This paper is to give some background on the possible outcome of falling numbers in schools which is affecting most areas in the Diocese and country. Local Authorities (LAs) who are responsible for the provision of school places are under pressure from the Government and Audit Office to reduce the number of surplus places in schools. An authority must not have more than 10% surplus capacity and individual schools should not have more than 25% surplus capacity and more than 30 surplus places. Consequently many authorities are considering proposals to deal with this situation. In considering changes, LAs will use forecasts of the number of pupils in the school. The National Office of Statistics (NOS) supplies population figures to the LA, though which figures, which dates and for which cohorts they are selected has been the cause of some debate. It is important to check the reliability of figures, ensuring the most recent statistics are used and that assumptions made in forecasts reflect your local knowledge.
Decisions on most changes require a process of consultation laid down by law, with a decision currently made by the local School Organisation Committee (SOC). This committee is independent of the Local Authority and is composed of groups representing the Local Authority, governors of schools in the authority, the Church of England, the Roman Catholic Church and the Learning and Skills Council if the proposals involve pupils over 14. If any group votes against the proposal, it will be submitted to an adjudicator appointed by the Secretary of State for a final decision.
When schools are faced with proposals, or are considering these options for themselves, they should consult the Diocesan Director of Education at Church House who can provide advice and support. In some cases the approval of the Diocesan Board of Education (DBE) is actually required. It is also worthwhile discussing proposals with Councillors (Local and County) and MPs. You should also ensure that you are clear about the process which will be followed from the outset and clarify any areas which are ambiguous.
Possible solutions
1. Closure
The simplest answer is to close schools, but this usually has a devastating effect on a community, particularly if there are no other schools at a reasonable distance. Although closure can cause problems in any area, the greatest effect is usually in rural communities. The Government’s guidance contains a presumption against the approval of rural school closures, although they can still occur. Those proposing closure must provide evidence to the SOC to show that they have carefully considered:
The transport implications of rural school closures, including the welfare and safety of the children, the recurrent cost to the LA of transporting pupils to school further away, the quality and availability of transport links to the alternative provision, the effects on road traffic congestion, and the environmental costs of pupils travelling further to schools;
The overall and long term impact on local people and the community of closure of the village school and of the loss of the building as a community facility;
Alternatives to closure including the potential for federation with another local school to increase the school’s viability; the scope for Extended School or children's centre status to provide local community services and facilities e.g. child care facilities, family and adult learning, healthcare, community internet access etc.
Church schools have some additional protection: if the Church of England group on SOC votes against the closure and this closure, in conjunction with any related changes, will reduce the proportion of Church of England places within the LA the closure can only proceed if the school is failing or severely undersubscribed. Some authorities are considering reorganisation in areas rather than across the whole authority. The DBE will, therefore, consider the proportion of places in such areas and argue accordingly on the SOC.
2. Amalgamation
Two (or more) schools can amalgamate, although in law this can only be achieved by the closure of the schools and the opening of a new school, either in new premises or the premises of one or more of the current buildings. Such amalgamations usually result in some staff needing to seek redeployment and also capital expenditure on new buildings. You should be satisfied that funding for this work is available: this will usually require a feasibility study and the ownership of buildings and land needs to be carefully examined and clarified.
There are issues for Church schools if the proposed amalgamation is with a non-Church school or if the amalgamation is between a controlled and an aided school. The Diocesan Board of Education usually takes the view that such amalgamations should only proceed if the resulting school is a Church of England school and if an aided school is involved, that the resulting school is aided.
3. Federation
Two (or more) schools can federate – this means that they are governed by a single governing body but operate on the original sites of the schools concerned and the schools themselves remain legally separate. There can be a single headteacher – but this need not be the case. This can be a useful means of retaining a school within a community, but will not deal with the issue of surplus places. There are difficulties where Church schools (particularly aided schools) seek to amalgamate with non-Church schools because the governing body would not have a majority of foundation governors. Only governing bodies can propose federation. The DBE can provide further advice to schools considering federation. As federation is not a statutory process, if it is accepted as the appropriate way forward, schools involved may be taken out of any reorganisation proposals.
4. Collaboration
This is sometimes referred to as “soft federation.” Governing Bodies may decide to work co-operatively by forming joint committees, sharing staff, etc. This can enable small schools to work more effectively on matters such as curriculum planning or bringing children together for activities without affecting the actual status of individual schools. Many small and/or rural schools are already working collaboratively as clusters for particular purposes or maybe to secure funding for a particular project.
5. Reduce the school’s capacity
An obvious way to reduce the number of surplus places is to reduce the capacity of a school. The capacity is measured by the LA using a methodology laid down by the Government. The only way to reduce capacity is to remove classrooms from school use (e.g. by removing temporary classrooms or hiring classrooms to private nursery providers, etc) or having them redesignated for other use with the LA’s agreement (e.g. Parents or Community Room, Chapel – there are limits to such areas). Contact with the local community – be it the Parish Council, the Parochial Church Council or groups like the Women’s Institute can often facilitate such schemes as well as engage the local community in supporting the work and future of the school.