1

HERTFORDSHIRE COUNTY COUNCIL

EDUCATION, LIBRARIES AND LOCALISM CABINET PANEL

TUESDAY, 8 SEPTEMBER 2020 AT 10:00AM

WHETHER TO REBUILD THE VALLEY SCHOOL IN STEVENAGE, A

COMMUNITY SPECIAL SCHOOL FOR CHILDREN WITH LEARNING

DIFFICULTIES (11-16 YEARS), ON ITS CURRENT SITE

Report of the Director of Children’s Services Authors:- Samantha Young, Senior School Planning Officer

(Tel: 01992 555754) Gary Gant, School Planning Officer (Tel: 01992 555347)

Executive Member:- Terry Douris, Education, Libraries and Localism Local Member:- Michael Hearn, Shephall, Stevenage

1. Purpose of report 1.1 To provide Panel with an update on the condition of The Valley School,

a community special school for secondary aged children with Learning Difficulties, located on the site of a former secondary school in Stevenage.

2. Summary 2.1 The building occupied by The Valley School is at the end of its useful

life and new accommodation for the school is needed. That need is urgent. Essential repairs and maintenance works are being undertaken until such time as a permanent solution can be found. A new building would allow the school to cater for 165 pupils.

3. Recommendations

3.1 That Panel recommends to Cabinet that it approves a capital project to

re-build The Valley School on its current site in Stevenage.

4. Background

4.1 The Valley School is a community special school for secondary aged

children with Learning Difficulties in Stevenage. It is housed in part of a former mainstream secondary school building within a wider campus

Agenda Item No.

9

2

which has historically housed a range of other users, although these have now been moved elsewhere. Some of the main buildings and other buildings on site are now vacant.

4.2 The main school buildings have reached the end of their serviceable life. There is a need to maintain the current level of learning disability provision across the County. Special schools for pupils with Learning Difficulty are full and without the rebuilding of the Valley School there would be insufficient places to meet forecast demand.

4.3 The Valley School has an assessed capacity of 165, however, numbers on roll are currently capped at 153 pupils, due to restrictions on use of some parts of the site because of poor condition.

4.4 Replacement accommodation is urgently required. The condition of the

building has led to some planned and unplanned school closures in recent years. It has been necessary to undertake extensive repairs and maintenance work, in order to keep the school in operation. It is likely that further works will be required until such time as the buildings can be re-provided.

4.5 A feasibility study has concluded that the best way of resolving the issue for this school would be a complete re-build on the rear of its current site. The earliest that could be achieved is the Autumn of 2022. The re-build of the school on the existing site could also release approximately 1.2 ha (3 acres) of land for other service use or disposal

4.6 The new school would be a purpose-built special school, designed to current DfE standards for special schools1. It would accommodate 165 pupils in vastly improved accommodation and would significantly improve the educational offer for children attending the school.

4.7 This proposal is fully supported by the governing body of The Valley School.

5. Financial implications

Revenue funding

5.1 Special schools are funding through the High Needs Block of the Dedicated Schools Grant (DSG). The estimated cost of increasing the school roll from 153 to 165 places, all occupied, is approximately £200k.

1

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/48522

3/BB104.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485223/BB104.pdfhttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485223/BB104.pdf

3

Capital funding

5.2 The full capital implications of the scheme are contained in the Part II report.

6. Equalities

6.1 When considering proposals placed before Members it is important that they are fully aware of, and have themselves rigorously considered, the Equality implications of the decision that they are making.

6.2 Rigorous consideration will ensure that proper appreciation of any potential impact of that decision on the County Council’s statutory obligations under the Public Sector Equality Duty. As a minimum this requires decision makers to read and carefully consider the content of any Equalities Impact Assessment (EqIA) produced by officers.

6.3 The Equality Act 2010 requires the County Council when exercising its functions to have due regard to the need to (a) eliminate discrimination, harassment, victimisation and other conduct prohibited under the Act; (b) advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it and (c) foster good relations between persons who share a relevant protected characteristic and persons who do not share it. The protected characteristics under the Equality Act 2010 are age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion and belief, sex and sexual orientation.

6.4 An Equalities Impact Assessment (EqIA) has been carried out on the proposals contained within this report (see Appendix 1). The EqIA will be reviewed and updated as part of any future public consultation. Consideration has been given to the likely impact of the proposals, and current assessments conclude that it is not anticipated that people with protected characteristics will be affected disproportionately.

6.5 The Local Authority is bound by the Admissions Code and Regulations and this does not allow for any discrimination in this respect.

6.6 The expansion and/or rebuild of existing schools provides for enhanced education opportunities and an enriched curriculum offer which has a positive impact on the whole school community.

6.7 School development schemes provide positive impacts, offering the opportunity for improved facilities for disabled access in new buildings.

Background Information None

4

Appendix 1

Equality Impact Assessment (EqIA) (Pre-Cabinet)

Proposal to rebuild, on its existing site, The Valley Learning Difficulties (LD) School, (DfE No. 919/7010),

Valley Way, Stevenage, SG2 9AB from September 2022.

1. Who is completing the EqIA and why is it being done?

Title of proposal Proposal to rebuild The Valley Learning Difficulties (LD) School (11-16 years), on its existing site.

Names of those involved in completing the EqIA Tom Stacey, Samantha Young & Gary Gant

Head of Service or Business Manager Pauline Davis

Team/Department Children’s Services – School Planning Team

Lead officer contact details Gary Gant, Planning Officer. Tel: 01992556347

Focus of EqIA

To identify the impact of the proposed rebuilding of The Valley Learning Difficulties (LD) School from September 2022. The Valley School is a secondary school for pupils aged 11 to 16 with learning difficulties, autism and speech, language and communications needs. This assessment seeks to discharge the County Councils Public Sector Equality Duty in relation to the proposed rebuilding of the school, identify any impacts and required mitigation.

5

Stakeholders

In writing this EqIA consideration has been given to the protected characteristics of the following groups/stakeholders*: Parents/carers/pupils, staff and governors at the school concerned; HPCI (Herts Parent Carer Involvement is an independent parent carer led; Parents/carers/pupils, staff and governors at the school concerned; Residents local to the school concerned; Local Pre-Schools, Nursery, Primary, Secondary and Special schools; MPs, County Councillors, District Councillors, Parish and Town Councils and Local Authority Chief Executives; Trade Union representatives; Church Diocese representatives; NHS representatives; Parent Governor representatives on the Overview and Scrutiny Committee at Hertfordshire County Council; Further Education establishments, pre-schools, playgroups, Children’s Centres, toddler groups and day nurseries; Libraries and Citizen’s Advice Bureaux; Senior officers in Hertfordshire County Council’s Children’s Services Department and in Herts Property Services; *No consultation or statutory process is required for the changes outlined in this paper as per DfE advice and statutory guidelines.

6

2. List of data sources used for this EqIA

Title and brief description (of data, research or engagement – include hyperlinks if available)

Date Gaps in data Consider any gaps you need to address and add any relevant actions to the action plan in Section 4.

January 2020 School Census data on gender split, English as an additional language (EAL), ethnicity, free school meal (FSM) eligibility, number of children with EHCP (S), Education and Health Care Plans (E) or SEN Support (K). Countywide data includes pupils at special schools.

For this particular school, it is noted that there is a much higher proportion of male students compared to female students and also compared to the county average. As the Valley is a Learning Difficulties school, all pupils have an EHCP.

School

Census

January

2020

No gaps have been identified at this stage.

The Valley

School

County

Averages

Students Aged 11 to 16 Yrs 153 87108

Number Minority Ethnic Students (not White British and

excluding Refused and Not Obtained)33 26591

% Minority Ethnic Students (not White British and excluding

Refused and Not Obtained)21.57% 30.53%

Number EAL (English as an alternative Language) (First

language Not English or believed not to be English excluding

Refused and Not Obtained)

8 11023

% EAL (English as an alternative Language) (First language

Not English or believed not to be English)5.23% 12.65%

Number with Statement (or EHCP (S or E)) 153 2510

% with Statement (or EHCP (S or E)) 100.00% 2.88%

Number SEN Provision (K) 0 10400

% SEN Provision (K) 0.00% 11.94%

Number Eligible for FSM (at date of Census) 58 7785

% FSM (Free School Meals) (at date of Census) 37.91% 8.94%

Number of Male Students 104 43947

% of Male Students 67.97% 50.45%

Number of Female Students 49 43161

% of Female Students 32.03% 49.55%

7

3. Analysis and assessment: review of information, impact analysis and mitigating actions

Protected

characteristic

group

What do you know?

What do people tell you?

What does this mean – what are the

potential impacts of the

proposal(s)?

What can you do?

Age Please see above

It is not anticipated at this stage that the proposals will affect people disproportionately because of their age.

No mitigation is currently required but the position will continue to be monitored and if any issues in respect of the protected characteristic are identified then the Action Plan below will be amended accordingly.

Disability Please see above

It is not anticipated at this stage that the proposals will affect people disproportionately because of their disability. However, the responsible Officer will continue to monitor closely this aspect.

If the proposal is granted the duties found within Part 6, Section 149 and Schedules 10 and 13 of the Equality Act 2010 concerning disability will be factored into the individual scheme design. Any building scheme will also meet the requirements to avoid Disability Discrimination under Section 15 of the Equality Act 2010.

Gender

reassignment Please see above

It is not anticipated at this stage that the proposals will affect people disproportionately because of their gender reassignment.

No mitigation is currently required but the position will continue to be monitored and if any issues in respect of the protected characteristic are identified then the Action Plan below will be amended accordingly.

Pregnancy and

maternity Please see above

It is not anticipated at this stage that the proposals will affect people disproportionately because of their pregnancy or maternity.

No mitigation is currently required but the position will continue to be monitored and if any issues in respect of the protected characteristic are identified then the Action Plan below will be amended accordingly.

Race Please see above

It is not anticipated at this stage that the proposals will affect people disproportionately because of their race.

No mitigation is currently required but the position will continue to be monitored and if any issues in respect of the protected characteristic are identified then the Action

8

Protected

characteristic

group

What do you know?

What do people tell you?

What does this mean – what are the

potential impacts of the

proposal(s)?

What can you do?

Plan below will be amended accordingly.

Religion or

belief Please see above

It is not anticipated at this stage that the proposals will affect people disproportionately because of their religion or belief.

No mitigation is currently required but the position will continue to be monitored and if any issues in respect of the protected characteristic are identified then the Action Plan below will be amended accordingly.

Sex/Gender Please see above

It is not anticipated at this stage that the proposals will affect people disproportionately because of their sex/gender.

No mitigation is currently required but the position will continue to be monitored and if any issues in respect of the protected characteristic are identified then the Action Plan below will be amended accordingly.

Sexual

orientation Please see above

It is not anticipated at this stage that the proposals will affect people disproportionately because of their sexual orientation.

No mitigation is currently required but the position will continue to be monitored and if any issues in respect of the protected characteristic are identified then the Action Plan below will be amended accordingly.

Marriage and

civil partnership Please see above

It is not anticipated at this stage that the proposals will affect people disproportionately because of their marriage or civil partnership.

No mitigation is currently required but the position will continue to be monitored and if any issues in respect of the protected characteristic are identified then the Action Plan below will be amended accordingly.

Carers Please see above

It is not anticipated at this stage that the proposals will affect people disproportionately because of their caring responsibility.

No mitigation is currently required but the position will continue to be monitored and if any issues in respect of the protected characteristic are identified then the Action Plan below will be amended accordingly.

9

Protected

characteristic

group

What do you know?

What do people tell you?

What does this mean – what are the

potential impacts of the

proposal(s)?

What can you do?

Other relevant

groups Consider if there is a potential impact (positive or negative) on areas such as health and wellbeing, crime and disorder, Armed Forces community.

It is not anticipated at this stage that the proposals will affect people in other relevant groups disproportionately.

No mitigation is currently required but the position will continue to be monitored and if any issues in respect of people in other relevant groups are identified then the Action Plan below will be amended accordingly.

Opportunity to advance equality of opportunity and/or foster good relations

It is felt by officers that, should Cabinet approve the application of funds to enable the delivery of this project, this proposal will provide an improved learning environment for pupils, in a purpose-built special school. In addition, the building will meet current building standards ensuring that the School is equally accessible to all pupils.

10

Conclusion of your analysis and assessment

OUTCOME AND NEXT STEPS SUMMARY

i. No equality impacts identified - No major change required to proposal

At this stage the consideration is limited to considering the proposal to provide of funding for a rebuilding project to provide a new school on the same site. At the conclusion of the Panel any comments will be carefully considered and the EqIA will be reassessed. As noted in the Report due to current condition of the School building it is felt that it the proposed rebuild takes place it will be positive for all pupils and staff. If the proposal is granted and implementation of the re-build commences further consideration will be given to the Public Sector Equality duty and further EqIA will be undertaken.

ii. Minimal equality impacts identified - Adverse impacts have been identified, but have been

objectively justified (provided you do not unlawfully discriminate)

- Ensure decision makers consider the cumulative effect of how a number of decisions impact on equality

- No major change required to proposal

11

iii. Potential equality impacts identified - Take ‘mitigating action’ to change the original

policy/proposal, remove barriers or better advance equality - Set out clear actions in the action plan in section 4.

iv. Major equality impacts identified - The adverse effects are not justified, cannot be mitigated or

show unlawful discrimination - You must stop and remove the policy

[you should consult with Legal Services] - Ensure decision makers understand the equality impact

Prioritised Action Plan

Impact identified and group(s) affected Action planned Include actions relating to:

• mitigation measures

• getting further research

• getting further data/consultation

Expected

outcome

Measure

of

success

Lead

officer

and

timeframe

NB: These actions must now be transferred to service or business plans and monitored/reviewed to ensure they achieve the outcomes identified.

Stakeholders Explore ways of supporting parents, carers, governors and staff through the change process so that these can be implemented if the proposal is approved

Samantha Young, Senior School Planning Officer July - August 2020

12

Disabled Pupils

If the proposal is approved, ensure that any known issues around disability are factored into the individual scheme design and that the building scheme is compliant with the Equalities Act 2010. Obtain information around individual needs of children with disabilities.

Samantha Young, Senior School Planning Officer July - August 2020

This EqIA has been signed off by:

Lead Equality Impact Assessment officer: Gary Gant Date : 24 August 2020

Head of Service or Business Manager: Pauline Davis Date : 24 August 2020

Review date: December 2020