of ‘C’ which

is either not current or the grading was achieved without inspection and in breach of the consultation process

7) A modernisation programme of investment rather than decommissioning would produce a financial return for North Lanarkshire Council

From the statistics above it is clear that NLC's main rationale of the schools not being cost effective appears to be correct. However, on closer scrutiny it is found that the condition of CHS is such that it requires over £1m to be spent on 'major issues' relating to the structure and with the £300K of costs associated with the proposed rationalisation all potential savings during the initial 3 year period are negated. (Table 3, section 4.5)

2. Educational Benefits of the Proposal 2.1 The proposal that AHS and CHS are rationalised onto one campus for the start of the

2013/14 session is based on the need to:

'bring savings which can be either reinvested or help to minimise savings in Learning and Leisure Services and other council services’ including providing an: ‘opportunity for a new build school in the future to be adequately funded’ (2.1, (1), (2), Consultative Document)

These statements lend themselves to particular scrutiny as these foundational reasons run counter to the 'Education Benefits Statement' within the Schools (Consultation) (Scotland) Act 2010 Statutory Guidance. [www.scotland.gov.uk/Resource/Doc/91982/0097130.doc]

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2.2 The 'Educational Benefits Statement' within the Act reflects the Scottish Government’s view

that ‘educational benefits should be at the heart of any proposal to make a significant change to schools’ (Section 3, Educational Benefits Statement). This does not appear to be at the heart of the proposed rationalisation as saving money and delivering a funding stream for an as yet unplanned school takes precedence. In essence North Lanarkshire Council is offering the constituency of Cumbernauld a verbal promise to build a new and improved school but on condition that a well established and highly regarded school is decommissioned and subsumed into a neighbouring school which is ‘not fit for purpose’ due to its diminishing condition.

2.3 The consideration for AHS to rationalise with CHS must first begin with an analysis of the

Educational Benefits proposed by Leisure and Learning Services as these are included in the proposal as ‘more choice and flexibility’.

2.4 Greater flexibility in grouping pupils for learning and teaching:

In section 3.2 of the Consultative Document the assertion that ‘smaller schools have little room for manoeuvre in forming classes’ does not take into account the detrimental impact full capacity classes have on learners as they impact negatively on the flexibility required to help varied ability groups or interests. A smaller pupil/teacher ratio is undoubtedly more conducive to offering in-class teachers support. In fact, "Smaller classes allow enhanced levels of pupil/teacher interaction which, in turn, contributes to giving Scotland’s young people better life chances by increasing their attainment and realising their ambition." http://www.scotland.gov.uk/Topics/Education/Schools/Teaching/classes Furthermore, it is widely believed that smaller schools, more specifically smaller classes are more beneficial for pupils and teachers. Indeed, it was mentioned in The Scottish Government’s 'Report of the Working Group: Review of Class Size Control Mechanisms' www.scotland.gov.uk/Resource/Doc/323309/0104120.pdf that smaller class sizes allow more individual attention to be given to learners, reducing potential difficulties related to behaviour, reducing staff workload, minimising stress and allowing more time and energy to be invested in key teaching activities such as providing feedback to learners both verbally and in writing.

2.5 The question of more choice for pupils:

AHS compares favourably in breadth of subjects to the other schools in Cumbernauld from S1 to S4. For example, at senior level Greenfaulds HS offers a small increase in subject, but there is equal movement between the 3 schools at senior level. 4 pupils travel from AHS to take additional courses and 4 pupils travel from GHS to access subjects available on the curriculum. Furthermore, 2 pupils travel to AHS from CHS to take additional courses. The argument that there will be ‘more choice’ for the amalgamated pupils of AHS and CHS therefore is not supported by current data. For some time now educationalists have recognised that the delivery of advanced courses of study will remain an area where councils need to adopt a flexible approach and use all of their available resources. The figures regarding breadth of subjects were obtained from the 2012 school handbooks from AHS, CHS and Greenfaulds High School.

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2.6 Pupils with additional support needs:

AHS has many pupils with Additional Support Plans, as do the two feeder primary schools. The school has effective inclusion of these pupils with minimal support from the Authority as regards ASN assistance (1FTE). There have been several instances in the past where the school was able to accept placing requests from pupils with particular physical difficulties due to the disabled access available in AHS. There is no area within the school that is inaccessible to wheelchair users.

2.7 The claim that 'there is more choice available to Language and Communication Support

Centre staff in the integration of pupils into mainstream classes..' also appears to be taken out of context in relation to existing support services. NLC specialist ASN staff are aware (although their views do not form part of the consultation document) the kernel role of smaller class sizes as a central tenet to the successful integration of ASN pupils within the mainstream curriculum at CHS. The consequence of the proposed merger will dramatically change class sizes and this is a critical issue for all ASN pupils and parents alike. We believe such a change can only have a detrimental effect on the LSCS unit and lead to instability with the learning unit and concomitant problems with mainstream integration. CHS website states:

‘Cumbernauld High offers a high level of contact with parents to ensure that individual needs are met through partnership. The National Autistic Society 'Prospects' course is delivered to pupils in the senior school. This course is designed to help people with autism into the world of work. Members of staff also support pupils at lunchtime and break times as this unstructured time can be very difficult for our pupils.'

The high level of staffing within the LCSC also allows for pupils to have a nominated Pupil Support Teacher who is able to meet the specific needs of pupils on the autistic spectrum and who have an understanding of the difficulties they are experiencing as a result of this’.

All of the lauded gains by NLC in CHS in relation to ASN education have been won through slow, steady, accumulative and dedicated hard work in a stable, familiar environment where Autistic pupils have been nurtured with considerable support where they are eventually confident enough to take part in the mainstream curriculum, as evidenced in the last 2 HMI E reports. Our primary concern is that all of these achievements by NLC are now in potential peril due to a proposal, which will lead to an overnight dramatic change in school, pupil roll, larger class sizes (which are known to be detrimental to all Autism spectrum pupils) and place the progress of the LCSC in jeopardy. Nowhere during the entire consultation process has there been any attempt to seek and find out the views and concerns of any ASN pupils or their parents. Furthermore, NLC do not have any expertise in merging a school which contains an Autism spectrum unit within its curriculum and no expert research into this proposal has been carried out to determine what potential detrimental effect if might have on ASN pupils. We believe this has potential legal repercussions, which we have a moral duty to report to the Scottish Government, as we believe the merger will be detrimental to ASN pupils.

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The incorporation of ASD children into mainstream is essential into developing their independence and social skills. To be involved in a normal but controlled environment and not hidden away with people with the same disability, enables them to be a part of society, without fear. Cumbernauld High School has been very successful in raising self-esteem in the LCSC children. They have a high rate of friendships formed between the LCSC and mainstream children that last throughout life. This is vital in maintaining their self-worth way beyond their school years.

NLC have statutory obligations in relation to all pupils, but some are exclusive to ASN pupils under their educational care. As stated on NLC’s own website, ‘North Lanarkshire Council will discharge its duties under the Education (Additional Support for Learning) (Scotland) Act 2004 by:

1 keeping under consideration the needs and adequacy of support for each child or young person with additional support needs

2 reviewing a CSP earlier than 12 months if there has been a significant change in the child's circumstances or if parents request this (unless the request is unreasonable)

3 publishing its policy and arrangements for identifying and addressing additional support needs, what the roles band rights of parents and children are and whom parents should contact for information and advice

4 providing independent mediation services for all parents of children with additional support needs and publishing information on these services

The Standards in Scotland's Schools Act 2000 places a duty upon education authorities, where they are responsible for the education of a child or young person, to secure that the education is directed towards the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential. In doing so, the education authority must have regard to the views of children and young people in regard to their education’. Save Abronhill High School wholly support the response from LCSC at CHS in its' entirety. (Appendix 1)

2.8 School Ethos:

As well as the view that educational benefits should be at the heart of any proposal, the Schools (Consultation) (Scotland) Act 2010 Statutory Guidance [www.scotland.gov.uk/Resource/Doc/91982/0097130.doc] states that:

'It will also be important to highlight the impact of the proposals on the overall ethos of the school, including the care and welfare of pupils and their personal and social development.'

During the consultation process carried out by NLC officers in AHS, the pupils were asked what they saw as the benefits of the proposal. They overwhelmingly answered ‘nothing’. They then went on to completely fill in the paper for disadvantages. Our children are fully committed to this establishment, and its location. If the proposal were to go ahead the pupils would undoubtedly be dispersed to a variety of schools and never feel that personal attachment to their education establishment again; this is particularly so as most pupils feel they are not being taken seriously during this consultation process.

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2.9 AHS has already been commended on its ethos and good teacher and peer relationships (HMIE 2009). A good ethos is not something that can be lifted and taken elsewhere, otherwise every school in the country would have one, it has taken a long time to develop this type of community within the school and relocation will have a negative effect on this aspect of their school life. Being part of a thriving community is something that these pupils may not have the chance to experience again. Stable relationships with caring adults protect the young from negative influences. In schools, supportive relationships with teachers and other adults have been proven to foster pupil success: see HMIe: 'The Journey to Excellence - The School in its Community' (Appendix 2 attached)

3. A proposal based on previous school re-alignments 3.1 'Assessment of the likely educational benefits of implementing the proposal is well

understood by the service, based on a proven track record in successful school re-alignments' (3.1, Consultative Document) also requires further scrutiny.

3.2 Firstly, there is no proven track record. There have been no similar rationalisations where

one school community has moved into another school's community in such a short space of time. The timescale in which North Lanarkshire Council’s Leisure and Learning Services has pushed this proposal through is unprecedented. Furthermore, with minimal research it becomes evident that school rationalisations bring about huge risks as to whether or not there will be any educational benefits.

3.3 An in-depth study from the Hay Group involving 73 school mergers over 6 years, including

207 schools, found that there was a 68% drop in performance in secondary schools, and of those whose performance dipped, 51% did not recover to their pre-merger levels during the period studied. [http://www.haygroup.com/downloads/uk/Staying_on_Track_final_doc.pdf]

3.4 In relation to current performance AHS has the same, if not better, exam results than

existing newly built schools within North Lanarkshire. Nevertheless, it is clear that pupils from each school would be seriously compromised by a merger particularly in relation to educational standards. For CHS the Additional Support requirements of 30 pupils would be affected detrimentally, which runs directly against the Standards in Scotland’s Schools Act 2010. The Act's other statutory obligations maintain that ‘authorities endeavour to raise standards and secure improvement in the quality of school education provided in their schools.' AHS has consistently performed better than the average in North Lanarkshire schools in terms of National Qualifications, and has the highest percentage of positive leaver destinations within NL. This proposal shall be directly responsible for deterioration in these standards.

3.5 The current first years at AHS are the first pupils to leave Whitelees PS since it has become

dubbed as the ‘best school in Scotland’ after achieving 5 'Excellent' awards in its inspection. How disappointing that after having such a good educational experience so far, they will now be crammed into a fit to bursting older school 'Not fit for Purpose' (Gavin Whitefield) with not much positive to say for itself other than there may be more subjects offered.

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4. Advantages of a purpose built accommodation

The many generalisations which the Consultation Document presents can only be described as a ‘cut and paste’ vision of what pupils could expect in a new building. The document lists several things, all of which AHS already has:

1 departments with classrooms grouped together 2 staff bases for each department 3 an average of 7 sinks to each science class 4 Library and a computer room where pupils can work at intervals and

lunchtimes, and save work to do at home. The school is also mentioned in the NLC website as an example of good practice in its literacy provision. Four representative pupils from AHS won first prize in the Lanarkshire Schools Speaking Competition in July this year. In the UK Mathematics Trust, Senior Team Maths Challenge Regional Final this month in Paisley the school team competed against 22 other schools - AHS was 4th behind 3 private schools. AHS debaters are through to another debating final, 20 Central Belt schools beaten to date in the Scullion Law competition, and again top school in NL. There are examples all around the school of interdisciplinary learning, citizenship activities, sporting opportunities and huge variety of lunchtime and afterschool clubs available. Therefore the building at AHS is already enhancing the delivery of the modern curriculum.

4.1 Along with the PE block, AHS has a purpose built mountain bike course near the school which pupils regularly access as part of the PE curriculum. AHS has the highest participation rate in PE compared to every school in North Lanarkshire with around 98% participation, something that should be highly valued considering we are sandwiched between the Olympic and Commonwealth Games, and Health and Wellbeing being a huge focus with CFE. In comparison CHS has a lower rate of participation, and more importantly NO GAMES HALL. They have 3 gyms the size of a single badminton court and the occasional use of the assembly hall once litter has been removed from the floor after lunch. This means there is no facility for a full sized team game of anything indoors. This is disappointing considering AHS has provided more members of the Scottish Handball team than any other school.

Additionally, in consideration of purpose built accommodation, Abronhill High School has an elevator whereas Cumbernauld High School does not. This leaves little to no consideration for pupils with walking impairments, injuries, or wheelchair users to fully access the curriculum.

5. Wider range of staff skills

'In a larger school, there is a larger staff team, and accordingly a wider range of skills to call upon to enable young people to meet the prescribed capacities of Curriculum for Excellence as successful learners, effective contributors, responsible citizens and confident individuals.'

A larger staff team does not automatically mean better quality. This point on expertise is subjective. If you have not assessed whether the teachers at CHS will have any more expertise than the teachers currently at AHS, then it cannot be assumed.

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5.1 “The allocation of teaching staff will be amended to reflect the combined roll in accordance with roll-related staffing standards” The above statement in our opinion does not address staffing issues relating to the transition years for those pupils in S3-S6 and the continuity of educational and guidance care for both schools in what is a critical time for the pupils especially those wishing to enter further education at a time where competition for such places is intense. In the consultation meetings it was announced that all teachers would go to CHS to affect a seamless and uninterrupted transition for the pupils. However, the document does not support this. The consultation under ‘transition issues’ talks at length about the Quality Improvement Plan set against agreed timescales and clear targets but does not address specifically the pupils’ educational and guidance needs. Furthermore the document does not address the fact that at least 2 models of curriculum are currently implemented in S3-6 requiring larger support in terms of staffing to properly deliver the desired educational outcomes for these curricular models.

6. Transport to School

The document presented states: “pupils may be entitled to transport in accordance with the council’s current policy which currently provides free transport to those pupils living more than 2 miles from their zoned school or where a safe walking route is not available”.

The use of the current policy for the purposes of this consultation is misleading to parents

and pupils alike. As a part of the savings options being considered item L&L82 ‘Secondary Transport per statutory requirement’ it is proposed that the 2 mile geographical limit for transport is increased to 3 miles. If you refer to the zoning maps at the rear of the consultation document you will see that this now includes all areas within Abronhill and more importantly Whitelees, an area in which there is no alternative recognised and available public transport service that is routed via CHS.

6.1 It is evident that no proper thought has been placed on the safety of the walking route from

Abronhill to CHS. At the consultation meeting the representative of L&LS advised that he deemed the route safe as he himself had walked it, but would not allow his 12 year old child to walk said route to school, in fact it is doubtful if consideration to walking said routes by small groups of students who are attending after school clubs has been considered. A concerned parent who works within the community safety environment, providing personal safety advice to adults and young people said:

'I would not recommend use of either pathway by persons walking during the dark, autumn and winter mornings and nights. I would not use the paths alone myself in these conditions due to the lack of natural visibility. Safety is first and foremost about prevention, not cure.’

This is a direct contradiction to the corporate plans ‘Regeneration’ aspiration of “Improving Community Safety”. In fact it was agreed that L&LS were not the judges of the safety of the route and that it was in fact the remit of another department entirely. If on examination by said department the route required upgrading to a safe standard then the required works would be initiated. This required upgrade will only reduce the potential saving the consultation purports to give.

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There are 2 potential routes to CHS from Abronhill. Both are badly lit paths in a poor state of repair and both are routed through dense woodland adjacent to the railway line in the valley below, running through Cumbernauld.

Both routes:

1. Require the crossing of bridges which have become natural community/gang boundaries and have been the source of much trouble in the past between opposing youths; an issue that is still ongoing and even heightened by the issue of this proposal. 2. Require the walking down / up hills that become dangerous as the autumn and winter months progress. In autumn fallen leaves present constant danger of slips and falls whist in winter the presence of sheet ice and snow on these routes only compounds the problem.

It is considered that further resources would have to be released to ensure the safety of these routes at this time; again another offset to the proposed saving.

6.2 Public Transport:

In the document “The Way Ahead” it was indicated, as part of the corporate plan under the heading ‘Regeneration’ that the council wished to “Increase satisfaction with public transport”. It is inconceivable that the major bus companies would increase the amount of services available to the area within the hours of highest need for the pupils. In fact morning rush hour services could potentially be overrun by children attempting to go the short hop to school, denying seats to people relying on the services to get to their place of work. At the end of the school day we have the potentially dangerous position of several hundred children waiting for buses beside a busy main road. This surely is not the way to increase satisfaction especially since free school transport would not be running on this route. Further to this the cost to send a child to school comes to over £30 per month, a cost many people cannot afford, thus having to put their children at risk walking through the pathways which are generally deemed to be unsafe.

6.3 Finally the Corporate Plan’s objective under ‘Regeneration’ of ‘Reducing CO2 Emissions’

should be called into question. A survey conducted by members of the Save Abronhill High School working group was carried out and results used to analyse the impact of increased car use. It was estimated that an increase impact of 19 tonnes of CO2 emissions would result from this proposal. This runs contrary to LLS Strategic Priority 3: Any strategy should work towards reducing the Council's carbon footprint. (see Appendix 3)

7. Equality Impact Statement

'The proposals contained within the report have been equality impact assessed. Results of the impact assessment indicate that there is no adverse impact or any disproportionate effect on any section of the community.'

7.1 In the Equality Impact Assessment, dated Sept 2012, the author has ticked to say which

groups will be affected by this rationalisation. Of the 8 groups being looked at, 5 are deemed to be affected, 3 'don't knows' with the only 'No' relating to Human Rights. This appears to undermine a great deal of factual evidence, namely that large numbers of Cumbernauld

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residents have rigorously objected to this proposal, hoping that their right to participate in the consultation process offered by their Council will emphasize the need to support a vibrant community from within rather than remove its core services. Nevertheless, it was noted by the author of the Equality Impact Assesment that people will be affected. Reference was given to the guidance notes in section 1.1.2 which 'outlines impacts and potential impacts (both positive and negative) of the proposal'. Unfortunately, the Consultation Document evaded any hard evidence, instead advocating a cut and paste approach to the benefits of a brand new school. There is no reference to how any specific group could potentially be affected. This entirely positivist argument therefore does not put forward a consistent and believable argument for the Proposal. In fact, there is not much of anything other than 2 tables of ticked boxes, which indicate how people will be affected, and the reference to a new build school.

7.2 This is not a full and accurate account of how people will be affected by this rationalisation, which demonstrates yet another instance where you have misled the concerned parties by stating: 'The proposals contained within the report have been equality impact assessed. Results of the impact assessment indicate that there is no adverse impact or any disproportionate effect on any section of the community.'

AHS is geographically, economically and educationally central to the community of Abronhill and its surrounding community facilities: shopping centre, church, community centre, library and medical centre. As such:

1 The contribution that the school makes is of great value to the community. The

bonds that foster interdependence and community spirit shall be severed, with the consequence that would ultimately destroy the community and it would cease to function as it should.

2 Many shops rely on the term-time revenue to sustain them and without that, many would close. This would impact greatly on the community, especially young families and the elderly who cannot always travel to the main town centre shops. Minimum loss of £105,000 to local shops. (see Appendix 3)

3 Many families choose to live in Abronhill because all facilities are within walking distance and many may not move into the area due to a lack of facilities should this closure go ahead. This would result in a decline in the value of housing and subsequent degeneration of the community.

4 The school facilities and grounds are utilised after school hours (every night) by many sports clubs from football, rumba, taekwondo, dance, etc, and is attended by all ages of people from within Abronhill and also from other areas within Cumbernauld.

5 Abronhill Regeneration Forum (ARF) utilise the school grounds for gala days to raise funds which contributes to the insurance of the Community Play park that was built using funds raised by ARF through the Lottery fund. AHS has been developing their Creative Arts department (Art, Music and Drama) and has become very successful. There are many well attended performances in the school and at the Community events, held throughout the year.

7.3 The human rights of parents and pupils in the LCSC at CHS have been infringed by this lack of

ASN based qualitative consultation, which has glibly thrown ASN pupils into a number crunching capacity exercise to justify a merger. It is clear that the EIA as stated on the consultation document is misleading, as no such adequate EIA has been done.

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Nurturing approaches have been developed within the school, and make the transition from Primary to Secondary better for pupils with Additional Needs, and the community in general is reliant on the positive school ethos it engenders in all stakeholders.

8. Getting it Right for EVERY Child

After close scrutiny of the Consultation Document and careful consideration of the many differing and contradictory statements made by representatives of North Lanarkshire Council’s Leisure and Learning Services we still remain unconvinced that the pupils of AHS and CHS will in any way benefit from the proposed merger and future new build school. What causes particular unease is the complete disregard for the welfare of our young people this proposal presents: particularly as future achievement is based on theoretical statements as opposed to hard factual evidence. What is evinced is the need for cuts to be made, which is why the addendum of ‘Viable Financial Alternatives’ has been so carefully constructed by all those in favour of not only saving AHS but the community in which it has been situated for over 32 years. ‘Getting it right for every child’ is a policy at the heart of our Government’s approach towards safeguarding the rights of children and young people through its aims to improve outcomes for all children and young people. Advocating that:

'We all want our children and young people to be fully supported as they grow and develop to be: Healthy, Achieving, Nurtured, Active, Respected, And Responsible and above all, to be Safe’.

This not only reinforces a policy of child protection, this actively accepts that if we invest our time and energy into supporting the individual at key stages within their development we can ensure a more stable civic society. In your drive to make savings through cuts to essential services, you are not only disabusing children of their right to a safe and supportive educational environment where achievement has become the norm, but forcing families to reassess their political affiliations in a landscape that is entirely unrepresentative of their views. It is unlikely that any child will benefit from moving into an older, crowded and less equipped school, therefore this is not only a high risk strategy for every school age child but for the wider community for many years to come. Until a new build is actually commenced, the children attending the amalgamated school, particularly those with special educational needs, are unlikely to reach their potential and could face a range of risks which have not been properly assessed.

9. Rolls and Capacities

‘The projected rolls exclude placing requests but include house building estimates.’ 9 (Section 4.1)

9.1 The roll of Greenfaulds HS in 2011 was 1354 and included 168 pupils as placing requests from outwit its' catchment area. Many of these placing requests are from the catchment area of CHS. Figures from 2011/12 are as follows:

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• Placing request applications granted for pupils resident in the Cumbernauld Primary School catchment area to Greenfaulds High School was 30.

• Placing request applications granted for pupils resident in the Carbrain Primary School catchment area to Greenfaulds High School was 2.

• Placing request applications granted for pupils resident in the Kildrum Primary school catchment area to Greenfaulds High School was 3.

• There were also 7 placing requests from Cumbernauld Primary School to Lenzie Academy

This year was not significantly different from previous years and would indicate an estimated decline of 180 in CHS's roll. The roll for this year would increase utilisation to 68%.

9.2 Impact of Cumbernauld South Community Growth Area: It is intended that 2000 dwelling be built within this area. Mid Forest area is situated on

the east side of Forest Road in Abronhill and Lower Palacerigg is situated to east of Lenziemill Road. The impact on non-denominational secondary school is estimated at 300 pupils and L&LS has zoned this to Greenfaulds HS catchment. Geographically, Mid Forest should be zoned to AHS catchment and would increase the projected roll for 2021 from 440 to 565 and increase utilisation to 65%. The area of Lower Palacerigg should be zoned to CHS catchment and would increase the projected roll for 2021 from 695 to 870 to 72%.

10. Financial implications

The consultation document (section 4.5) refers to the possible revenue savings and costs during the initial 3 year period (Table 3).

10.1 The ambiguity of this limited information which has been made available suggests that it is almost certainly the case that the projected financial savings represent a significant overestimate of the cost savings that might be expected from the closure of Abronhill HS. A full and proper Economic Impact Analysis should be

completed as a matter of urgency. 10.2 A full cost benefit analysis including planned maintenance on existing CHS building; any

backlog of maintenance and any major issues identified that would be required prior to 'considered' new build is complete. It is our belief that the costs associated with this property would negate any possible revenue savings during the initial 3 year period of the proposed rationalisation. (source material unconfirmed)

10.3 A full analysis on the impact to the surrounding business that shall be directly affected by

closure of the high school and the additional costs to families for lunches and transporting pupils to CHS. Appendix 3 shows the analysis of results of Survey conducted by members of the Save Abronhill High School Working Group. It estimates that a minimum of £105,000 would be lost in revenue to local shops. Potential cost to each pupil for lunch/snack at break and bus to/from school would be minimum of £17.50 per week or £682.50 per year.

10.4 This proposal forms of the range of options for savings totalling over £105.7m from which an

estimated £73.3m will be required to balance the Council’s budget over the period 2013/14 to 2015/16. This allows L&LS to find their revenue savings from elsewhere in their proposed overall cuts.

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11. Conclusion

This consultation process is flawed, misleading, inadequate, and potentially prejudicial to a fair hearing. North Lanarkshire Council would be well advised to avoid going ahead with this proposed closure in view of the legal, political and media ramifications that may ensue. The following points make a particularly salient case for this: • The Education Benefits Statement is almost wholly based on the advantages of a

'considered' new build, hence is completely irrelevant to this consultation.

• A full impact assessment on current school population and future projected rolls has not been conducted.

• In respect of the Equality Assessment, very little work has been done which is in

direct breach of the Equality Act 2010. • An absence of expert educational advice leading to the lack of advocacy rights given

to ASN pupils and their parents is a statutory infringement of the Education (Additional Support for Learning) (Scotland) Act 2004.

• Proposed revenue savings have failed to publicly examine any viable alternatives to

the closure of AHS: until this is carried out there is a high risk of rationalisation costing more than any other alternative both socially and fiscally.

• It is understood that local authorities have to make cuts in Capital and Revenue

spend but the level of NLC's cuts outlined in 'The Way Ahead' are revealed as far higher than that of substantially larger councils e.g. Glasgow City Council. The predicted cuts are therefore far in excess of the cuts required and are a direct consequence of NLC's decision to convert savings to Capital Budget.

• A full analysis of the impact on surrounding businesses has not been conducted even

though the proposed rationalisation will have a quantifiably detrimental impact on the wider Abronhill community.

To conclude, NLC's Corporate Plan advises that they want to:

'Create strong sustainable town centres and communities that are attractive places to live in, work and visit'

and Convenor Mr Logue advocates that schools should be: 'facilities to benefit entire communities.'

Unfortunately, in its drive to fulfil existing financial commitments to other L&LS resources NLC has produced an unresearched and entirely untenable proposal of which the SAve Abronhill High School Worling group and 98% of Abronhill residents are entirely opposed. The rationalisation of two exemplary secondary education facilities, without proper recourse to the Government policies which have been set in place to protect the the educational and social welfare of children and young people, raises serious questions relating to the proper governance of North Area schools provision. Additional issues relating to the lack of anlaysis on the financial impact on local businesses and residential property also underscore the

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apparent disregard NLC has for how communities are structured within their jurisdiction and the importance of strengthening these communities from within, by building on existing strengths and encouraging future growth. In order to protect our Community in Abronhill, the Save Abronhill High School Working Group - Viable Alternative Proposals should now be given due consideration. NB: The Save Abronhill High School Working Group would like any correspondence with regards to our objections emailed to: [email protected]

Appendix

Appendix 1: Language and Communication Support Centre

Appendix 2: HMIe: The School in its Community

Appendix 3: Environmental and Economic Impact Analysis

Separate Documents The Save Abronhill High School Working Group - Viable Alternative Proposals

Appendix 1

To: Head of Resources, Learning and Leisure Services, North Lanarkshire Council From: Parents Of Pupils Supported By LCSC in Cumbernauld High school Subject: Response to Proposed Rationalisation of Abronhill High School and Cumbernauld High School Date: November 2012

Summary In summary, this document is a response to and an examination of the proposed ‘rationalisation’ of Abronhill High School (AHS) and Cumbernauld High School (CHS) to form part of the consultation as determined by the Schools (Consultation) (Scotland) Act 2010. This response is to specifically address the impact of such a merger on the children of the LCSC located in Cumbernauld High School and explain our reasons for OPPOSING the proposed merger. Further, we consider the lack of expert advice taken prior to this proposal on how it might affect ASN pupils and the lack of adequate advocacy rights given to ASN pupils or their parents to be a ‘material consideration’ under the Schools Act of 2010 and also a statutory infringement of the Education (Additional Support for Learning) (Scotland) Act 2004 legislation, as we explain later.

Background North Lanarkshire Council can only be lauded for its excellent history in pioneering best practice for children on the autistic spectrum with the LCSC in Cumbernauld High School being the first of its kind in Scotland. It gives children on the autistic spectrum the opportunity of a mainstream education in a supported environment and has been emulated throughout Scotland. If fact North Lanarkshire Council has for a number of years been viewed as having the ‘best practices’ in Scotland, a model to emulate. Some of the other pioneering services include:

• LADS team – NLC are the only council in Scotland offering this service at a local level • HOPE • Early Bird • Multi Agency Support Teams • Professional Development Training Courses • Social Skill Groups • CAMHS • Sleep Scotland • Introduction to ASD – Open to all health professionals • Community paediatricians • Speech and Language Therapy

As CHS website state: ‘Cumbernauld High offers a high level of contact with parents to ensure that individual needs are met through partnership. The LCSC supports children from all over NLC not just from Cumbernauld. The National Autistic Society 'Prospects' course is delivered to pupils in the senior

school, this course is designed to help people with autism into the world of work. Members of staff also support pupils at lunchtime and break times, as this unstructured time can be very difficult for our pupils. The high level of staffing within the LCSC also allows for pupils to have a nominated Pupil Support Teacher who is able to meet the specific needs of pupils on the autistic spectrum and who have an understanding of the difficulties they are experiencing as a result of this.

As NLC specialist ASN staff are aware (although their views do not form part of the consultation document) the kernel role of smaller class sizes is a central tenet to the successful integration of ASN pupils within the mainstream curriculum at CHS. The consequence of the proposed merger will dramatically change class sizes and this is a critical issue for all ASN pupils and parents alike. We believe such a change can only have a detrimental affect on the LSCS unit and lead to instability with the learning unit and concomitant problems with mainstream integration.

NLC have statutory obligations in relation to all pupils, but some are exclusive to ASN pupils under their educational care. As stated on NLC’s own website, ‘North Lanarkshire Council will discharge its duties under the Education (Additional Support for Learning) (Scotland) Act 2004 by:

• Keeping under consideration the needs and adequacy of support for each child or young person with additional support needs

• Reviewing a CSP earlier than 12 months if there has been a significant change in the child's circumstances or if parents request this (unless the request is unreasonable)

• Publishing its policy and arrangements for identifying and addressing additional support needs, what the roles band rights of parents and children are and whom parents should contact for information and advice

• Providing independent mediation services for all parents of children with additional support needs and publishing information on these services

The standards in Scotland's schools etc. act 2000 places a duty upon education authorities, where they are responsible for the education of a child or young person, to secure that the education is directed towards the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential. In doing so, the education authority must have regard to the views of children and young people in regard to their education’.

http://www.cumbernauldhigh.n-lanark.sch.uk/departments/LCSC/000A49C1-00870BE7.0/21052008_214836_4.jpg

All of the lauded gains by NLC in CHS in relation to ASN education have been won through slow, steady, accumulative and dedicated hard work in a stable, familiar environment where ASD pupils have been nurtured with considerable support, where they are eventually confident enough to take part in the mainstream curriculum, as evidenced in the last 2 HMI E reports. Our primary concern is that all of these achievements by NLC are now in potential peril due to a proposal, which will lead to an overnight dramatic change in school, pupil roll, larger class sizes (which are known to be detrimental to all ASD pupils) and place the progress of the LCSC in jeopardy. Nowhere during the entire consultation process has there been any attempt to seek and find out the views and concerns of any ASN pupils or their parents. Furthermore, NLC do not have any expertise in merging a school which contains an ASD unit within its curriculum and no expert research into this proposal has been carried out to determine what potential detrimental effect if might have on ASN pupils. We believe this has potential legal repercussions, which we have a moral duty to report to the Scottish Government, as we believe the merger will be detrimental to ASN pupils.

Impact of merger on LCSC

In the consultation document on the proposed merger the only specific reference to the LCSC is to commit to build the same learning unit within the proposed new build, should it go ahead. Despite having a wealth of expertise available in NLC, no specialist ASN agency or expert was asked to assess the impact of the proposed merger on the pupils currently in the LCSC, nor were they or their parents asked if they fully understood the potential impact of the merger or were aware of their rights in relation to the proposal. Instead there is one single sentence in the Consultation that cements the conclusion that everyone’s rights have been catered for and assessed under the Equality Impact Assessment which asserts: 'The proposals contained within the report have been equality impact assessed. Results of the impact assessment indicate that there is no adverse impact or any disproportionate effect on any section of the community.' This EIA on close examination, as sourced on NLC’s internet site, lists a group of tick box options with a rider that the EIA has to be completed yet, but most questions posed are ticked with a box reading ‘Don’t Know’ and the only ‘No’ box ticked confirms that no one’s human rights have been infringed by the consultation or proposed merger. We contest that our human rights as parents and those of our pupils in the LCSC have been infringed by this lack of ASN based qualitative consultation, which has glibly thrown ASN pupils into a number crunching capacity exercise to justify a merger. It is clear that the EIA as stated on the consultation document is misleading, as no such adequate EIA has been done.

Indeed, it is our considered view that the consultation is illegal under the Education (Additional Support for Learning) (Scotland) Act 2004, namely in failing to seek expert advice on the potential impact of the merger and the failure to check if any of the pupils or parents within the LCSC even understood the implications of the consultation. The 2004 Act states that ‘Every education authority must in exercising any of their functions in connection with the provision of school education, take account of the additional support needs of children and young persons having such needs

That duty is a duty to—

(a) Seek and take account of relevant advice and information from such appropriate agencies and other persons as the education authority think appropriate,

(b) Subject to subsection (3), seek and take account of the views of—

(i) in the case of a child, the child (unless the authority are satisfied that the child lacks capacity to express a view) and the child’s parent, and

(ii) in the case of a young person, that young person or, if the authority are satisfied that the young person lacks capacity to express a view, the young person’s parent,

(c) take account of any relevant advice or information provided to the authority by or on behalf of

the child or young person concerned, and (d) take account of any relevant advice and information in the authority’s possession or control by

virtue of any of their functions other than their functions relating to education.

We consider the lack of expert advice taken prior to this proposal on how it might affect ASN pupils and the lack of adequate advocacy rights for ASN pupils to be a ‘material consideration’ under the Schools Act of 2010 and also a statutory infringement of the Education (Additional Support for Learning) (Scotland) Act 2004 legislation.

Such expert advice or a study of ASN pupils may have informed the consultation process that pupils on the autistic spectrum (ASD) are highly susceptible to anxiety and depression leading to a higher than national rate of suicide. They do not cope with change well and due to their difficulties with communication do not exhibit any of the typical warning signs. People with autism or Asperser syndrome are particularly vulnerable to mental health problems such as anxiety and depression, especially in late adolescence and early adult life (Tantam & Prestwood, 1999). Ghaziuddin et al (1998) found that 65 per cent of their sample of patients with Asperser syndrome presented with symptoms of psychiatric disorder. However, as mentioned by Howlin (1997), "the inability of people with autism to communicate feelings of disturbance, anxiety or distress can also mean that it is often very difficult to diagnose depressive or anxiety states, particularly for clinicians who have little knowledge or understanding of developmental disorders". This can mean that it is not until the illness is well developed that it is recognised, with possible consequences such as total withdrawal; increased obsessional behaviour; refusal to leave the home, go to work or college etc and threatened, attempted or actual suicide. As Attwood (1998) explains, ‘any social contact can generate anxiety as to how to start, maintain and end the activity and conversation. Changes to daily routine can exacerbate the anxiety, as can certain sensory experiences.’ Hence, the proposed change and upheaval proposed by doubling the pupil roll overnight in term 2013-14 is a qualitative and quantitative change in the educational environment of all ASN pupils because the mainstream education they have been used to will change dramatically. If a new build is to go ahead in around 3 years, we contest that the LCSC unit should form part of a smaller than proposed new build in order that CHS and NLC can remain true to their existing high standards in ASN pupil integration in education.

Multi agency professionals have assessed all the children currently in the LCSC. Their abilities to cope measured against the backdrop of a small school roll. With the sudden increase to almost double the roll of pupils, the coping ability of the children has not been assessed and therefore their suitability to the new educational environment is unknown. With the sudden increase in numbers, the LCSC children, could easily become overwhelmed. Some may wish to stay within the LCSC where it is quieter and where they feel ‘safer’. Some might withdraw into themselves and deliberately stay away from school. There are known social tensions between groups from CHS and the Abronhill area – their so-called ‘Young Teams’ - and while studies show this type of rivalry would diminish with time, the first few years could have a very damaging effect on many ASN pupils caught up in playground or classroom skirmishes. If such a scenario were to occur this could lead to a spiral of negative behaviour towards the ASN pupils where a ‘them’ and ‘us’ attitude might occur in such a larger school. This would have a detrimental affect on the entire school. If mainstream pupil starts to physically bully or verbally insult the LCSC pupils, increasing the stress levels in the LCSC even more. An accumulation of small issues like this could put considerable demands on the specialist staff of the LCSC. Extra staff might be required in a larger pupil roll school. What NLC have worked so well to establish for ASN pupils might be destroyed by this proposal.

Also, it is far from histrionic to suggest the merger might lead to the suicide of any ASN pupils: academic evidence shows this group to be one of the most vulnerable in society and to possess a high degree of suicide risk. As Dr Robert Brasic rightly remarks “An increased risk of suicide is observed in persons with Asperser syndrome”. If one ASN pupil becomes unable to cope and needs residential care the cost of placing them in Daldorch is £240,000.00 per year which means that in order to complete their education such a move might cost NLC taxpayers £960,000. This cost would be over and above the cost of the other agencies needed to facilitate such a move. In addition, if only one child becomes overwhelmed/suicidal then the cost of any lawsuit might be considerably more. Until independent experts conduct thorough research on the real impact during the transitional period of merger for ASN pupils, we will oppose the ill-conceived ‘leap in the dark’ merger.

Not only are we opposed to the merger to defend the rights and educational standards of all ASN pupils at the LCSC unit at CHS, but we wish to make it known that we will be forwarding this document to the Scottish Government to ask that they consider our evidence a ‘material consideration’ that infringes the rights of ASN pupils and will ask for a Ministerial call-in based on the 2010 Schools Act and point out our view that NLC have failed to both consult and protect ASN pupils about their future education as laid out in statute by the 2004 and 2009 Acts.

Appendix 1a – A letter from someone suffering from Autism

Many mainstream pupils and parents might not appreciate the anxieties of an ASN pupil. To begin to understand their concerns the best way is to use their words not ours. They live with it not us. This following letter is from Arman’s blog on Empowering Autism, Sunday, December 19, 2010 by a sufferer of Asperser’s syndrome.

“ Autism has a very high suicide rate, higher than that for people outside the autistic spectrum. I found lots of evidence that points in that direction. Everyday, there seems to be at least one thread in the Wrong Planet forums from someone with autism that is contemplating suicide or made a suicide attempt not that long ago. For many of us, friendships don't come easily. Many of us want to bond, and we don't know what to do, and end up repelling people from us instead. Oftentimes, this causes us to become even more needy when someone else comes along. We can appear desperate at times for friendship and this can cause even more rejection. Being needy and desperate scares people. Or sometimes, we get lucky and someone does come along, but to take advantage of our neediness and desperateness. For some of us, this situation is better than having no friends at all. And, sometimes someone does come to rescue us, sometimes there is someone that can see beyond our apparent neediness, clinginess, stalkerish, and sometimes weird behaviours. I am not saying that those of us with autism are needy, clingy, stalkerish, or weird. I am saying that is how others often perceive many of us on the spectrum. But anyway, that kind of person that can see beyond our outside behaviours and see the person underneath is often few and far between. Many of us want romantic relationships and have faced one rejection too many. Sometimes, we feel ugly, worthless, and just not as good as the other guys out there. Rejection hurts, especially when it happens repeatedly. Eventually, we give up our pursuit of ever being in a romantic relationship, and become even more lonely, but too afraid to do anything because one more rejection would be just too much to bear. So, many times we become enveloped in our loneliness.

Overall, many of us don't know what to do. Things just don't make sense. We feel worthless. We often feel like we don't belong, and what is the point to living. Sometimes, we feel like we are being a burden to family members who have looked after us way into our thirties when are still living at home. Sometimes, we feel like we have no achievements. Nothing to show for anything. We feel lazy. We feel like the bad guy. And, deep down we want to be the good guy, but we just don't see it in us. Life sucks, we tell ourselves. All our lives we've been told it is going to get better, and yet some of us are in our forties and things have only gotten worse. Wouldn't it just be easier to end it?

Then, it's game over.

Many people wonder why someone would take their life. Hopefully, you can see in my demonstration above. I am a strong person, and my mind just won't allow me to contemplate the end. But, I can see why others with autism would. If my life had only gone downhill for forty years, never had a girlfriend, and sparse friendships, I would probably have a bleak outlook about my life.

Personally, I wish everyone the best. I really want to see those of us with autism succeed and live the life we want and get the things we want. I wish there was a magic way to make this happen for everybody. Sadly, the best advice I can offer is to try and join peer groups of similar interests, join support groups, find the courage to talk to people, read books that help with body language and social interactions, watch sitcoms and dramas that explore how NT people often communicate. I wish I could say more. But, I can't. I want happiness for everybody with autism, and perhaps someday that day will occur. For right now, I wish everyone the best, and hope that they grow and continue to learn and that all of us become better people and better communicators.

I thank you for reading today's blog. If this has touched you in anyway, please share. If you wish to leave a comment, please do so. This is a touchy subject matter, and in regards to autism, should not be ignored. This is a reality that is faced for many of us everyday.

Thanks again. I wish all of you an awesome day of awesomeness. :)”

The incorporation of ASD children into mainstream is essential into developing their independence and social skills. To be involved in a normal but controlled environment and not hidden away with people with the same disability enables them to be a part of society, without fear. Cumbernauld High School has been very successful in raising self-esteem in the LCSC children. They have a high rate of friendship formed between the LCSC and mainstream children and lasting throughout life. This is vital in maintaining their self worth way beyond their school years.

Appendix 2

A school is good

to the extent that… A school is excellent

to the extent that...

Links with the community provide experiences which support the curriculum and enhance young people’s learning. Through community projects children and young people develop respect for others and positive relationships.

Partnerships with other establishments, organisations and businesses are used to broaden and deepen young people’s learning and to enable them to achieve success in wider contexts. This work is carefully planned by school leaders to enhance the curriculum and develop the perspectives of both children and staff. Community links are fully embedded into the life and work of the school.

Partnership - Improvement guides

The school in its community

Young people participate in activities and learning experiences within the community that are designed to develop skills in problem solving, decision making and making informed choices.

Staff draw on community resources to develop young people’s leadership skills. All pupils participate in enterprise activities, community involvement, work placements and shadowing, sports leadership awards or similar activities. School leaders ensure that opportunities for this type of learning experience are available for all young people.

Staff make effective use of local facilities and organisations when planning their timetables, lessons and learning activities. Such activities focus on developing a wider awareness of the world beyond school and encourage young people to perceive and use the community as a resource. They also enable young people to make positive contributions to the experiences of other people.

Staff take advantage of opportunities for community involvement which help them to improve their work with young people, provide innovative approaches to learning and address new challenges. Community-based activities are used to develop young people’s confidence and creativity, meet individual and group needs and prepare them for their future roles in society. These projects increase young people’s knowledge and understanding of skills for learning, life and work. Staff actively seek to link community projects to accreditation and award schemes.

Both staff and pupils contribute to local projects and engage actively in the wider life of the community. Members of the local community make use of school facilities.

Staff demonstrate a highly developed understanding and awareness of the needs of their communities. Members of the community see the school as central to community life. The school has a very high and positive profile within the community.

Partnership - Improvement guides

The school in its community

Appendix 3

Environmental and Economic Impact Analysis Analysis of results of Survey conducted by members of the Save Abronhill High School working group. Environmental Impact Analysis 195 school day per year average increase in mileages is estimated to be 2.3 miles per pupil per journey. Increased Travel Walking – fall by just over 50% number of car journeys rises by 50% number of bus journeys up by 100% Actual numbers Increased drive – 42 journeys x 2.3 miles = 96.6 miles per day X no of days 195 = 19,837miles Plus increase journey for existing are= 84 journeys x 2.3 miles = 193.2 miles additional X 195 days = 37,674 miles Total miles CO2 increase : 56,511 tonnes per year = 18.98 tonnes CO2 *

*Based on conversion function – average petrol car in the UK, Department Energy & Client Change see deec.gov.uk

Economic Impact Analysis • Using pro-rata figures for school roll of 468 (as above) • Average £2 per day per pupil spend shop/cafeteria • £1.50 per day per pupil for bus fare • approx 195 school days (39 weeks) Impact on Local Shops 1338 visits to shops per week Loss of £2676 per week Loss of £104,364 per year Impact on School Cafeteria 637 visits to cafeteria per week Loss of £1274 per week Loss of £49,686 per year Potential Cost to each pupil to attend Cumbernauld High School for lunch/snack at break and bus to/from school per week cost £17.50 per year cost £682.50

Survey results of 166 pupils in Abronhill High School: How do you get to AHS?

METHOD NO OF PUPILS % OF PUPILS(roll 468) Walk 131 79% (369) Drive 30 18% (84) Cycle 0 0% Bus 5 3% (14)

How would you get to CHS?

METHOD NO OF PUPILS % OF PUPILS Walk 70 42% (196) Drive 45 27% (126) Cycle 0 0% bus 51 31% (145)

How many days per week do you get lunch from the shops?

NO OF DAYS NO OF PUPILS % OF PUPILS 1 day 14 8% (37) 2 days 14 8% (37) 3 days 17 10% (47) 4 days 4 2% (9) 5 days 74 45% (210)

How many days per week do you get lunch from the school?


How many days per week do you get lunch from home?


What year are you in?

YEAR NO OF PUPILS 1st 36

2nd 30

3rd 40

4th 31

5th 21

6th 8 What street do you live in?

Larch 6 Hazel 7 Greenrigg 3 Carrickstone 1 Bonnybridge 2 Oak 11 Medlar 8 Millcroft 3 Spruce 6 Almond 3 Pine 10 Laburnum 1 Alder 3 All brea 1 Rowan 6 Hornbeam 5 Ash 7 Condorrat 1 Cherry 1 Gean Whitelees 13 Maple 10 Hawthorn 3 Blackwood 1 Chestnut 7 Dullater 2 Castlecary 3 Carluke 1 Kilysth 2 Lilac 7 Birch 10 Slamanan 1 Craigmarloch

1 Denny 1

Cedar 6 Greenfaulds 1 Lime 10 Arns 1 Elm 2 Should Abronhill High remain open?

YES 164 99%

NO 2 1%