Appendix E10

Review of special school provision in the New Forest

Date

Tuesday, 1 May 2007

Time

2.00 p.m.

Location

Abbotswood Junior School

Present

Tina Bunting

Headteacher, Abbotswood Jun

Tony Stevens

Chair of Governors, Abbotswood

Hilary Billinge

SEN Governor

Julie Keats

SEN Governor

Karen Atkinson

Headteacher, Lydlynch Infant

Sue Stares

SEN Inspector

Eric Smith

Education Officer SEN

Apologies

Chair of Governors, Lydlynch Infant

Action

Introduction

Eric Smith and Sue Stares outlined the background to the consultation which had been taking place on proposals to develop the special schools serving the New Forest area. They noted in particular:

· Discussions had been taking place with the headteachers of the special schools in the area over a number of years.

· Hampshire County Council recognised the important role of special schools; the proposals for the New Forest special schools do not include a reduction in the overall special schools' capacity for the area.

· Consultations had taken place with special and mainstream schools in 2005 on the strengths and scope for development in specialist SEN provision in the area. The consultations identified joint working between special and mainstream schools as an area that should be further developed.

· Outreach provision is currently provided from both Forest Edge and Salterns schools; the proposal is to develop learning communities in which there can be greater partnership working between mainstream schools and special schools.

· Partnership working extends to the Common Assessment Framework (CAF); extended schools; supporting parents/carers; working with therapists and other healthcare professionals.

· Professional working between the special schools and Lydlynch Infant and Abbotswood Junior schools could be greater, to the mutual professional benefit of staff.

· A learning community should extend the opportunities to place children in environments where they learn best, not determined by location alone.

The timetable for the development of the primary and secondary schools is partly determined by the availability of capital funding; there are advantages in a phased development, reducing the potential impact and disruption at a particular time and enabling lessons to be learnt during the process.

Legislation, particularly the Education and Inspections Act 2006, means that the decision making process is quite extended. Approval of the proposal will be sought from Hampshire County Council Cabinet on 21 May. It is then necessary to follow the `competition' rules and it is likely that a final decision to go ahead may not be achieved before early 2008. It is still intended to implement the opening of the new school on the Forest Edge site in September 2009. This timescale is tight and there could be slippage.

Discussion

· Learning community:

The headteachers noted the potential benefits of closer working with Forest Edge School. It would be beneficial if there can be greater flexibility in mainstream school pupils being able to benefit from support or placement in the special school, and vice versa.

The principle of a learning community is exciting; it is right to have a site where there can be greater movement of pupils between the facilities within the community. It is nevertheless important to get the resources, systems and processes right. These need to be thought about in the early stages and enabled to inform the planning of the new accommodation and its facilities.

· Clifford Centre

Impact on the Clifford Centre was discussed. It was noted that it is the base of the Behaviour Support Service and is not a self-standing provision. There is no intention to lose this service although the site of the present accommodation, alongside the Forest Edge site, may have to be absorbed within the overall plan for the new school. The option of incorporating the provision within the new school remains.

· What links exist with mainstream schools in other re-organisations?

It was noted that the new learning difficulties school in Bordon, Hollywater School, is adjacent to a mainstream secondary school which also has a learning difficult resourced provision, and is in close proximity to the infant and junior schools. The two learning difficulties schools in Winchester do not have the benefit of close proximity to mainstream schools. It was agreed that it would be beneficial in the next academic year to visit schools elsewhere in the country which have been developed as learning communities involving both special and mainstream schools.

· Involvement of parents

It was noted that parents of the main schools involved, Forest Edge and Salterns schools, have been supportive of the proposal. There are inevitable concerns; Salterns School community have particular concerns about provision for secondary age pupils between completion of phase one and phase two. It is important that the parents of pupils attending Lydlynch Infant and Abbotswood Junior schools are involved at an early stage, but when it is possible to talk in some detail about the proposals. It is certainly important that parents are aware before any work starts on the Forest Edge site, not least to provide re-assurances about any disruption, for example to access the two schools, and any health and safety concerns arising from adjacent building site.

· Traffic

It is acknowledged that there may be more traffic associated with the new school, although the total number of additional children is quite small (11 pupils). No decisions have yet been taken on whether access will be via Lydlynch Road or the Ringwood Road. The headteachers and governing bodies of Lydlynch and Abbotswood schools will be involved when site plans are being developed.

· Staff development

The new school will serve as a centre for professional development of staff, where staff from mainstream schools can visit to observe good practice and resources appropriate to the support and education of children with special educational needs, as well as a base for outreach support.

Conclusion

In summary, the view of the meeting was that the proposals were welcomed in principle. The schools will welcome the opportunity to be involved through the process to ensure effective consultation on both site-related issues and the development of opportunities for close partnership working. Joining with staff and governors from the special schools in visits to other learning communities would be beneficial.

Reservations remain regarding detailed provision of the necessary resources, systems and processes to ensure that the learning community operates for the benefit of all the schools and is not detrimental to the care or education of other children.