Contacts:

Chris Holt - Head of School Organisation;

Tel: 01962 845673; e-mail: [email protected]

Eric Smith - Education Officer (SEN);

Tel: 01962 846245; e-mail: [email protected]

Alex Munro - School Organisation Officer;

Tel: 01962 846462; e-mail: [email protected]

1 Summary

1.1 This paper sets out proposals for transforming special school provision in the New Forest area of Hampshire where there are currently three special schools:

· Forest Edge School, Totton - 60 places for primary age pupils with moderate learning difficulties (MLD) and/or autistic spectrum disorder (ASD);

· Oak Lodge School, Dibden Purlieu - 120 places for secondary age pupils with MLD and/or ASD;

· Salterns School, Totton - 45 places for pupils aged 2 - 19 with severe learning difficulties (SLD).

These schools not only serve the New Forest area but also provide places for pupils in other areas of Hampshire and, on occasion, pupils from other local authorities. A map of the New Forest, showing the location of special schools and other provision mentioned in this paper, is provided at Appendix A.

1.2 The long term vision is to create a primary learning community centred on a new primary special school based on the present Forest Edge site in Totton (72 places plus some nursery places for pupils with severe special needs). This would be followed later by the establishment of a secondary learning community centred on the Oak Lodge school site in Dibden Purlieu, some six miles to the south of Totton (160 places, including 10 post-16).

1.3 Implementation of these proposals would require changes to the current provision on the Forest Edge and Oak Lodge sites and an eventual end to special education provision on the Salterns site. It is important to note that there would be no reduction in the overall number of special school places available in the area.

1.4 This new provision would be an integral part of the local community of schools, and would operate in partnership with other special and mainstream schools, children's services and voluntary organisations. It would provide a focus for appropriate specialist support, facilities and advice for children and young people with special educational needs (SEN) attending both special and mainstream schools and would be designed to enhance children's social and academic development and to contribute to family support.

1.5 In order to take full advantage of potential government funding streams, the proposals must be implemented in two phases (section 11 refers). For phase 1, it is envisaged that the Salterns and Forest Edge Schools would close and that new provision would then open on the Forest Edge site, with a target date of September 2009.

1.6 Until funding becomes available for the redevelopment of the Oak Lodge site, secondary aged pupils with severe learning difficulties would continue to be educated on the Salterns site which initially would serve as an annexe of the new school based on the current Forest Edge site. Both legally and operationally, these pupils would be full members of the new school, which would first be established as a 2 - 19 school with 110 places until the completion of the proposed secondary developments on the Oak Lodge site.

1.7 At phase 2, an 11-19 special school would open on the Oak Lodge site. Pupils hitherto attending the Salterns annexe linked to the school on the Forest Edge site would transfer to the new school, with the Totton 2 - 19 school reducing its age range to cater solely for pupils aged 2-11.

1.8 The proposals for phase 2 and the transfer of secondary age pupils from Totton to the Oak Lodge site would be the subject of later consultations because the government funding needed for delivering a new or substantially remodelled secondary special school is not expected to be available until 2011 at the earliest.

1.9 It is important to stress that neither the former Salterns buildings nor the Oak Lodge premises would be neglected during the period leading up to the building of new provision on the Oak Lodge site. Necessary maintenance and improvements would continue to be made.

1.10 The text of the booklet explaining the proposals, which was widely distributed as part of the consultation process which took place from January - March 2007, can be found at Appendix B.

1.11 Throughout this paper, the new schools have been described as being located on the sites of the existing Forest Edge and Oak Lodge Schools. The names of new schools are chosen by their governing bodies.

1.12 The recommendations in section 2 are based on the outcome of extensive local consultations set within the context of special educational needs (SEN) policy both nationally and within Hampshire. They also reflect views expressed by headteachers and governors in the period leading up to the formal consultation process.

2 Recommendations

2.1 That, in relation to the proposed first phase of development, Cabinet

2.1.1 approves the publication of a notice proposing the closure of Forest Edge and Salterns Schools with effect from 31 August 2009, and the opening in Totton from 1 September 2009 of a 2 - 19 school, comprising a 72 place school on the Forest Edge site and continuing use of the Salterns School building, catering for the full range of learning difficulties (LD);

and, in relation to the proposed second phase of development,

2.1.2 grants the Director of Children's Services the authority to undertake further consultations, to coincide with the timing of the County Council's eligibility for funding through the government's Building Schools for Future strategy for secondary schools and its availability in the New Forest area of the county, on the proposals

a) to close Oak Lodge School and to open on the same site an 11 - 19 school catering for the full range of learning difficulties (LD);

b) to reduce the age range of pupils at the 2-19 school established in Totton to 2 - 11.

3 Background

3.1 In March 2003, the Executive Member for Education approved consultations on a review of primary and special school provision in the east New Forest area. Because of the complexity of consulting simultaneously on changes to a number of mainstream and special schools, it was decided in 2004 to defer the review of the local special schools.

3.2 In October 2006, the Executive Member for Education approved a Strategy for Developing the Role of Special Schools in Hampshire. The Hampshire strategy drew on two important government documents, namely the Report of the Special Schools Working Group (2003) and Removing Barriers to Achievement , the government's subsequent strategy for SEN published the following year. Both these documents set out the government's intended future role for special schools, emphasising that they should deliver high quality education for pupils, increased partnership working with other mainstream and special schools, and contribute to the overall enhancement of the range and quality of education for children with SEN generally.

3.3 The Hampshire strategy also takes account of best practice both within and outside the county, together with the results of widespread consultations during 2005 with schools and other services and agencies. The full strategy can be accessed via www.hants.gov.uk/decisions/decisions-index/index-docs-6497.

3.4 The vision for Hampshire special schools, set out in the strategy document, reads as follows:

"The vision is for Hampshire special schools to be both specialist learning centres and support extended schools. They should be an integral part of the local community of schools and working in partnership with: parents and carers; resourced provision in mainstream schools; children's services; other agencies; district councils; and voluntary and community organisations. This will ensure the availability of appropriate and flexible specialist support and advice for children, young people and their families within a seamless continuum of inclusive provision."

3.5 Hampshire County Council's Strategy for SEN provision in the New Forest was approved by the Executive Member in October 2005 and formed the background to the recent consultations on special schools. It can be accessed via www.hants.gov.uk/decisions/decisions-docs/051026-excmse-R1020123442. The report reflects the results of detailed local consultations carried out with special schools and other SEN providers (e.g. schools with resourced SEN provision) and recommends that officers draw up proposals for the organisation of special schools for pupils with learning difficulties (both MLD and SLD) within the area.

3.6 Table 1 - January numbers on roll at the three special schools since 2001

NB - part-time figures refer to nursery age children.

4 Consultation process

4.1 A consultation booklet (Appendix B) was sent to all schools and colleges in the New Forest as well as the New Forest District Council, Totton and Eling Town Council, local Members and MPs and neighbouring local authorities. Meetings have been held with the staff, governors and parents of Forest Edge and Salterns Schools and the headteacher and governing body of Oak Lodge School.

4.2 Discussions have also been held with the headteachers and representative governors of Lydlynch Infant and Abbotswood Junior Schools and the headteacher and representative governors of Applemore Technology College. These are the three mainstream schools adjacent to the proposed new primary and secondary special schools.

4.3 Officers have attended meetings with the Local Strategic Partnership (LSP), the local Hampshire Action Team (HAT) and the New Forest Community Action Network (NF CAN). The Hampshire and Southampton Primary Care Trusts (PCTs), the Connexions service and the Learning and Skills Council (LSC) have also been consulted.

4.4 Responses to the consultations were invited via a pre-paid response form included with the consultation booklet and via a dedicated website www.hants.gov.uk/education/newforest.

5 Summary of responses

5.1 Sixty-two responses, including 38 via the brochure response form and 14 via email, have been received from a wide range of individuals and groups (see Appendix C for details). Overall, as the notes of meetings and the table in section 5.3 indicate, these have been strongly supportive of the proposed strategy, although a number of important implementation issues have been identified.

5.2 The table in paragraph 5.3 shows the breakdown of responses to the following questions asked in the consultation booklet and on the website:

1. Do you agree with the proposal to create a primary learning community on the Forest Edge site to cater for pupils with a wider range of special educational needs?

2. Do you agree with the longer term proposal to re-develop the Oak Lodge site to cater for pupils with a wider range of special educational needs?

5.3 Table 2 - responses received via brochure and email. Please note that not every respondent replied to both questions.

5.4 Formal responses from governing bodies are given in Appendix D. All responses received will be available in the Members' Room one week before the Cabinet meeting and in the committee room on the day of the meeting itself.

6 Key issues raised by respondents

6.1 The following paragraphs summarise key issues raised by respondents and indicate where further information is given in appendices D and E.

Forest Edge School

Forest Edge Governors (Appendices D1 and E1)

6.2 In their response, the governors summarise their views as follows:

The Governing Body accept in principle the proposals in the document to create a single learning environment for primary aged children from 2-11 with Special Needs on the Forest Edge site.

The Governing Body recognised and welcomed the potential for providing greatly improved and enhanced facilities, and extended educational opportunities for children with Special Needs within an integrated complex and in new buildings.

It was recognised that Forest Edge school would close when the new school was opened, but that the premises at the Salterns site would continue to be used until the provision for secondary aged pupils (11-19) was completed.

6.3 In their response, the governors raise a range of issues which are set out in detail in Appendix D1. They include: continuity of existing transfer arrangements at age 11 for current pupils; the potential implications of competition in the light of new legislation governing the opening of new schools; professional and personal support for staff; the need to ensure a full range of facilities in the new school and adequate play and parking space; the number of places to be provided; partnership with other schools, the future of the Clifford Centre; enhanced therapy services.

Forest Edge School Staff (Appendix E2)

6.4 Staff raised a number of employment issues, particularly in relation to how posts in the new school would be filled, and were keen to ensure that staff were consulted when the new school was being planned. They expressed concern about the current vehicular access to the Forest Edge site.

6.5 Staff also asked about the role of the temporary governing body and the views of colleagues at Abbotswood and Lydlynch Schools who would be key partners in the proposed new learning community.

6.6 A brief written response is included in the Members' file.

Forest Edge School Parents (Appendix E3)

6.7 Parents asked how the proposals would affect the education of pupils traditionally assessed as having moderate learning difficulties (MLD). They expressed anxiety about the potential vulnerability of pupils with severe learning difficulties (SLD), particularly at play-times. They sought assurances that class sizes would remain small and that the County Council was not proposing to reduce resources.

6.8 Parents raised concerns about the vehicular access to the new school. They asked for clarification of the role of the temporary governing body and the way in which staff would be appointed. They stressed the importance of complementary services such as speech and language therapy and physiotherapy. Some parents said that it was difficult to form a firm view of the proposals without more detailed information

Salterns School

Salterns School Governors (Appendices D2 and E4)

6.9 Towards the end of their detailed response, the governors write:

In conclusion, we are fully supportive of the primary reorganisation if it can be proved that the site is of adequate size, but we have great reservations about Salterns secondary pupils' long wait for any improvements. There is real concern that there will be no new or improved Oak Lodge in 2013 to which the pupils in the annexe will move and we feel that establishing the links through its management by Oak Lodge in 2009 will both reassure staff, parents and children that it will happen and help to prepare the Oak Lodge staff for meeting the needs of our pupils.

If there is uncertainty within the Local Authority of whether this planned change will happen in 2013 perhaps there is some merit in the suggestion that it actually remains as it is, Salterns School but just for 11-19 year olds. We believe that there will have to be a full consultation with Oak Lodge if the secondary changes are to happen in 2013 and this may well be rejected by those involved.

6.10 The governors express particular concern about future numbers at the school, particularly at the secondary stage, and raise the possibility that the school might remain in operation for the 11-19 group.

6.11 The governors feel strongly that all three schools should be dealt with at the same time but acknowledge that this is not a practical possibility. They suggest federation between governing bodies before new schools are established and stress the importance of appointing a new headteacher and establishing a new staffing structure as soon as possible.

6.12 The response includes suggestions about facilities in the new schools and draws particular attention to traffic management issues on the Forest Edge site. The governors suggest that County Council reviews the relationship of the new school with the MLD resourced provision at Ashley Junior School (New Milton) and the SLD provision at Ashley Infant and Tiptoe Primary School, some two miles to the north of the Ashley schools.

Salterns School Staff (Appendix E5)

6.13 Staff felt that it would be more appropriate to link secondary age children with the provision at Oak Lodge rather than the new school on the Forest Edge site pending the secondary phase of the building programme. They were concerned that "annexe" pupils would become "second class citizens".

6.14 Staff asked for information about how the staffing structure of the new school would be decided and how staff would be appointed, stressing the importance of staff training to prepare for the wider range of pupils' needs. The appointment of a new headteacher for the proposed primary school at the earliest opportunity was seen as crucial to the success of the project and should be implemented as soon as possible.

Salterns School Parents (Appendix E6)

6.15 Parents raised a number of queries relating to the proposal that, initially, secondary aged SLD pupils would remain on the Salterns site until new facilities were available at Oak Lodge. They said that a small school was best for pupils with severe learning difficulties and asked how the wider range of pupils would be organised. Parents felt that there was a danger that, in the interim period before a new secondary school was available, the Salterns annexe would be at risk.

6.16 Concern was expressed about vehicular access to the Forest Edge site; the importance of new and improved facilities was also emphasised. Parents underlined the need to ensure that skilled staff were not lost during the reorganisation process and asked about the role of the temporary governing body and the appointment of a new headteacher. Several parents wanted reassurance that this was not a cost-cutting exercise.

Oak Lodge School

Oak Lodge Governors (Appendices D3 and E7)

6.17 In their response, the governors raise a number of key issues, reflecting discussions with officers at the governors meeting on 15 March 2007. The governors highlight:

· The importance of ensuring that the new provision has sufficient places to cater for the New Forest area.

· The need to ensure alternative sources of funding if BSF finance is not available.

· The importance of staff training to ensure that they are ready to cater for the

· ability range.

· The potential for links with other post-16 providers, given the fact that the school will cater in future for the 16-19 age.

· The key relationship with Applemore Technology College both in terms of the new accommodation and curriculum links, allied to a concern at the possible effect of falling secondary rolls in the Waterside area.

· The availability of support from other agencies (e.g. the provision of therapies).

Lydlynch Infant School, Abbotswood Junior School and Applemore Technology College

6.18 The governors and headteachers of Lydlynch Infant and Abbotswood Junior welcome the proposals in principle and the opportunity to be involved with planning for close partnership working. They emphasise the importance of resources and of ensuring that the proposed learning community operates to the benefit of all pupils. (See appendix E10.)

6.19 The Applemore governors are also supportive of the proposals and look forward to being fully involved in the second phase of consultations.

Other responses

Local Strategic Partnership (Appendix E8)

6.20 The LSP considered the proposals at their meeting on 16 March 2007. They drew particular attention to the challenges of the wider ability range and emphasised the importance of ensuring that children's individual needs were properly assessed. Noting the importance of government funding for the financing of the project, group members sought assurances that alternative funding streams would be available if needed. They also emphasised the importance of ensuring that sufficient places would be available in the new schools. The formal minute of the meeting is included in the Members' file.

New Forest Children's Action Network (CAN)

6.21 The CAN considered the proposals at their meeting on 27 March 2007. The group emphasised the importance of flexible transport for pupils with special needs and urged that an in-depth review be carried out to ensure that they were able to take full advantage of the new provision. In particular, they were keen that transport should be sufficiently responsive to be able to support pupils' social networking within their local communities.

6.22 The CAN also referred to the resourced provision at Ashley and Tiptoe, suggesting that they could be managed as part of the new structure. Members were assured that, if the proposals moved forward, there would be every opportunity for post-16 providers to be involved in shaping the detail of the new provision. The formal minute of the meeting is included in the Members' file

7 Local MPs and County Councillors

Hampshire Action Team (Appendix E9)

7.1 Local Members considered the proposals at their meeting on 16 March 2007. Councillors supported the strategy in principle but were keen to ensure that it fitted within the overall policy for special needs within the wider New Forest area. Questions were raised about future numbers on roll, the use of non-maintained and out-county special schools, and the age ranges of the new schools. The importance of allowing for the exercise of "parental choice" in any planning proposals was also emphasised. The formal minute of the meeting is included in the Members' file.

8 Visits to schools

8.1 A visit to the three schools by Cabinet members and local county councillors is planned for 11 May, after the deadline for completion of this report.

9 Discussion of issues raised

9.1 The following paragraphs provide a commentary on the main issues raised by those responding to the consultations and attending meetings.

Pupils

9.2 Throughout the consultations, the particular needs and potential vulnerability of pupils likely to be affected by these proposals were stressed. The initial focus will understandably be upon the provision of enhanced accommodation but the appointment of the temporary governing body and, in particular, a new headteacher, will give the opportunity to look in depth at how the new school will be organised both in terms of curriculum delivery and, equally important, the wider support required by individual pupils.

9.3 The formula for funding the new special schools will mirror that presently operating in existing schools. Headteachers and their staff will look carefully at each pupil's specific needs and ensure that they are catered for within the most appropriate class structure. Although pupils with a wide range of educational needs will be educated in a single school, significant flexibility will remain for headteachers to organise all aspects of their school to ensure the best match of resources and pupil needs.

Buildings

9.4 An important element of the proposed reorganisation is to provide more appropriate accommodation for pupils so that the County Council can respond more readily to advances in special education. The accommodation will be designed in accordance with the recommendations of DfES Building Bulletin 77, taking into account the need to work within existing site constraints. Opportunities within the local authority's programme for establishing children's centres and the extended schools agenda will also be assessed.

9.5 Of particular concern to a number of consultees was the present vehicular access to the current Forest Edge site. The number of vehicles needing to access the site of the new primary school is likely to increase because of the greater number of pupils who will attend and the fact that pupils with more severe special needs often require more specialised transport.

9.6 Initial feasibility studies prepared by the Director of Property, Business and Regulatory Services (PBRS) indicate that it would be possible to enhance current parking provision on the eastern side of the site and retain access via Lydlynch Road. However, respondents have pointed out that, even with current traffic levels, this access becomes congested at the start and end of the school day because it serves not only Forest Edge School but also Lydlynch Infant School. The feasibility of creating alternative alternate access points is being investigated.

9.7 The proposals envisage that, when the new school opens on the Forest Edge site in 2009, the existing Salterns School will become an annexe of the new school. Concern was expressed during the consultations that annexe pupils, staff and buildings might be neglected during the period leading up to the provision of new accommodation on the Oak Lodge site.

9.8 The governors and headteacher, supported by the local authority, will work to ensure that neither pupils nor staff are disadvantaged. It would be expected that the new facilities on the Forest Edge site would be available for use by annexe-based pupils. The consultation booklet makes clear (pages 6 - 7) that, during the period between the opening of a new school at Forest Edge and the completion of works on the Oak Lodge site, building works might continue to be needed on both the Salterns and Oak Lodge sites to maintain the learning environment.

9.9 The Clifford Centre to the south-west of the Forest Edge site is currently used as a base for the Behaviour Support Team (BST) who work to support primary schools and pupils through providing early intervention and preventative work with particular reference to pupil behaviour. The future of the Clifford Centre was raised several times during the consultations and it is clear that its work is much valued by schools. It is likely that the land upon which it is situated will be required for the new school. If this proves to be the case, an alternative base for the team will be identified.

9.10 The consultation booklet refers briefly to the Forest Education Centre adjacent to the Oak Lodge/Applemore site. Unless there are separate proposals in the interim relating solely to the Centre, as far as this review of special schools is concerned no action is proposed before later consultations on secondary provision.

Staff

9.11 The future of existing staff and the need for all staff to be appropriately prepared for working with the wider range of educational needs were constant themes throughout the consultations. As it is not proposed to reduce the number of places available, it might reasonably be expected that the majority of staff, if they wish, will secure posts within the new structure. Whenever a school closes, every effort is made to redeploy staff into appropriate alternative posts and avoid redundancies. The appropriate professional associations and trade unions have been included within the consultation process. Once new structures have been agreed, staff will be appointed as soon as possible to appropriate posts and, as part of this process, a substantial programme of training will be implemented, both on a whole school and individual basis.

9.12 The appointment of a new headteacher as soon as possible for the new primary school was seen to be the single most important element in ensuring the success of these proposals. The County Council's policy is to allow for the appointment of the headteacher of a new school two terms before its opening and to provide funding for this in the new school's budget. However, given the complexity of establishing a special school with a significant change in the character of its pupils, the possibility of appointing a new headteacher for the new primary school a full year in advance will be investigated.

Governance and management

9.13 If the proposals are agreed, both Forest Edge and Salterns Schools will remain in existence until August 2009. Until that time, their present governing bodies will continue to be responsible, with the headteachers, for the conduct of the school with a view to promoting high standards of educational achievement.

9.14 Once the establishment of the new school has been agreed, a temporary governing body will be established to prepare for its opening. The appointment of a new headteacher will be its most important initial responsibility. It is usual for some members of existing governing bodies to become members of the temporary governing body of a new school but it is expected that there will be a strong "outside" element of other experienced governors and professionals in recognition of the changed character of this new school.

Funding

9.15 The concern that the local authority might be intending to reduce the number of school places available was sometimes accompanied by an equal concern that this was a cost-cutting exercise and that there would be less funding available for staff and resources. Formula allocations to special schools, as in mainstream schools, are based on a mixture of flat rate and pupil related elements which, together, make up the school's total budget.

9.16 The framework of the formula used to allocate funding to special schools is, of necessity, complex since it must ensure that appropriate funding is available for pupils of widely differing educational needs. Individual pupils will continue to be funded at the appropriate rate, regardless of the school they are attending.

Experience of similar reorganisations elsewhere in Hampshire

9.17 The establishment of special schools catering for children across the full range of learning difficulties (moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD) ), including those with additional or associated needs such as sensory impairments and social communication difficulties, is consistent with developments elsewhere in Hampshire.

9.18 In 2003, Shepherds Down and Osborne Schools in Winchester were adapted to cater for this range of pupils (in the primary and secondary phases respectively), following the closure of Greenacres and Tankerville Schools. In September 2006, Hollywater School in Bordon was created from an amalgamation of Whitedown (SLD) and The Meadow (MLD) Schools and now caters for children aged 2-19 with this range of needs.

9.19 Staff who have been working in schools which cater for MLD or SLD and PMLD pupils are understandably often apprehensive about their ability to effectively meet the wider range of needs following reorganisation. It is therefore important that the process established for the appointment of staff to the new schools gives equal opportunity to staff whose recent experience is in either an MLD or SLD school to ensure that the range of staff skills and experience matches the needs of the pupils. This process is better facilitated by the closure of both existing schools and opening of a new school (as proposed in this report) than by closing one school and changing the character of the other school.

9.20 Experience of previous reorganisations highlights the benefit of a clear and well-planned programme of professional development for staff both before and after implementation of the re-organisation. Officers will be working with the headteachers of the existing Forest Edge and Salterns Schools, and with the headteacher of the new school, when appointed, to put in place a programme of information and training to support staff through the process and to prepare them for working in the new school.

Alternative proposals

9.21 Although responses were broadly supportive of the overall strategy, a number of them debated the best way to provide for the secondary age Salterns pupils, including the option of keeping the older Salterns pupils within Totton in the longer term as part of a retained 2 - 19 school. Although, by focussing all specialist SLD provision on one site, this proposal might seem to have some attractions, secondary pupils would be denied the benefit of attending a school with a greater number of their contemporaries and, in addition, site constraints would preclude this option.

9.22 During the consultations, it was suggested that it might still be possible to retain an 11-19 school but, given anxiety about future numbers, shared by both the Salterns governors and the local authority, this option does not appear to be viable in the long term.

9.23 The consultation booklet explains (page 4) why a 2-19 school on the Oak Lodge site is not considered practical. There would be no prospect of securing the necessary finance to implement such a proposal in the foreseeable future. The resulting school would be large and there is no nearby primary provision.

9.24 Similarly, the retention and enhancement of all three existing schools is not seen as viable because government funding to up-grade existing sites would not be forthcoming.

9.25 During the consultations, it was suggested that, pending the completion of the full-range secondary provision on the Oak Lodge site, the management of the provision for older Salterns pupils would be best handled from Oak Lodge rather than as part of the new primary school. Given the timescale for completing the secondary provision, it is considered more appropriate initially to manage former Salterns staff as part of a new school to offer greater flexibility in staff deployment and to allow secondary age pupils to take advantage of the new facilities without excessive travelling. As the timescale for phase 2 of the project moves forward, there would, of course, be every opportunity for increasing links between schools.

Post 16 education

9.26 The proposals envisage the delivery of post 16 education currently provided by Salterns School being centred on the Oak Lodge site as part of the second phase of the reorganisation. The response from Totton College, included in the Members' file, indicates a willingness to work collaboratively within the new arrangements. The details of such partnership with other post 16 providers can only be established once the new structure is in place and the needs of students assessed within the new 14-19 curriculum framework.

Specialist SEN resourced provision at Ashley (New Milton) and Tiptoe

9.27 In keeping with the pattern of specialist provision throughout the county, a number of mainstream schools in the New Forest area accommodate specialist resourced SEN provision. There is resourced provision at Ashley Infant School (SLD), Ashley Junior School (MLD) in New Milton and at Tiptoe Primary School (SLD), some two miles to the north of Ashley. The governors of Salterns School have suggested that this provision would be improved and the isolation of staff reduced if these units were brought under the management of the new primary school. The responses from Totton College, local youth workers and the New Forest CAN also refer to this provision.

9.28 The management of resourced SEN provision in Hampshire schools is the responsibility of the school in which the provision is based. Support and advice are available from the authority's specialist SEN teams. There are no proposals to change the pattern of provision in south-west Hampshire but, once the new primary special school is established, it would be opportune to review how the relationship between the four establishments might be developed in the light of the changed character of the school on the Forest Edge site.

10 The way forward

10.1 Over time, the proposals will lead to a substantial enhancement in the quality of the learning environment at both new schools, to the benefit of pupils and staff.

10.2 It has never been simple to make a clear distinction between MLD and SLD pupils since their needs often overlap. In future, it will be easier to ensure that the full range of staff expertise and facilities is available to all pupils so that resources can be more finely matched to their individual needs.

10.3 Similarly, the setting up of learning communities centred on the new schools will allow the sharing of expertise and facilities on a wider scale to the benefit of both mainstream and special school pupils.

10.4 The integration of pupils on two sites, with improved accommodation and facilities, will assist joint working between the range of children's services, allowing key support services such as educational psychology and health services to be focussed more intensively.

11 Capital strategy

11.1 The adaptation or construction of special schools is particularly costly because of the wide range of facilities and building services required. Consequently it is not feasible for the County Council to meet fully the costs of such projects from its usual capital allocations and, as with similar schemes, it is necessary to seek alternative funding sources to meet the bulk of the expenditure. Initial feasibility work suggests costs in the order of £4.5 - 4.8m for refurbishment and adaptation of the Forest Edge building and £8.8 - 9.4m for a rebuild.

11.2 There is an opportunity to bid for funding for phase 1 (the new school on the Forest Edge site) under the government's Targeted Capital Fund (TCF) Initiative. At this stage, the criteria for bids are not yet known but the replacement of special schools in an appropriate strategic context has been included for several years and is expected to continue in the next bidding round. The maximum funding available under TCF is expected to be up to £12m, although the County Council would need to meet 20% of project costs from the Children's Services capital programme.

11.3 If a TCF bid was unsuccessful, consideration would be given to using part of the capital allocation which will be received from 2009/10 onwards under the government's new Primary Capital Funding initiative, which is intended to contribute to the replacement or major refurbishment of primary and primary age special schools.

11.4 As indicated earlier in this report, funding for the second phase of the strategy is dependent upon the Building Schools for the Future (BSF) initiative and the project would need to be included in the County Council's overall BSF strategy.

11.5 Consultees were particularly anxious about the risk that funding for the secondary proposals might be withdrawn if there were to be a change of government. Given the wide range of local authorities within this tranche of the BSF programme, and the pressing national need for strategic investment in secondary school buildings, it may be considered unlikely that any government would wish to halt or significantly reduce the programme. Nevertheless, the potential risk has been noted and will be closely monitored in the period leading up to the second phase of consultations.

12 Revenue strategy

12.1 The new schools will be funded from the Schools budget in accordance with the authority's agreed local management scheme. Although, as far as phase 1 is concerned, there might be some limited local reduction in costs (e.g. single headteacher, administrative officer, site manager, (eventually) single building), this funding will remain available within the Schools budget to be distributed in accordance with the scheme. Similar cost reductions are unlikely to accrue when a new 11 - 19 school is opened on the Oak Lodge site.

12.2 Special school pupils often travel some distance to school and are heavily dependent on transport. Any potential cost reductions are unlikely until both new primary and secondary schools are fully functional and the Salterns site is no longer in use. Even then the extent is likely to be limited, given that costs are heavily influenced by pupils' addresses. The Forest Edge and Salterns sites in Totton are already close to each other so providing transport to only one site in the future is unlikely to influence costs significantly.

13 Process and timescales

13.1 The Education and Inspections Act 2006 has introduced some significant changes to the school reorganisation process, one being the abolition of the School Organisation Committee which until now has been the decision making body when objections have been received in relation to public notices proposing the establishment or closure of schools. Any statutory notice published in relation to the proposals in this paper will now be passed to the Schools Adjudicator for decision.

13.2 It is anticipated that the first phase of the development - the establishment of a 2-19 school - will be completed no earlier than September 2009.

14 Corporate aims

14.1 The proposals in this report are expected to enhance pupils' well-being and sense of place in support of the County Council's corporate priorities.

14.2 They also support the following outcomes of the Change for Children agenda:

being healthy: (enjoying good physical and mental health and living a healthy lifestyle) by ensuring that recreational facilities are enhanced, that healthy living is incorporated into all pupils' curriculum and that the particular health needs of the most disabled pupils are safeguarded;

staying safe: (being protected from harm and neglect) - by having access to a secure learning environment and ensuring that those pupils for whom transport is provided are fully supervised by trained personnel on their journey to and from school;

enjoying and achieving: (getting the most out of life and developing the skills for adulthood) - by providing a high standard of education for children in improved accommodation;

making a positive contribution: (being involved with the community and society and not engaging in anti-social or offending behaviour) - by encouraging curriculum and social links with other schools and involvement with the local community;

economic well-being: (not being prevented by economic disadvantage from achieving their full potential in life) - by ensuring that proposals will be to the benefit of all children, giving them a sound start to their schooling and developing their independence and life skills.

15 Legal implications

15.1 The consultation process and recommendations comply with the statutory framework for planning school places set out in legislation and government advice.

15.2 The Education Act 1996 (section 315(i)) requires local authorities to keep under review their arrangements for special educational provision.

16 Financial implications

16.1 These are discussed in detail in sections 11 and 12 of this paper.

17 Personnel implications

17.1 When a school closes, every effort is be made to redeploy staff into appropriate alternative posts and to avoid redundancies. Clear procedures agreed with the professional associations and unions are in place.

18 Impact assessment

18.1 A detailed race and equality assessment has been carried out in accordance with County Council requirements. Currently, 12% (28 pupils, including 17 Roma/gypsy) of the total number of pupils (235) at the three schools do not come from a white British background (DfES ethnicity definitions).

18.2 Given that one of the aims of the proposals is to ensure a more refined and flexible matching of provision to individual need, the strategy should bring about a positive enhancement in the life chances of pupils.

19 Crime prevention issues

19.1 It is unlikely that these proposals will have any measurable effect upon crime prevention.

Section 100 D - Local Government Act 1972 - background documents

The following documents discuss facts or matters on which this report, or an important part of it, is based and have been relied upon to a material extent in the preparation of this report.

NB: the list excludes

1. Published works

2. Documents which disclose exempt or confidential information as defined in the Act.

None.