b.       Rationale and ethos

We wish to ensure that the schools are best able to continue to serve their local communities and will also have the capacity to provide the breadth of curriculum and progression pathways that are essential for 14-19 year old students in the 21^st century.

The Headteachers and staff of the three schools have worked together for a number of years in an informal way but forming a trust would establish a formal long term sustainable partnership to the benefit of the three schools and their students. In forming the trust we will be able to draw on the resources, facilities and expertise of the three schools and also our partners to improve levels of attainment and to provide better opportunities for all our students.

We will also be well placed to harness the funding from government initiatives such as the Building Schools for the Future programme which could have a major impact on the organisation of secondary education in the area.

c.       Membership of the Trust

The proposed trust partners are

Durham County Council’s Achievement Services (DCC) which has expertise and responsibilities across all children’s services functions and provides extensive support for local partnerships.

Queen Elizabeth Sixth Form College Darlington (QE) which is one of the top sixth form colleges in the country and many Year 11 students’ progress to QE each year and are very successful at progress to Higher Education.

South West Durham Training Ltd (SWDT) which is a leading vocational training organisation with links to industry and commerce throughout the region.

d.       Trustees

Three trustees will be appointed by each of the trust schools; these will be the Headteacher and two other governors.

One trustee will be appointed by each of the external partners.

 e.                 Governing bodies

The Trust will appoint a minority of Governors (two) at each school. The proposed constitutions of each of the governing bodies will be

Greenfield School Community & Arts College

Sunnydale Community College for Maths and Computing

Woodham Community Technology College

f.      Strategic objectives

The Trust will use its resources and expertise to support and promote its charitable aims. It will work in partnership with the three Governing Bodies to achieve the strategic objectives which are

i.         To raise learners’ aspirations and achievements by building on existing collaborative arrangements

ii.       To allow greater access and opportunity to a variety of different learning experiences for young people in the Newton Aycliffe and Shildon communities. 

iii.      To provide a cohesive and comprehensive 14 to 19 curriculum which will raise aspiration and achievements in an area of high social deprivation and below average levels of further and higher education participation.

iv.     To further develop each school’s existing specialisms, Arts, Maths and Computing and Technology with specific reference to 14 to 19 agenda.

v.       To provide a more diverse, varied and relevant learning experience with the specialisms of each school at the hub.

vi.     To maintain and strengthen the strong links with the local community.

As well as its Charitable Objects which are:

To advance education for the public benefit and in particular the education of the pupils at Greenfield School and Community Arts College, Woodham Community Technology College and Sunnydale Community College for Maths and Computing whilst having regard to the obligation to promote community cohesion under the Education Acts

The Trust will meet the requirements as set out in the School Organisation (Requirements as to Foundations) (England) Regulations [2007].

g.     Raising standards

The Trust will aim to raise standards by providing a more diverse, varied and relevant learning experience to meet the needs of all learners.

Each school has its own specialism with expertise and resources which will enhance the curriculum offer at 14 and particularly in the introduction of specialised diplomas which will contribute to raising standards. The sharing of these resources and expertise between schools and with contributions by the external partners in a managed formal partnership will ensure high quality teaching and learning across the spectrum of vocational and academic disciplines.

The relatively low aspirations of some young people in Newton Aycliffe and Shildon are characteristic of the North East and are reflected in below average levels of participation in further and higher education. There have been significant improvements through a number of initiatives and the formation of a long term partnership with strong and successful external partners will provide opportunities to introduce coordinated programmes to raise student aspirations and motivation.

Queen Elizabeth Sixth Form College is a leading sixth form college in the country with an outstanding record for widening participation and for innovative pre 16 activities.

South West Durham Training Limited is a leading training company in the North East with an extensive portfolio of programmes for 14-19 learners.

Durham County Council Achievement Services has overseen a marked improvement in levels of achievement in schools in South Durham.

The formation of the Trust will ensure a long term commitment to partnership working and without this, the governors and Heads believe that the essential collaboration and sharing of expertise to develop the 14-19 curriculum and related initiatives could be subject to personnel changes and external financial pressures.

A table setting out each school’s test results are given in Annex 4 and  summaries of each   school’s most recent Ofsted are included in Annex 5

h.     Community cohesion

The three schools have strong links with their local communities which include wards with significant levels of deprivation. There is considerable loyalty to and reliance on the school within the respective communities where the school is able to engage successfully with parents and families. Each school is also a centre for community education and leisure activities. The formation of the Trust will assist in the long term planning of education in the area and local schools can be responsive to the needs of these communities.

i.       Diversity of school provision in the area

There is a range of secondary provision in the area including community and voluntary aided and the formation of the trust will retain a choice of specialist schools. 

j.      Additional notes

The Trust will be legally registered as a company limited by guarantee with Companies House. As a charity the Charities Commission will also regulate its activities

Trustees will not be able to derive any income from the Trust, but the Trust may become an employer as it undertakes to meet its objectives by providing services and/or commissioning services. Any income generated by the Trust will only be used to support its charitable aims.

The Trust will meet at a minimum of three times per year. The Chair of the Trust will be elected from the Trustees.

---------------------------------------

ANNEXES

Annex 1        List of consultees to whom letters and the information leaflet with questionnaire have been sent.

Annex 2        List of meetings and the minutes of the parents’ meetings held at each school.

Annex 3        Summary of feedback from the consultation.

Annex 4        Summaries of the test results for each school.

Annex 5        Summaries of the latest Ofsted reports for each of the three schools.

Annex 6        The consultation information leaflet and questionnaire.

Annex 1  List of Consultees

The consultation on this proposal took place from Monday April 20^th to May 25^th and included. Consultation documents were handed out or posted to the consultees listed below.

1.                 All staff at each school

2.                 All parents/guardians of students at each school

3.                 All governors of each school

4.                 Trade Unions

a.     ASCL

b.     NAHT

c.     NASUWT

d.     ATL

e.     NUT

f.      PAT

g.     UNISON

h.     GMB

5.                 Durham County Council, Children and Young People’s Services

6.                 Great Aycliffe Town Council

7.                 Shildon Town Council

8.                 The Learning and Skills Council

9.                 The local MP (Phil Wilson)

10.             Partner primary schools

a.     Aycliffe Village Primary school

b.     Byerley Park Primary

c.     Horndale Indant School

d.     St Francis C of E Junior School

e.     St John’s Primary School

f.      St Joseph’s Primary School

g.     St Mary’s Primary School

h.     Stephenson Way Primary School

i.       Sugar Hill Primary School

j.      Thornhill Primary School

k.     Timothy Hackworth Primary School

l.       Vane Road Primary School

m.   Woodham Burn Primary School

n.     Windlestone Hall School

11.             Further Education Colleges

a.     Bishop Auckland College

b.     Darlington College

c.     New College, Durham

12.             Other South Durham Secondary schools

a.     Bishop Barrington School

b.     Ferryhill Business College

c.     Spennymoor School

d.     King James Community Arts College

e.     St John’s Comprehensive School

f.      Tudhoe Grange School

13.             Universities

a.  Durham University

b.  University of Teesside

14.             Aimhigher County Durham

15.             Arts Development, Durham County Council

16.             CYPS Aycliffe

17.             ITEC North East

18.             North East Chamber of Commerce

19.             Durham Secondary Applied SCITT

20.             Creativity, Culture and Education

21.             The Fathom (Dance) Project

22.             MOTHER (Theatre Company)

23.             The Work Place, Newton Aycliffe

24.             Aycliffe Shopping Centre Manager

25.             UCRE8 (Arts)

The consultation document and the feedback questionnaire were also made available on each school’s website.

Those consulted were invited to consider the proposals and to give their views in writing or by email. All applicable statutory requirements in relation to the proposals to consult at all stages were complied with.

An analysis of the feedback is included in Annex 3 and has been issued to the parties consulted. It is also available on each school’s website. 

The consultation document is included in Annex 6 of this proposal

Annex 2           Consultation Meetings

The consultation on this proposal took place from Monday April 20^th to May 25^th and included

1.       Meetings

a.       Governors’ meeting at Greenfield Oct 13^th 2008

b.      Governors’ meetings at Sunnydale Oct 13^th 2008

c.       Governors’ meetings at Woodham Oct 13^th 2008

d.      Joint Trust Governors’ Meetings 4/11/08, 19/11/08, 16/12/08, 27/01/09, 25/02/09, 24/03/09,28/04/09

e.      Staff Meetings at Greenfield April 23^rd 2009

f.        Staff Meetings at Sunnydale April 22^nd 2009

g.       Staff Meetings at Woodham April 20^th 2009

h.      Meeting with Unions, March 31^st 2009

i.        Parents’ Meeting at Greenfield May 6^th 2009

j.        Parents’ Meeting at Sunnydale May 5^th 2009

k.       Parents’ Meeting at Woodham May 7^th 2009

Minutes of the three parents meetings are included in this annex.

2.       The consultation document and the feedback questionnaire were made available on each schools’ website and were also sent to

a.       All staff

b.      All parents’guardians of pupils at the three schools

Those consulted were invited to consider the proposals and to give their views in writing or by email. All applicable statutory requirements in relation to the proposals to consult at all stages were complied with.

A full analysis of the feedback is included in Annex 3 and has been issued to the parties consulted. It is also available on each schools’ website.  The consultation document is included in Annex 6 of this proposal. 

GREENFIELD SCHOOL

COMMUNITY & ARTS COLLEGE

CONSULTATION MEETING 6^TH MAY 2009

held at

Greenfield School Community & Arts College

Present:           

Parents of:        14 parents / carers                     Representatives from:     Greenfield                     

                                                                                                            Sunnydale

                                                                                    Woodham

                                                                                                            QE

                                                                                                            Mr D. Ford, L.A.

                                                                                                            NASUWT

                                                                        Dr Tuddenham (Project Manager)

Mr Bergg opened the meeting, welcomed everyone to Greenfield and gave people the opportunity to ask questions.

Mr Priestley gave an outline of what TRUST status would mean for the pupils / parents / carers / staff of the three schools.

·        Best for pupils

·        Best for the community

·        Continue to work towards first class community based and all learners

·        Build on success.

·        Big improved range of educational courses pupils are entitled to.

·        Build on success we already have.

·        Formal partnership, bringing 6 partners together who we have worked with previously:

o       South West Durham Training Limeited

o       Queen Elizabeth Sixth Form College

o       Local Authority – Durham County Council Achievement Services

o       Sunnydale            (who specialise in Maths and Computing)

o       Woodham                        (who specialise in Technology)

o       Greenfield                        (who specialise in the Arts)

·        Access all resources to give pupils better choice.

·        Smaller organisations can work together and offer even more choices.

·        Money will be released by the government enabling us to secure more resources.

·        Raise standards.

·        Choice – more than one secondary school can offer, great deal of extra quality.

·        Different specialism – making a difference.

How will it work:

·        Formal legal partnership

·        Partnership Board

·        Trust Board – look at 14 – 19

·        Two (or three) representatives from each school

·        One from other partners

·        Each school retains its Governing Body and each school is held responsible to the Governing Body.

·        Trust formed and each schools changes from community status to foundation status

·        LA one of partners – success and future inter linked, small difference

·        Ownership of land in transferred to the Trust

·        The governors become the admissions authority – this is a tweaking of admissions system.

·        School will operate in the same way and will be managed and run by governors.

·        Enhance pupil’s choice.

·        Make best possible offer for 14-19

Mr Priestley informed people he believed it was the best move forward bringing continuity, strength and greater quality.

Mr Bergg

Closed the meeting and informed the group not to hesitate to contact himself or the Headteacher with any questions they may later think of.

MINUTES OF A MEETING OF PARENTS AND REPRESENTATIVES FOR THE AYCLIFFE AND SHILDON SCHOOL TRUST PROPOSAL

held at

SUNNYDALE COMMUNITY COLLEGE for MATHS and COMPUTING

TUESDAY 5^TH MAY 2009

1. Mrs L Wilson (Chair of Governors Sunnydale Community College) started the meeting welcoming parents and described the importance of this stage of consultation and that without such consultation and parental questions the process could not move forward.

Representatives from schools and prospective partners were introduced including Headteachers from Woodham, Greenfield and Sunnydale, key governors who were members of the working party representing the governing bodies in the process, Mr D Ford (Durham County Council Achievement Services) and Mr T Fisher (Queen Elizabeth College).

Mrs Wilson introduced Mrs S Byrne (Headteacher Sunnydale) who gave an outline of the background to the proposal to form a trust between the Aycliffe and Shildon Schools. The emphasis of these discussions was centred around providing a long term strategic plan to give the very best educational provision for students in the area. As part of this process Mrs Byrne described how various professionals had been commissioned to support this process including Dr B Tuddenham (project manager) and other partners such as Mr D Ford (DCC).

Mrs Byrne explained how a small secondary school such as Sunnydale would be able to work with the Aycliffe schools to give students the widest and most diverse curriculum possible including supporting the Diploma requirement in the forthcoming years.

Mrs Byrne also outlined the involvement of Sunnydale in the Building Schools for the Future Programme (BSF) and that when looking at an area wide provision, the Department for Children Schools and Families (DCSF) would be unlikely to support a new development for a new single site at Sunnydale and would support a continuing provision for the whole area. Also that it would seem sensible to continue to use the excellent facilities already in place. As part of this Mrs Byrne explained how the specialisations of the 3 schools would give a broad spectrum of provision for all students and the strengths of each school such as ICT and Sport in Sunnydale would bring benefits to all in the area.

Mrs Byrne also informed the meeting  how the government have promoted the idea of trust schools as the best way forward and to plan and provide an education for the 14-19 curriculum across the towns. The 3 school s would continue to have separately responsible governing bodies, that the LA would be a significant partner in the process and had been extremely positive and supportive throughout. Mrs Byrne also explained that the trust would be focused on 14-19 years and that changes would be gradual and not significantly impact on students if the change went ahead in September.  2009. She described some of the potential strengths of the arrangement particularly the ability to continue to offer minority subjects.

Mrs Byrne requested if there was any questions from those present and the following questions where put forward from parents and interested parties attending the consultation:

Questions

Has this model been tried elsewhere?

Dr B Tuddenham responded to this question and stated that it was a new government initiative which began in 2004/5. Since then different types of trust had been formed. Some as single schools with external partners and others with schools working together as a trust. The model being suggested here is the most common and is a formal process to draw on the expertise of the schools and partners to provide the best provision and to raise the aspiration of students. Such trusts are particularly evident in the West Midlands and are operating successfully.

Have trust arrangements resulted in improvements?

Certainly in terms of the partners and the schools providing greater opportunities for students with other schools and partners such as colleges and universities assisting in the design and running of courses. Closer links between schools and partners such as QE would guarantee progression routes and draw on the expertise of other partners.

Can foundation status be clarified and are there financial implications?

The main change is that the trust would hold the deeds for the land and staff would be employed by School Governors.  The governing body also becomes the admission authority for the school but must follow the schools admissions code. There are no issues with the Local Authority and the Trust would seek to continue to use Local Authority services. For students there would be no change as a result of the change in status of the school.

Would moving towards vocational subjects be at the expense of the academic?

Mrs Byrne stated that Sunnydale would continue to offer students the widest possible choice of subjects that they wish to study and that this provision in a trust would be even wider. Vocational and academic subjects were provided across the board in the diploma lines and the trust would respond and be more flexible to the needs of students. The range and nature of the diploma lines means that no single site would be able to provide the full provision and a trust would be ideal in giving students the widest choice including studying at other schools.

Does the trust ensure that all 3 schools will remain open?

Yes

What are the implications for staff? (Ms M Fish (NASUWT))

The governing body will become the employer for staff and it is anticipated that there would be no change to staff working conditions.

Would staff be TUPE transferred to the trust, receive national recognition and union membership rights? (Ms M Fish (NASUWT))

Yes

Would staff be expected to work in all 3 schools?

This would be voluntary for current staff and there would be no part time changes or redundancies.

Would staff leaving the trust retain pension rights/continuous service and the like if they returned to employment at the LA. (Ms M Fish (NASUWT))

Mr D Ford responded to inform Ms Fish that they would be treated exactly the same as any other LA employee.

Would the trust be looking to re-structure staffing or make job description changes? (Ms M Fish (NASUWT))

No

Is transport an issue and will students have to pay?

Mrs Byrne explained that transport costs are a significant budgetary, county wide problem. However, students would not be expected to pay towards transport.

Can foundation status provide extra funding?

Mrs Byrne described how it was technically easier to bid for funds as a trust and that foundations are viewed in a better light for government initiatives.

Mr D Ford described that the LA was committed to a locally based educational provision within communities and the emphasis for the LA was to prove to the government that small locally based education provision could provide quality and wide breadth. Often in seeking foundation status and forming a trust, schools are seeking to “escape” from the influence of the LA.  In this particular case however,  it is the opposite and the LA is committed to supporting such arrangements.

Can governing bodies get out of the trust? (Ms M Fish (NASUWT))

Dr Tuddenham described that the process was a legal process and that it was reversible if required. However its legal nature was required to ensure commitment to the process.

Ms Fish stated that she was under the impression that the process was irreversible however she was corrected that it was not.

Mrs Byrne added to this stating that representing Sunnydale Community College she was absolutely committed to the best educational provision for Shildon town, including Adult education and that morally and as a matter of principle the land and facilities would remain as a resource for provision of education.

What happens regarding maintenance of the buildings?

There would be no change in the current situation and Sunnydale is still part of the BSF programme.

Ms M Fish (NASUWT) requested details of the proposed structure for governance of the trust.

Mr Priestley (Headteacher Greenfield) stated that all professional associations had been sent the appropriate documents. Ms Fish stated she had received nothing however she was assured this had been sent.

There were no further questions and Dr B Tuddenham concluded by describing the next stages in the process to include:

Consultation would continue for 5 weeks where views submitted by parents and stakeholders would be received and considered by Governors in June. Governors would then decide if there was a requirement to modify the consultation document and decide whether to go ahead or not with the trust.

The separate governing bodies would then be required to agree and statutory proposals would be published. The statutory notice would be published in the local press and displayed prominently around the schools.

4 further weeks would follow for any representations

Governors then meet again to decide whether to implement the trust or not.

Each governing body would be required to approve the trust and if the there js agreement to go ahead then legal documents would be drawn up and in place by 01 September 2009.

Mrs Wilson requested if anyone had any further questions to contact any of the schools.

Ms M Fish (NASUWT) asked if there were any meetings during the consultation period.

Dr Tuddenham explained that these meetings were the only ones during the consultation period and that stakeholders views could be submitted during the consultation period.

The meeting was closed at 1810.

WOODHAM COMMUNITY TECHNOLOGY COLLEGE

PARENTS’ TRUST CONSULTATION MEETING

7^th MAY 2009

Held at Woodham Community Technology College.

Present:            Greenfield                     Mr. D. Priestley                        Headteacher

                                                            Mr. P. Bergg                            Chair of Governors

                                                            Dr. B. Tuddenham

Sunnydale                     Mr. J. Hodgson                        Vice Chair of Governors

Woodham                    Mrs C. Forsyth             Principal

                                                            Mrs. C. Robinson                     Chair of Governors

                        QE                               Mr. T. Fisher                            Principal

                        LA                               Mr. D. Ford                             Head of Achievement Services

Apologies         Sunnydale                     Mrs S. Byrne                            Headteacher

                                    Mrs L. Wilson                          Chair of Governors

The meeting opened with introductions by Mrs C. Robinson, Chair of Governors.

Christine Forsyth explained that Woodham, Greenfield and Sunnydale have worked together for a number of years.  Students already work within the three schools and also at The Work Place, SWDT and PCC. This arrangement is currently on a year to year basis. It is felt that students benefit from these arrangements and expanding this would offer students more choice.  Christine stated that a Trust is a legal agreement to offer this facility long term.  Other proposed partners are Queen Elizabeth Sixth Form College, South West Durham Training Limited and Durham County Council Achievement Services.

The Trust would appoint 2 governors to each governing body.  The three schools will continue with separate funding.  There will be some legal changes such as the governors will become the employers, the Trust will own the land and set admissions procedures. The forming of a Trust will show that the three schools are working together and this will enable us to access funding from the government to refurbish or rebuild the schools.  This in turn will enable us to offer the best possible facilities to students.

Questions

Does forming a Trust mean that the three schools are no longer accountable to the LA?

Some schools don’t want to be part of the LA and form a trust as a way to have some freedom from the LA..  This is not the case with us and that is why the LA will be our partner so there will be no change.  The LA will still have the power to intervene and set targets and to hold us accountable.

Will Ofsted remain?

Yes.

Will we end up with one school?

We are doing this to guarantee that the three schools remain but that we can offer the breadth of choice to students.  The LA and schools are committed to providing three schools that comply with government regulations.

Will funding still be available if there is a change in government?

We cannot guess what will happen in the future and we can only work with things as they currently stand.

What do you mean by broader subjects?

Specialisms – each school offers some subjects that the others don’t.  As diplomas come on line we will be in a much better position to offer them across the three schools.

Will students spend their time travelling between the schools?

Not necessarily, we currently have teachers who work between the schools, students who move between the schools and we have students who meet up at SWDT, PCC etc. and this all works extremely well.  As from September there will be a common timetable across the county which will enable students to spend a whole day on one site.

Why did we let parents and students down by closing the Sixth Form?

We were unable to offer a wide range of subjects due to very small numbers of students.  QE were excellent in supporting us in finding places for a number of students.  The LSC would not continue to fund a small sixth form.  Woodham is the fifth school in the county to make this difficult decision.

Is the Budget allocated to the Trust?

The three schools will continue to be funded separately with separate governing bodies.  There will be only 2 Trust appointed governors to each governing body so the governing body still has control.  Resources will not be transferred between schools.

Have the governors any doubts about forming a Trust?

No, the three schools work extremely well together.  We want this to continue between the institutions and plan long term and this will strengthen what we currently have and will release funding for refurbishment and rebuild.

Why do we need to form a Trust, wouldn’t a Memorandum of Understanding do the same?

This would not be enough to prove viable.

What about accountability – there will be no elected County representative on the governing body. Might the Admissions procedure change? What guarantee is there that new teachers conditions will remain?

Teachers pay and conditions will remain the same as they are protected by the national agreement.

Partner influence – the Trust will be made up by 2 governors from each school, 1 from QE, 1 from LA and 1 from SWDT then 2 Trust governors will be appointed to the governing body of each school of which there are 20 governors therefore their power is very small.

(Additional note - There will still be at least one local authority governor on the governing body of each school).

The governing bodies must follow the School Admissions Code.

Woodham already works closely with QE.  We recognise that there needs to be cooperation between schools but why not have one community school instead of a Trust?  There have been many problems with Trusts around the country.

Without the Trust we wouldn’t be able to draw down funding for BSF. The likelihood is that three schools would close and one large school would open. By forming a Trust we would be keeping local schools for local students while being able to offer the breadth of subjects. All new schools that are built have to go out to competition so would end up as a Foundation school.

Will there be an admissions limit for a new build?

We have to say what the expected population will be to 2018.  The government challenges us to ensure that projected numbers are correct.  The long term projection of student numbers is that numbers will remain at our current level.

Will the budget remain the same?

Yes but we will also get funding for Capital.

Who will appoint the governors? Parents should be able to pick the governors. We get the impression that this is already done and dusted.

We are explaining the process.  We are looking at views and these will be considered during the five week consultation period.  Governors will then meet to decide whether to proceed or whether to amend.  This will then be published

(See answer to governors question above).

The questionnaire received by parents was very vague and didn’t give any detail on the impact of day to day arrangements for individual students.

The biggest change that parents will see will be a much wider subject choice for Year 10 students.

Parents chose the school they wish their child to attend, we chose Woodham for certain reasons, this takes away that choice.

In 2013, 17 new Diploma courses will be introduced.  To offer 17 diplomas requires extensive resources which no one school can offer.  Each school must work out how to offer these, this is our solution.

Additional note -

Will the feedback received from parents be published?

Yes.  Information has been sent to parents, students and stakeholders.  The governors will meet at the beginning of June to look at the views.  The views will be available on the school website.  Following the consultation period, if governors agree to proceed, the statutory proposals will be published for a four week legal period. After this period governors meet again to decide whether to go ahead with the Trust.  If they decide to continue then  the Trust will be implemented on 1^st September.

What will happen if two out of the three schools want to continue – can it continue?

No – all three must agree.

What is the alternative if the Trust doesn’t go ahead?

This is the proposal for the best solution.

Which schools will run which diplomas?

We don’t know about all the diplomas as most don’t exist yet and the students who will be involved are still in primary schools. At the moment there are a very small number taking diplomas but in the future it is likely that 20/30% of Woodham students will take up diplomas.  We see the three schools and their partners being able to offer a  range of the diplomas.

Note – David Ford (Durham County Council) mentioned that information is available about courses and diplomas for 14 -19 year olds in the three schools.

Each school will offer the core curriculum

Details of other courses including diplomas can be found in the on line Durham 14-19 area prospectus

http://durham.futures4me.co.uk

This gives details of courses by subject, level of study, area and school.

Would we work with another Trust to offer diplomas?

This Trust should give us enough capacity to have all the diplomas on our doorstep enabling us to offer a 21^st century curriculum.

Mrs Forsyth thanked everyone for their contributions and for taking the time to attend.

Meeting closed at 8.50pm

Annex 3     Feedback from the Consultation

Our Ref:           PBE/sm                                                                                    3^rd June 2009

NASUWT,

21 Broadmeadows

Fatfield

Washington

Tyne & Wear

NE38 8RQ

Dear Miss Fish

Thank you for your response you provided as part of the consultation process that is exploring the possibility of establishing the Aycliffe and Shildon Schools Education Trust. 

The Governing Bodies have taken account of your views and wish to make the following points:

·        The views expressed in your letter do not appear to reflect those of your members in the three schools where responses from staff have been positive about the formation of a trust.

·        In the event of Sunnydale Community College for Maths and Computing, Greenfield School Community and Arts College and Woodham Community Technology College establishing a trust all staff will be protected by TUPE on transferring to a trust and Governors directly employing staff.

Under TUPE, continuity of service is ensured.

·        In the event of establishment of a trust the trust will be committed to the proposal regarding pensions arrangements in accordance with DCC Cabinet Proposal 16 August 2007 (“Hermitage School Pension Arrangements”) ensuring a commitment to support staff being active members of the Local Government Pension Scheme (LGPS) in accordance with LGPS Regulations 127 and 128 of the LGPS regulations 2007.

·        Equally such a “Trust” will offer similar rights to all staff employed by governors and following establishment of a Trust, the Governors will work with Durham County Council through an agreed SLA, for advice and guidance on HR issues.

·        Governors anticipate that the formation of a trust will enable three relatively small schools to retain staff and provide them with greater career development and training opportunities.

·        Throughout the process the governors of the three schools have worked to ensure that the link with the Local Authority is maintained and the Local Authority has worked closely with governors throughout. The Local Authority is not only fully supportive of the proposal but has agreed to be a partner if there is a decision to form a trust.

·        If a trust is formed Governors have made a commitment to continue to use Local Authority Services in exactly the same way as they do now. There will be no changes to the admissions policies of the three schools or any change in the use of land. Governors feel that the formation of a trust will ensure that the three current school sites will remain in educational and community use.

·        If a trust is formed, three trustees will be appointed by each of the trust schools and one by each of the external partners. The Trust will appoint a minority of Governors at each school.

·        The three schools already have concrete evidence, through results in Health and Social Care, to demonstrate that by working together standards are raised. The formation of a trust will ensure a long term commitment to partnership working and provide students with a more diverse, varied and relevant learning experience to meet the needs of all learners.

Governors accept your final point relating to guarantees for the future but it is important to note that three new governing bodies will replace the existing ones rather than the one you indicate and the trustees will appoint a minority of governors to each board. The current Governing Bodies have a track record of  strong community working and  feel that by maintaining three local schools working in formal partnership on the provision for students aged 14 -19 that they are ensuring that the local schools will continue to be responsive to the needs of their communities.

Yours sincerely,

P. Bergg

Chair of Governing Body

Details of written responses

GREENFIELD

28 parents’ questionnaires were returned

24 supported the formation of the Trust

1 felt there was not enough information

3 were against the formation of the Trust

1 was from a student

Questions and concerns expressed – reply in italics

Transport issues in movement between schools (2)

There will be a common timetable between the schools and disruption in travelling will be kept to a minimum. There is some movement between schools already and this is managed successfully.

How is this change going to affect my child?

It will increase the opportunities and choices at the end of Year 9.

This is a biased questionnaire information. Not balanced viewpoint

The information leaflet and questionnaire have been modelled on material used by a number of trusts across the country.

Concern about standards which would fall to the lowest achieving school.

Unsure because of standards

In any joint curriculum venture there is understandable concern about standards. However, the current collaborative courses have been of a good standard and we intend to ensure there are strict quality assurance standards in future courses across the schools.

Why does there need to be a joint trust?

Please see the information leaflet and the proposal which explain why we wish to introduce a joint trust.

Disadvantage to academic students. Too much emphasis on vocational.

Vocational examples were given because they require specialist resources. The trust will also enable the schools to offer a wider choice of all types of courses and particularly minority subjects that would not be viable for just one school.

If Greenfield is such an excellent school why do they need to become a joint trust?

Please see the information leaflet and the details in this proposal

Are there examples of local trusts that have shown to benefit students

Yes, there are a number of successful trusts in other parts of the country where standards have been raised.

I would like to see the real reason for this to be brought to life that Sunnydale will most probably close if you don’t (form the Trust).

There are no plans to close any of the schools. We believe there are educational and community benefits in forming the trust with the two other schools and the partners.

Some of the views given in support of the trust from parent questionnaires

1.                  It will probably create a better education for my child

2.                  I think the students would benefit greatly from the joint trust because they will get the best from each school and provide better opportunities for each student.

3.                  It is the best for all schools

4.                  It will provide better learning opportunities

5.                  Stronger prospects for a good job

6.                  A wider range of facilities and expertise for learning

7.                  It makes sense

8.                  I feel it will be of benefit

Other partners were suggested

Universities (2)

Further Education  Colleges (1)

Bishop Auckland College(1)

Darlington College (1)

Local businesses (1)

SUNNYDALE

11 parents’ questionnaires were returned

All were in favour of formation of the trust

Questions and concerns expressed – reply in italics

Does this mean that Sunnydale could close?

There are no plans to close any of the schools.

Transport issue between schools (2)

We currently have teachers who work between the schools, students who move between the schools and we have students who meet up at SWDT, PCC etc. and this all works extremely well.  As from September there will be a common timetable across the county which will enable students to spend a whole day on one site.

What type of apprenticeships are available to young people?

Please see the on line Durham 14-19 Area Prospectus

http://durham.futures4me.co.uk

Some of the views given in support of the trust from parent questionnaires

1.                  It should provide more support and opportunities for students.

2.                  I was better informed after the attending the meeting and I am now happy to make a decision (in support the proposal).

Other partners were suggested (once unless otherwise stated)

Further Education College

ITEC

Bishop Auckland College

Darlington College

Durham University

Teesside University

WOODHAM

12 parents’ questionnaires were returned

10 were in favour of formation of the trust

One on balance was in favour

One was unsure

Questions and concerns expressed – reply in italics

What is the practical day to day impact upon students? The infrastuctural changes are not significant in the decision for parents.

A wider choice of courses and progression opportunities as outlined in the proposal and the information leaflet

Please put education first and not money

We intend to do so within the constraints of public finances.

Transport issue between schools(1)

Please see earlier replies to question about transport between schools

A common trust ethos and identity needs to be established.

Also a mini prospectus setting out what you will be teaching and why it will be better than the current system.

The school will give extensive information to students and parents about new and collaborative courses and options.

At risk is the personal approach of a single organisation.

We believe this approach will enable us to retain the approach of a smaller school

How to ensure attainment levels and behaviour won’t be dragged down.

We intend to have rigorous quality assurance to ensure that there is high quality teaching and learning

What is the cost of this proposal vs the benefits.

We believe there are few risk with this proposal and many benefits.

Male dominated options suggested in the information leaflet

There are a number of predominantly female options also.

I would like to see a focus on existing subjects – the pursuit of excellence will be diluted in the drive to offer a wider range of subjects.

The trust will hold a lot of power

The governing body will continue to run the school and will still be responsible for its performance as it does at present.

A very short timescale

This may seem a short timescale but this is the result oft 2 ½ years of discussion

If the teachers are unhappy with the idea the school could start in September with a staff shortage.

In making any decision, the governors and headteacher will take into account the views of the staff.

Some of the views given in support of the trust from parent questionnaires

I feel that the three schools coming together can have huge benefits

It can only prove a benefit for the local community and young people

Hopefully it would drag up standards

I believe it is the way forward.

You need to demonstrate the benefits this will have to education (but) on balance I support the proposal because of the greater opportunities it presents.

Other partners were suggested (once unless otherwise stated)

Local business

Bishop Auckland College

Darlington College (2)

Woodham Student Council (the students at the school)

The Student Council conducted a survey of Years 7 and 10 and the general consensus was positive. They found that

One the whole the majority of students agreed with the choice of partners

Everyone agreed there would be benefits

Staying as a separate school was seen as positive

Other possible partners suggested were

Darlington College

Durham University

Some questioned what benefits certain partners can offer them and there were still some queries about the purpose of the trust. There is a request for more information to explain the trust.

-----------------------

VIEWS OF OTHER STAKEHOLDERS

1.                  University of Teesside

Supports the proposal because it has the potential to create flexible and innovative progression pathways for the students of the schools concerned

‘I would like to see a review and extension of the current specialisms’.

If the Trust is formed then this will be an opportunity to review the curriculum developments in the schools.

2.         Unions and professional associations

The unions and professional associations were invited to a meeting on March 31^st  prior to the  start of the consultation period.

The consultation information and questionnaire were then posted to the eight unions and professional associations listed in annex 1. 

One response has been received and this is from the NASUWT. The letter is attached at the end of this annex.

3.         The Workplace

‘Support the proposal – I think collaboration is a good way forward for groups of local schools given falling rolls and limited public funding.’

4.         Local Primary Headteacher – Shildon

‘There appears to be an opportunity to secure and extend the provision for secondary education within each community.’

5.         Local Primary Headteacher (Newton Aycliffe)

‘It will increase opportunities and funding. They will be able to share expertise and staff facilities which can only be a good thing. I look forward to developing the partnership through new opportunities for younger pupils.’

6.         Member of staff (Sunnydale)

Will offer more choice for the students

7.         Members of staff (2x Greenfield)

 ‘I feel that it offers students a range of opportunities and enable them to maximise their potential. Beneficial for pupils and staff’

Concern about continuity of service

Please see the proposed arrangements with Durham County Council.

8.         Shildon Town Council Service and Amenities Committee

‘fully support the formation of the Schools Education Trust’

9.         Retired Headteacher

‘It provides the best use of resources to meet the needs of young people in the area.

Concern that not enough about community education’

10.       Bishop Auckland College

The college supports the proposal for closer collaboration between the schools concerned. However the college raises questions about

1. the implications of BSF and remodelling the schools

2. the extent of post 16 provision in the plans

3. why there is not an FE partner and Bishop Auckland College takes a significant number of Year 11 leavers from the three schools

The college would welcome the opportunity to assist in the progress of the Trust.

The addition of other useful partners will be considered once the trust has been formed.

Annex 4 Summaries of test results for each school

Greenfield School Community and Arts College

School performance summary - GCSE and equivalent (Year 11) 2008

Attainment in GCSE

Year on year comparison

The tables show how the GCSE or equivalent results of pupils in each school have changed over the last 4 years. The chart shows the aggregate of the GCSE and equivalent results over time.

Attainment in English, maths and science 2007 at Key Stage 3

The tables show the percentage of pupils achieving level 5 or above in the KS3 tests for English, mathematics and science.

Year on year comparison

This straightforward system takes into account how the school is performing in the three core subjects: English, maths and science. The percentages of pupils at the school achieving level 5 or above in these subjects are added together; making the maximum score for any school 300. It's a basic way of showing how well a school is doing.

Sunnydale Community College for Maths and Computing

School performance summary - GCSE and equivalent (Year 11) 2008

Attainment in GCSE

Year on year comparison

The tables show how the GCSE or equivalent results of pupils in each school have changed over the last 4 years. The chart shows the aggregate of the GCSE and equivalent results over time.

2005: 41%

2006: 25%

2007: 41%

2008: 57%

2005: 51.3%

2006: 56.6%

2007: 60.2%

School performance summary - Key Stage 3 (Year 9) 2007

Attainment in English, maths and science 2007 at Key Stage 3

The tables show the percentage of pupils achieving level 5 or above in the KS3 tests for English, mathematics and science.

Year on year comparison

This straightforward system takes into account how the school is performing in the three core subjects: English, maths and science. The percentages of pupils at the school achieving level 5 or above in these subjects are added together; making the maximum score for any school 300. It's a basic way of showing how well a school is doing.

Woodham Community Technology College

School performance summary - GCSE and equivalent (Year 11) 2008

Attainment in GCSE

Year on year comparison

The tables show how the GCSE or equivalent results of pupils in each school have changed over the last 4 years. The chart shows the aggregate of the GCSE and equivalent results over time.

School performance summary - Key Stage 3 (Year 9) 2007

Attainment in English, maths and science 2007 at Key Stage 3

The tables show the percentage of pupils achieving level 5 or above in the KS3 tests for English, mathematics and science.

Year on year comparison

This straightforward system takes into account how the school is performing in the three core subjects: English, maths and science. The percentages of pupils at the school achieving level 5 or above in these subjects are added together; making the maximum score for any school 300. It's a basic way of showing how well a school is doing.

Annex 5            Ofsted Report Summaries

Ofsted Report Summaries

SUNNYDALE COMMUNITY SCHOOL                                March 2008

Overall effectiveness of the school

Grade: 3

Sunnydale Community College is a satisfactory school with some good features. Senior leaders have acted effectively to bring about improvements in teaching and learning, behaviour and attendance since the last inspection. For example, the school’s behaviour system ensures that good behaviour is rewarded and any misdemeanours are dealt with swiftly. The school has the capacity to improve further.

Achievement and standards are satisfactory overall although the school recognises there is still much to do to improve the performance of students, particularly in GCSE examinations. Past difficulties in recruiting staff have affected progress in some subjects, such as English and mathematics, but the school is working hard to overcome these, for example by the recent introduction of a new leadership and management structure.

The school makes a good contribution to students’ personal development and well-being and provides them with good care, guidance and support. Both of these aspects are also well developed for vulnerable students and students with learning difficulties and/or disabilities. Good links with outside agencies enhance the work of the school in this respect. Students say they enjoy school and feel safe. Through charitable activities and dramatic and musical performances students contribute well to the local community.

Teaching is satisfactory overall and there is some teaching and learning which is good. Learning is enhanced by the use of ‘Fronter’, a virtual learning environment which enables staff and students to access work and communicate more effectively. The assessment of students’ written work is variable. Whilst some is marked regularly and includes constructive feedback, students are not always informed clearly or often enough about how well they are doing. The curriculum is satisfactory and students appreciate the range of extra-curricular opportunities on offer.

The school’s specialist status in mathematics and computing has improved resources available in the school, particularly in information and communication technology (ICT). However, specialist status has yet to have an impact on students’ achievement and in sharing activities and developments with local schools.

Parents who responded to the parental questionnaire were supportive of the school and many expressed their appreciation of its support and care for students.

WOODHAM COMMUNITY TECHNOLOGY COLLEGE                          Report  April 2009

Woodham is an improving college that provides its students with a satisfactory education. Leaders have satisfactorily addressed the issues from the last inspection. Since the last inspection there have been positive changes to middle management and a second deputy headteacher has been appointed which has strengthened the college’s capacity to hold subject leaders directly to account for the performance of their departments and for tackling areas requiring improvement. Well-focused professional development has resulted in all teaching now being satisfactory or good. Evidence of a committed senior team, some key appointments in middle leadership roles and effective impact shown within this year on achievement at Key Stage 4 demonstrate a satisfactory and growing capacity to improve.

Students’ achievement is satisfactory overall both in the main school and in the sixth form. They enter with broadly average standards and make satisfactory progress during their time in the college to reach broadly average standards by the end of Year 11. Over the last two years, progress at both Key Stages has been hampered by staffing difficulties in key areas. This has had an adverse effect on students’ performance, for example, in technology and information and communication technology (ICT). The headteacher has worked hard to address these issues with good support from the local authority. The college’s tracking system now shows that students in Key Stage 4 are making greater progress than previously and are on course to meet challenging targets. Some Year 11 students have already secured an A* to C grade in English following early entry to GCSE examinations.

The quality of teaching and learning is satisfactory overall. In the most successful lessons students have positive attitudes to learning and teachers have high expectations and motivate students through a variety of interesting activities. However, opportunities are often missed to challenge students and provide them with stimulating tasks that enable them to become independent, inquisitive learners. This means that not all students achieve their full potential.

The good curriculum has been adapted well to meet students’ needs. A combined studies course is available to students in Key Stage 3 enabling them to make a smooth transition from primary school. A broad range of technology and vocational courses, for example engineering, are available at Key Stage 4.

Students’ personal development and well-being are satisfactory as are the care, guidance and support they receive. Most students attend school regularly and most students behave well. Expectations of behaviour across the college have been raised by a new behaviour management system and as a result behaviour is improving. However, a few students misbehave and display negative attitudes which disrupt other students and prevent them from learning. This was reflected in the views of the students interviewed and concerns raised by a small number of parents.

The headteacher and senior staff are accurate in their self-evaluation. They know where the strengths and weaknesses are in the college and what needs to be done to improve. Governors support and challenge the college and there is a common sense of purpose among the staff towards tackling any potential underachievement. College leaders work very well in partnership with a wide range of other agencies both to give support and care to the students and to provide courses that are suited to the students’ needs and interests.

GREENFIELD SCHOOL AND COMMUNITY ARTS COLLEGE      Report Nov 2006

Overall effectiveness of the school

Grade: 2

Greenfield is a very good school and arts college. Inspection evidence agrees with the school’s own evaluation that it is doing very well. Students make good progress in their academic and personal development. The school is not complacent and is working very well to make further improvements.

Students enjoy learning, feel safe, and behave well. Results are above average, very often from a low starting point. The number of students gaining higher GCSE grades has increased from 36% to 60% in the last five years. Not all subjects are performing at the same high level. Students with learning difficulties and/or disabilities make good progress in the first three years but this slows down in Years 10 and 11.

The school has improved the curriculum. It is outstanding and the provision of individual study programmes is a particular feature. Staff work closely as a team and know individual students very well. A typical parent said, ‘School staff have gone out of their way to extend my child’s learning by arranging individual science A-level lessons after he gained GCSE A grades in Year 9’.

The high quality teaching and learning, particularly in the visual and performing arts, is another strength. Arts college targets have been met and links with outside agencies and specialist teachers are excellent. The community and arts centre is very well used and visiting performers are a regular feature, such as the two professional dance groups who visited during the inspection. The main impact of specialist status has been to enhance the achievement and well-being of students.

The highly effective leadership of the headteacher, supported by a good senior management team and governing body, is steering the school in the right direction. Resources are effectively deployed to achieve good value for money and the school is right to think capacity to improve is good.

Annex 6     Consultation and Questionnaire

Consultation on proposal for:

Greenfield School Community and Arts College

Sunnydale Community College for Maths and Computing

Woodham Community Technology College

to acquire a Joint Trust

‘Aycliffe and Shildon Schools Education Trust’

Greenfield School Community and Arts College, Sunnydale Community College for Maths and Computing and Woodham Community Technology College are considering forming a joint trust and this leaflet explains the thinking behind this proposal. The proposed name of the trust is Aycliffe and Shildon Schools Excellence in Education Trust (ASSET).

Trust status for schools and groups of schools is a relatively new government educational initiative first outlined in the 2005 White Paper. ‘High Standards Better Schools for All’ and there are now many school trusts across the country.  In forming this trust, the three schools together with trust partners will establish a formal partnership to work more closely together to raise standards and to increase the learning opportunities for our all students. We intend to provide a first class, community based education for all learners.

We believe that the trust will be in a strong position to influence the future education planning for the two towns. We wish to ensure that the schools are best able to continue to serve their local communities and will also have the capacity to provide the breadth of curriculum and progression pathways that are essential for 14-19 year old students in the 21^st century.

This document explains the changes that will take place if we proceed with trust status and will hopefully answer some of the questions you may have.

What is a trust school?

A trust school is still part of the local authority system but it changes category from community school to foundation school. Trust schools differ from community schools because their status provides a long term sustainable partnership with the other schools and partners in the trust. The governing body of each school will continue to run the school and will still be responsible for its performance as it does at present. Trust schools operate within the same framework as other local authority schools. The schools will still serve the local communities and will still be part of the local authority family of schools.

What are the benefits for the schools and the students?

The Headteachers and staff of the three schools have worked together for a number of years in an informal way but forming a trust would establish a formal long term sustainable partnership to the benefit of the three schools and their students.

In forming the trust we will be able to draw on the resources, facilities and expertise of the three schools and our partners to improve levels of attainment and to provide better opportunities for all our pupils. We will also be well placed to harness the funding from government initiatives such as the Building Schools for the Future programme which could have a major impact on the organisation of secondary education in the area.

The aims of the trust are to:

1.      Raise learner’s aspiration and achievement by building on existing collaborative arrangements such as Young Apprentices, BTEC Engineering, Business Education, Modern Foreign Languages, History and Extended Schools, thereby allowing greater access and opportunity to a variety of different learning experiences for young people in the Newton Aycliffe and Shildon communities. 

2.      Provide a cohesive and comprehensive 14 to 19 curriculum which will raise aspiration and achievements in an area of high social deprivation and below average levels of further and higher education participation.

3.      Further develop our existing specialisms, Arts, Maths and Computing and Technology with specific reference to 14 to 19 agenda.

4.      Use our specialisms to drive learner achievement and the direction of the Trust.

5.      Provide a more diverse, varied and relevant learning experience with the specialisms of each school at the hub. Personalised learning will be at the centre of this learning experience ensuring that the needs of all learners can be met

Who will be the external partners?

The following organisations will be our proposed partners. We have chosen these partners because we feel they have the experience and expertise to contribute to the development of a broad 14-19 curriculum for our students and will increase the progression opportunities at the end of Year 11.

Durham County Council’s Achievement Services (DCC) has expertise and responsibilities across all children’s services functions and provides extensive support for local partnerships. Achievement Services supports the formation of this Trust and will provide guidance and support in planning the educational provision in the two towns.

Queen Elizabeth Sixth Form College Darlington (QE) is one of the top sixth form colleges in the country and many of our Year 11 students’ progress to QE each year and are very successful. All three schools have strong links with QE which provides gifted and talented activities and subject workshops to Year 10 and 11.

South West Durham Training Ltd (SWDT) is a leading vocational training organisation established in 1967 with links to industry and commerce throughout the region. SWDT currently works with the three schools to deliver collaborative vocational courses for Year 10 and Year 11 students. A number of our students also take up training with SWDT at the end of Year 11.

We are in discussion with other potential partners who may be trust members at a later stage.

What are the governing body implications of a Joint Trust?

Each school will continue to be funded by the Local Authority on the same basis as other schools. The governing body of each school will continue to run the school and will still be responsible for its performance as it does at present.

Some of the responsibilities currently dealt with by the local authority will be transferred to the governing body of an individual school.

1.                 Each school governing body will now employ the staff (but must follow national pay and conditions of service which apply to all local authority schools).

2.                 The land, buildings and assets will transfer and be held by the Trust for the benefit of education and the schools.

3.                 Each school will set its own admissions arrangements but must follow the local authority’s admissions code. (There will be no selection on ability or any other related criteria).

4.                 The Trust will appoint two governors, a minority, to each school governing body. There will be some small changes to the composition each governing body to accommodate the two foundation governors.

What does this mean for parents?

We believe there will be numerous benefits for the children that have been outlined above.

The schools will set their own admissions arrangements. However, they will continue to be bound by Durham’s School Admissions Code (like all other schools). This means that they will continue to have fair admissions and that they will not introduce any selection by ability. We expect to keep very similar arrangements and criteria to what we have now.

Parents can be reassured that they will continue to have a direct relationship with their school and be partners in their child’s education.

Parents will continue to have representation in their school’s governing body through the role of parent governor.

What will the Trust mean for staff?

Staff will continue to work in their current schools. Under trust (foundation) status, staff will now be employed by their school and not the local authority (Durham). The contractual arrangements will change in line with TUPE regulations, which will ensure that staff will be protected at the point of transfer as a result of these changes. Teaching staff will continue to be employed under the national pay and conditions of service that apply to all maintained schools.

(The point of transfer would be the date the Foundation commences).

How can I find out more about this proposal and trust status?

If you are a student, parent / carer or member of staff, please attend one of the meetings in early May (details below).

There are useful websites that give further general information about trust schools.

Foundation and Aided Schools National Association       www.fasna.org.uk/index.htm

Specialist Schools and Academies Trust                        www.ssatrust.org.uk/trustschools 

We will also put some further information on the schools’ websites

www.greenfieldschool.net

www.sunnydale.co.uk

www.woodham.org.uk

What happens during the consultation period?

The consultation period is between April 20^th and May 25^th.  The governing body will then review the responses and will decide whether to go ahead. 

Please let us know what you think about the proposal by May 25^th.

There are a number of ways in which you can do this.

1.                 Post the completed consultation questionnaire to the school office to one of the following addresses:

a.     S Mouyiassi, Greenfield School Community and Arts College, Greenfield Way, Newton Aycliffe, Co Durham  DL5 7LF

b.     L Woodward, Woodham Community Technology College, Washington Crescent, Newton Aycliffe, County Durham DL5 4AX

c.     S. Hayes, Sunnydale Community College Middridge Lane Shildon Durham DL4 2EP

2.                 Post your comments to the school. Please mark the envelope ‘Trust Consultation’.

Alternatively you may e mail your views to the school office.

Greenfield              greenfield@greenfieldschool.net

Sunnydale               general@sunnydaleschool.co.uk

Woodham                        info@woodham.org.uk

3.                 If you are a parent / carer of a student at one of the schools, there will be a parents’ meeting at the school in the first week in May. These meetings are for parents (and students) only.

Greenfield Parents’ Meeting takes place on: May 6^th at 6.30 pm

Sunnydale Parents’ Meeting takes place on:  May 5^th at 6.30pm

Woodham Parents’ Meeting takes place on:  May 7^th at 7.30 pm

4.       If you are a member of staff at one of the schools, there will be a staff meeting arranged to discuss the proposals and you will be informed of the date and the time.

What happens next after the consultation period?

The governing bodies will meet at the end of the consultation period to consider the comments and will decide whether to go ahead with the proposal or to make amendments. The feedback will be made available on the schools’ websites.

If the governors decide to proceed then the next step will be to publish statutory proposals to form the Trust.  There will be a four week period when there will be an opportunity to make representations before a final decision is made. If at the end of this four week period the governors decide to proceed, then the Trust would be implemented on September 1^st 2009.

Consultation Questionnaire

Proposal for:

Greenfield School Community and Arts College

Sunnydale Community College for Maths and Computing

Woodham Community Technology College

to acquire a Joint Trust

‘Aycliffe and Shildon Schools Education Trust’

Please tick to which of the categories below you belong:

r     Parent / Carer from Greenfield School                        

r     Parent / Carer from Sunnydale School                                   

r      Parent / Carer from Woodham School

r     Student

Organisation………………­­……………………   Name of Organisation……………………………………………………………

If you wish please provide your name, home address and email address below.

Name:                    …………………………………………………………………………………………………………………………

Address:           …………………………………………………………………………………………………………………………

Email Address:        …………………………………………………………………………………………………………………………

Please tick or delete as appropriate and add your comments as necessary in the boxes provided

Questions about the Information Provided

Question about acquiring a Joint Trust

How do you feel about Greenfield, Sunnydale and Woodham Schools acquiring a Joint Trust?

I support the proposal because:                ……………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

I do not support the proposal because:      ……………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

Question about our proposed Joint Trust partners

Greenfield, Sunnydale and Woodham propose to work with the following Partners.

a.     Durham County Council’s Achievement Services

b.     Queen Elizabeth Sixth Form College

c.      South West Durham Training Limited

Question about the vision of the Joint Trust

With our partners our Vision is to provide first class, community based education for all learners.

As three schools within one Trust we aim to:

a.     Raise learner’s aspiration and achievement by building on existing collaboratives (Young Apprentices, BTEC Engineering, Business Education, Modern Foreign Languages, History and Extended Schools) thereby allowing greater access and opportunity to a variety of different learning experiences for young people in the Newton Aycliffe and Shildon communities.

b.     Provide a cohesive and comprehensive 14 to 19 curriculum which will raise aspiration and achievements in an area of high social deprivation and below average levels of further and higher education participation.

c.      Further develop our existing specialisms, Arts, Maths and Computing and Technology with specific reference to 14 to 19 agenda.

d.     Use our specialisms to drive learner achievement and the direction of the Trust.

e.     Provide a more diverse, varied and relevant learning experience with the specialisms of each school at the hub. Personalised learning will be at the centre of this learning experience ensuring that the needs of all learners can be met.

General Question

Do you have any other comments, concerns or suggestions that we should think about when considering whether to establish a Joint Trust?

Thank you for taking the time to complete this questionnaire.

Please return your completed questionnaire to one of the addresses shown below.

d.     S. Mouyiassi,  Greenfield School Community and Arts College, Greenfield Way, Newton Aycliffe, Co Durham  DL5 7LF

e.     L. Woodward, Woodham Community Technology College, Washington Crescent, Newton Aycliffe, County Durham DL5 4AX

f.      S. Hayes, Sunnydale Community College, Middridge Lane, Shildon Durham DL4 2EP