Angus Council Schools for the Future Strategy 4 Stracathro Primary School Condition Su mmary Page 43...

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Angus Council Schools for the Future Strategy

2017 to 2047

Proposal to Close Stracathro Primary School and to amend the Edzell Primary Catchment Area This document has been issued by Angus Council for consultation in terms of the Schools (Consultation) (Scotland) Act 2010 – Updated 30/03/18

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Contents 1 Introduction Page 3 2 The Proposal Page 6 3 Educational Benefits Page 8 4 Current Position Page 14 5 HMIe Report Page 16 6 Alternative Solutions Page 17 7 Effects on School Transport Page 18 8 Impact on Participation in Pre- and After- School Activities Page 19 9 Effects on Management and Staff Arrangements 0 10 Effect on Local Community Page 21 11 Financial Consequences Page 22 12 Mitigation of Adverse Effects Page 23 13 Equality Impact Assessment Page 23 14 Recommendation Page 24 15 Summary of the Consultation Process Page 24 Appendix 1 Map of current catchment areas Page 29 Appendix 2 Financial Template Page 30 Appendix 3 Pre-Consultation Page 41 Appendix 4 Stracathro Primary School Condition Summary Page 43 Appendix 5 a Stracathro Scottish Government Suitability Assessment Page 46 Appendix 5 b Stracathro Primary Angus Council Suitability Assessment Page 62 Appendix 6 Edzell Primary School Condition Summary Page 69 Appendix 7 a Edzell Scottish Government Suitability Assessment Page 71 Appendix 7 b Edzell Angus Council Suitability Assessment Page 87

The content of this publication, or sections of it, can be made available in alternative formats or translated into other languages. Please contact the Council's ACCESSLine on 03452 777 778 for further information or email [email protected].

mailto:[email protected]

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1.0 Introduction 1.1 This document provides full details of the proposal to close Stracathro Primary

School and amend the catchment area of Edzell Primary to create a single rural primary school for the Brechin cluster.

1.2 Angus Council’s vision, as agreed in Committee Report 189/171, is to develop

and maintain a learning estate that provides the best quality learning environments for all of our children and young people, and makes the best use of the resources available. This is underpinned by our statement of ambition and our guiding principles of:

• equity of access, nurture and inclusion - all children and young people have opportunities to experience different types of learning and teaching in an environment that feels safe and welcoming;

• sustainability and value for money - we have a learning estate that we can afford and which makes the most effective use of natural resources;

• community - where possible, and as relevant, schools are an integral part of the community they serve. This will depend upon the needs and circumstances of the individual community and the school;

• well-maintained, flexible spaces - we will make the best of the buildings we

have, including natural light, green spaces, flexible and responsive;

• transparency and fairness in decision-making - our decisions will be made taking a long-term strategic view and supported by good quality information.

1.3 During November 2017, pre-consultation in relation to the whole of the school estate was carried out. This approach allowed us to consider how changes in one school/area might impact neighbouring schools. This is not requirement of the 2010 Act, but it helped to ensure a wide a range of views were captured. This is good practice2 and reflects our values as illustrated in our statement of ambition; -

We will:

• seek to improve services; • act with honesty and integrity at all times; • acknowledge when we get things wrong; • act responsibly and be accountable for our actions; • do what we say and do it well.

1.4 The pre-consultation aimed to engage constructively with our communities in advance of statutory consultation. An extract from the pre-consultation report is included at Appendix 3.

1 http://www.angus.gov.uk/sites/angus-cms/files/2017-07/Report%20189_School%20Investment%20Strategy.pdf 2 http://www.angus.gov.uk/sites/angus-cms/files/2017-09/Report%20316_School%20Investment%20Strategy.pdf

http://www.angus.gov.uk/sites/angus-cms/files/2017-07/Report%20189_School%20Investment%20Strategy.pdf


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1.5 Under the Schools (Consultation) (Scotland) Act 2010, we are now undertaking a formal consultation. We will engage with children, staff, parents/carers and members of the school community to understand their views in relation to the proposal.

1.6 Legislative Background 1.6.1 The Proposal is advanced within the context of all applicable legislation.

Amongst other duties, education authorities are required to secure adequate and efficient provision of school education (S.1 of the Education Act 1980); and to endeavour to secure improvement in the quality of school education in schools that are managed by them (S.3 of The Standards in Scotland’s Schools Act 2000).

As with all Council duties, the Council also has a duty to make arrangements to secure best value, and in securing best value the Council is required to maintain an appropriate balance between, among others, the quality of its performance of its functions and the cost to the authority of that performance (Local Government in Scotland Act 2002, section 1). Each of the above, and all other legislative requirements, have been taken into account in the preparation of this Report.

1.6.2 A statutory consultation on this proposal is required under the terms of the Schools (Consultation) (Scotland) Act 2010 on the following grounds:

i. Proposal to close a school or stage of education; ii. Proposal to alter the catchment area of a school or schools.

1.7 Building Better Schools 1.7.1 Angus Schools for the Future Strategy reflects the vision of the Scottish

Government as detailed in Building Better Schools https://beta.gov.scot/publications/building-better-schools-investing-scotlands-future/.

This document identifies the Scottish Government’s aspirations for the school estate: -

• All children and young people will be educated in, and community

users will use, schools that are 'fit for purpose' in terms of condition, suitability and sufficiency;

• Schools are well-designed, accessible, inclusive learning environments that inspire and drive new thinking and change and which support the delivery of high quality educational experiences through Curriculum for Excellence;

• Schools are integral parts of the communities they serve, with pupils making use of community facilities and communities accessing school facilities;

• Schools accommodate and provide a range of services, activities and facilities that make a difference to people's health and wellbeing, to

https://beta.gov.scot/publications/building-better-schools-investing-scotlands-future/

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sustaining economic growth and to the strength and vibrancy of communities;

• A sustainable school estate whose design, construction and operation is environmentally and energy efficient; contributes directly to delivering the year-on-year reductions in greenhouse gas emissions introduced by the Climate Change (Scotland) Act 2009, which is resilient to the impact of climate change and which leads by example in matters of environmental performance;

• A school estate that is efficiently run and that delivers maximises value for money;

• A school estate which is flexible and responsive - both to changes in demand for school places and to learners' and teachers' requirements and wishes, and where the beneficial impact of change is maximised by thorough consultation and engagement with users and stakeholders.

1.7.2 The reasons for the proposal are that the current provision at Stracathro

Primary school does not fully meet our aspirations in terms of the documents referenced above. The school roll is projected to fall, the building is not fully accessible for children with mobility issues and it is not fit for the future as it is at the moment (S12A of the Schools (Consultation) (Scotland) Act 2010).

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2.0 The Proposal 2.1 This is a proposal paper prepared in terms of the procedure to meet the

requirements of the Schools (Consultation) (Scotland) Act 2010. 2.2 Our proposal, subject to the outcome of the statutory consultation process, is:

• to close Stracathro Primary School, Inchbare, Stracathro, BRECHIN DD9 7QE and its early learning and childcare provision; and,

• to amend the catchment area of the current Edzell Primary School, to include

the catchment area of Stracathro Primary school.

2.3 Our school roll projections indicate that Edzell Primary school will require to be extended to meet increased demand, notwithstanding this proposal. In carrying out this expansion we will enhance the provision in the school to provide a modern school, with improved condition and suitability. This will ensure there are opportunities to develop learning experiences in specifically designed accommodation, to enhance the delivery of Curriculum for Excellence. Works are on-going to address digital learning in Edzell.

2.4 This will support the creation of a single rural primary school for the Brechin

cluster, creating an opportunity to ensure that the rural primary school provision in Brechin is of a high standard. This paper sets out the proposal and invites views on the proposal.

2.5 It is proposed that children who currently attend Stracathro and their siblings

(including any future siblings) would be eligible to attend Edzell Primary school, if that is their choice. Children who currently attend Stracathro Primary School through a placing request would attend Edzell Primary School on the same basis.

2.6 Stracathro and Edzell currently have a shared head teacher. If the proposal

goes ahead, the children from Stracathro will have continuity of head teacher resulting in the same ethos and culture as they have experienced in their current school.

2.7 Due to the lack of some facilities in Stracathro, children already attend Edzell

Primary school for P.E. and other activities, such as performances. It is likely that children will therefore already have relationships with staff and children in Edzell Primary.

2.8 The school communities at both Edzell and Stracathro Primaries have worked

hard to develop a partnership between the schools where they produced one joint show and have shared music tution for example.

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2.9 It should be noted that there are two other consultation processes being carried out simultaneously looking at amending the Edzell catchment area to create a single rural primary school for the area.

2.10 As it is proposed to extend Edzell Primary School before closing Stracathro. It is

anticipated that Stracathro primary school would close in summer 2020, if the proposal is approved.

2.11 A map of the current catchments for Stracathro and Edzell Primary Schools

are at Appendix 1.

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3.0 Educational Benefits

3.1 Our commitment to the children and young people of Angus3 is “To help you grow safely and happily. We will listen to you and hear what you have to say. If things go wrong, we will help you. We will support you to make a difference.” We are also committed to raising educational attainment and achievement and ensuring that all young people have the best learning opportunities possible.

3.2 To accomplish this we will4:

• increase the number of children and young people positively engaged with school;

• meet developmental milestones for our children before they start school; • help young people go to positive destinations when they leave school; • surpass the national attainment targets to meet and succeed at every

curriculum level.

3.3 Curriculum for Excellence identifies that learning is more than being taught within the traditional subject areas, in a conventional classroom setting. It sets out to promote learning through the entire school experience.

3.4 Curriculum for Excellence should be delivered in a way to allow learning through:

• Curriculum areas and subjects • Interdisciplinary learning • Ethos and life of the school • Opportunities for personal achievement

3.5 Curriculum for Excellence encourages children and young people to develop

through different learning experiences. These can include: • Collaborative learning, where children work collectively within a group

setting. This allows children to learn from each other, and to share experiences and skills.

• Individual learning, where children are given opportunities to make choices about their own learning. This encourages children to learn in the most effective way for them.

• Peer to peer learning and assessment. • Relevance in learning, where children learn through experiences. • Outdoor learning, where learning takes place out with the traditional

classroom or school setting.

3.6 Children are encouraged to develop the positive mental, social, physical and emotional skills they need at school and throughout life.

3 https://www.angus.gov.uk/media/agenda_item_no_8_report_no_43515_statement_of_ambition_for_the_children_and_young_people_of 4 http://www.angus.gov.uk/sites/angus-cms/files/2017-09/276_App1.pdf

https://www.angus.gov.uk/media/agenda_item_no_8_report_no_43515_statement_of_ambition_for_the_children_and_young_people_of

https://www.angus.gov.uk/media/agenda_item_no_8_report_no_43515_statement_of_ambition_for_the_children_and_young_people_of

http://www.angus.gov.uk/sites/angus-cms/files/2017-09/276_App1.pdf

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3.7 Our School investment Strategy5 identifies a number of key aspirations for our

children and young people and our school estate. The following section identifies these aspirations and assesses the current provision at Stracathro primary school against them.

3.7.1 Equity of access, nurture and inclusion - All children and young people have

opportunities to experience different types of learning and teaching in an environment that feels safe and welcoming.

3.7.2 Our Aspirations for all children and young people in Angus - We are

committed to providing facilities where all of our children can experience: -

• Collaborative learning, where children work collectively within a group setting. This allows children to learn from each other, and to share experiences and skills.

• Individual learning, where children are given opportunities to make choices

about their own learning. This encourages children to learn in the most effective way for them.

• Peer to peer learning and assessment.

• Relevance in learning, where children learn through experiences.

• Outdoor learning, where learning takes place out with the traditional

classroom or school setting.

• Learning within a nurturing environment. Children are encouraged to develop the positive mental, social, physical and emotional skills they need at school and throughout life.

• Inclusion, all children and young people are included, engaged and involved

in the life of the school. Children and young people who have additional support needs can access their local school where possible.

• After school activities where appropriate.

• There are opportunities for children and young people to learn about their

school community; its environment, built heritage and its potential to contribute to their learning and quality of life.

5 http://www.angus.gov.uk/sites/angus-cms/files/2017-07/Report%20189_School%20Investment%20Strategy.pdf



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3.7.3 How Stracathro meets these aspirations

• At census in September 2017 there were 19 children enrolled in Stracathro Primary School. There were 3 year groups that had 2 children; 3 that had 3 children; and one that had 4 children. The overall number of children in the school means that it is possible for all age groups to work together. However, the small number in each age group limits opportunities for collaborative working. This is impacted by the number of children of a similar age or stage of development in the current school.

• Stracathro has been assessed as having excellent outdoor learning facilities

that challenge and stimulate the children.

• However, there is a lack of breakout, flexible, alternative learning spaces in the building.

• Toilets in Stracathro are only accessible by stairs so not suitable for children with mobility issues.

3.7.4 How we will address any deficiency identified at Stracathro in Edzell Primary School

• In designing the extension at Edzell we will increase the number and range of spaces available in the school.

• Larger year groups will increase the opportunity for collaborative working and working with children of a similar age and stage of development.

• Experience of learning in larger year groups will allow a better transition into secondary school.

• A larger staff group will allow greater specialization which will lead to an increased focus on improvement. This will benefit the children in both Stracathro and Edzell Primary schools.

• Edzell is a modern building with large, bright rooms. There is currently a lack of breakout and activity spaces in Edzell Primary School. The expansion of the school will address this.

• The accommodation is all on one level and therefore accessible to people with mobility issues.

3.8 Sustainability and value for money - We have a learning estate that we can afford and which makes the most effective use of natural resources.

• We will review our estate to ensure that schools are affordable, and we invest

our resources equitably across all of our children and young people.

• We will regularly review the sufficiency of our estate in terms of places available.

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• We will review our estate against projected population to ensure that it is sufficient and in the right place. This will reflect planned new housing developments.

• Value for money is achieved.

• We minimise our carbon footprint and make best use of natural resources.

• We will explore different models of delivering teaching and learning including

all-through schools and joint work with further and higher education providers as well as other local authorities and partners.


• Based on the 2017/18 budgeted revenue costs for Stracathro and the number of children enrolled in school at census in September 2017, the budgeted unit cost per child was £12,085 per annum. The average unit cost across Angus6 for 2016/17 was £4,761 per child.

• It is impossible to predict future school rolls with complete accuracy. The school roll of Stracathro has fallen from 30 in 2007, and is projected to fall to 15 by 2023.

• At present our school buildings are assessed and receive an Energy Performance Certificate (EPC) which rates the theoretic energy efficiency of a building. The ratings range from A (the most efficient grade) to G. These ratings are reviewed every 10 years and are based of the theoretical performance of a building rather than an actual performance of a building. The EPC energy rating for Stracathro was issued on 11/11/2013 and is valid until 10/11/2023. The EPC for Stracathro is an F our target is for all schools to be rated C or better. The school supports no form of renewable energy.

3.8.2 How we will address any deficiency identified at Stracathro in Edzell Primary

School

• The cost per pupil at Edzell based on the 2016/17 budgeted revenue costs and pupils at September 20167 census is £5,681. These costs will change with the expansion of the school, and the expected additional children.

• The EPC for Edzell is C which is in line with our current target.

3.9 Communities - Where possible, and as relevant, schools are an integral part

of the community they serve. This will depend upon the needs and circumstances of the individual community and the school.

6 2016/17 was the most recent unit cost calculation for all Angus schools

7This is most recent unit cost calculation for Edzell Primary School

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• We will work with partners to make the best use of the public estate.

• We will actively engage with services that complement and enhance the service provided by schools.

• We will work with communities to explore possibilities which complement

existing community provision and which can allow sharing of resources.

• We will explore possibilities around business start-up and incubator units which will link with readiness for work.


• There is no suitable space within the school that can be used for community use other than the dining hall. Community groups would have to walk through the classroom in order to access this space.

• The school grounds are not accessible for community groups during school

hours but could potentially be used outwith school hours. The grounds are very limited in terms of providing a suitable space for sporting activities but could provide a space for a gardening project.


School

• At present neither school is well used by the community. There are other facilities within the locality that are more popular at present. Our aspiration is to complement existing community provision.

• The current games hall at Edzell Primary can be accessed by the community outwith school hours.

• We will work with both communities to explore possibilities for improved community use.

3.10 Well-maintained, flexible spaces - We will make the best of the buildings we

have, including natural light, green spaces, flexible and responsive.

• We will develop a fully costed annual maintenance programme to ensure all our schools remain at or above our agreed standard for condition

• We will identify the backlog of maintenance required to bring our estate up

to agreed standards.

• We will review each school to assess if and how it can be adapted to provide the type of learning spaces identified above.

• We will develop our learning environments so they are flexible and children and young people are actively involved in how they are used.

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• We will identify the work required to bring our school estate up to the standards agreed in terms of suitability.


• Stracathro is currently rated B for condition, which is in line with our target of all schools being at B or above. The most recent condition survey can be found at appendix 4.

• Outstanding planned maintenance requirements change frequently as regular assessments are carried out and works undertaken. As at 07/06/17, there were projects identified with a value of £24,800 for Stracathro.

• The accommodation in Stracathro does not currently provide a range of

flexible spaces and it would not be viable to adapt the accommodation accordingly. It is a stone building including the former school house which is presently used by the early learning and childcare class. There is also a pre-fabricated extension building which houses the main pupil toilets. The school was built in circa 1855 and extended in 1873 and 1914. The Elliot toilet unit was added in 1974.

• The school has no indoor sports facilities and has an unsuitable outdoor space for sporting activities due to the placement of trees and uneven ground. This is detrimental to the schools ability to deliver a full sports programme. Children use the facilities at Edzell primary school for PE. There are no changing facilities within the Stracathro primary school building or the grounds.

• Many of the internal social spaces are small, are inappropriately placed and are difficult to access without disturbing teaching and learning for example dining and PE facilities, breakout spaces.

• Stracathro is assessed as C for suitability whilst our agreed standard is B or

above. It would not be financially viable to bring the Stracathro building up to the agreed standard for suitability. The most recent suitability survey can be found at Appendices 5a and b.


School

• Edzell Primary is currently rated an A for condition and a B for suitability. The most recent condition and suitability surveys can be found at Appendices 6 and 7a and b respectively.

• Our aspiration for the rural primary is that it would be an A for both condition

and suitability. To achieve this, we will improve the digital infrastructure and review the safety and security arrangements. We will also look to incorporate a range of flexible and break out spaces in the design of the extension.

• There is outstanding planned maintenance at Edzell of £10,600.

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4.0 Current Position 4.1 Stracathro is an accessible rural school as defined by the Scottish

Government under section 14 of the Schools (Consultation) (Scotland) Act 2010.

4.2 It is a non-denominational school which lies between Brechin and Edzell

about 0.5 miles to the South East of the village of Inchbare. 4.3 There are 157 residential properties in the Stracathro catchment area. As

people come in and out of the area, the following figures are subject to change. However, as at September 2017, there were 25 primary school age children living in the Stracathro catchment area. 11 of these children attend Stracathro. There were four children who live in the Stracathro catchment and receive early learning and childcare in a school setting. Two of these children attended Stracathro and two attended Brechin town schools.

4.4 Stracathro has a shared headship with Edzell Primary School. 4.5 Stracathro Primary School is a stone building including the former school

house which is presently used by the pre-school class. There is also a temporary pre-fabricated building which houses the main pupil toilets. The school was built in circa 1855 and extended in 1873 and 1914. The Elliot toilet unit was added in 1974. The accommodation comprises: -

Ground Floor

1 Classroom Dining Room 1 General Purpose Room/Classroom Early Learning and Childcare Room Library/Resource Room Office

First Floor Staff room Store Office

4.6 Angus Council assesses all of its schools for Suitability and Condition in line with Scottish Governments School Estate Management guidelines. School buildings are assessed on a scale with ratings from:

“A” (good)

“B” (satisfactory),

“C” (Poor) and

“D” (Bad).

Stracathro Primary has been assessed as C for suitability and B for condition.

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4.7 During the period 2014/15 to 2016/17 there have been no lets of the school facilities made by the community.

4.8 The historic roll data at annual census is as follows: -

There follows a table with 2 columns and 12 rows. First row is headers. Census at September No. Children 2007 30 2008 30 2009 25 2010 27 2011 14 2012 11 2013 15 2014 14 2015 15 2016 17 2017 19

End of table

4.9 The school has a planning capacity of 25 as assessed using the Scottish Government guidance – Determining Primary School Capacities. The early years provision is registered for 10 children.

4.10 As at September 2017 census there were 3 children in the early learning and childcare facility at Stracathro and 19 children in the primary classes. The following table shows the number of children by year group at the annual census in September: -

There follows a table with 5 columns and 9 rows. First row is headers. Year Group 2014 2015 2016 2017 Primary 1 3 2 3 4 Primary 2 3 3 2 3 Primary 3 2 3 2 2 Primary 4 2 2 3 2 Primary 5 3 2 2 3 Primary 6 0 3 2 3 Primary 7 1 0 3 2 Total 14 15 17 19

End of table 4.11 From academic year 2014/5 to 2016/17 there were 6 placing requests into

Stracathro, and 7 placing requests from Stracathro catchment. These figures include all year groups and placing requests made throughout each academic year. This is broken down as follows: -

There follows table with 6 columns and 5 rows. First row headers. Catchment School Receiving School 2014/15 2015/16 2016/17 Total Andover Stracathro 2 0 3 5 Tarfside Stracathro 0 0 1 1 Stracathro Andover 2 1 1 4 Stracathro Maisondieu 3 0 0 3

End of table

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4.12 Based on data provided by NHS Tayside there are five children in the Stracathro catchment area who are under 3 years of age, one born in May 2015, one in October 2015, two in January 2016 and one in October 2016.

4.13 Using the data from NHS Tayside, projected birth rates across Scotland and average net primary 1 placing requests over the last 3 academic years, the roll could decrease to 15 by 2023. The projected roll is as follows: -

There follows table with 7 columns and 13 rows. First row headers. School Year 2018 2019 2020 2021 2022 2023 Possible P1 Pupils 3 1 2 1 2 2 Estimated Pupils from new Housing 0 0 0 0 0 0 Placing requests 0 0 0 0 0 0 Estimated School Roll Blank Blank Blank Blank Blank Blank Primary 1 3 1 2 1 2 2 Primary 2 4 3 1 2 1 2 Primary 3 3 4 3 1 2 1 Primary 4 2 3 4 3 1 2 Primary 5 2 2 3 4 3 1 Primary 6 3 2 2 3 4 3 Primary 7 3 3 2 2 3 4 Total Projected School Roll 20 18 17 16 16 15

End of table 4.14 The following table summarises the distance from each child’s home address

to Stracathro Primary School and Edzell Primary School. Please note distances are calculated using the Council mapping system.

There follows table with 3 columns and 10 rows. First row headers. Distance from home to Stracathro Edzell Less than 1 mile 6 0 1 - 1.9 miles 1 0 2 - 2.9miles 3 7 3 - 3.9 miles 4 1 4 - 4.9 miles 3 2 5 - 5.9 miles 0 0 6 - 6.9 miles 0 7 7 miles + 2 2 Total 19 19

End of table 4.15 Based on the 2016/17 Hands Up travel survey, no children currently walk to

school.

5.0 The most recent HMIe report was published in June 2013. A copy is available ttps://education.gov.scot/assets/inspectionreports/stracathropsncins110613.pdf

https://education.gov.scot/assets/inspectionreports/stracathropsncins110613.pdf

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6.0 Alternative Solutions 6.1 Do Nothing. 6.1.1 Positives - There would be no disruption to existing and future children and

staff. There would be less travel time to school. 6.1.2 Negatives - The building at Stracathro cannot be altered to provide the

modern, flexible learning opportunities that we aspire to for all of our children and young people. The building at Stracathro does not support flexible learning spaces or a full PE programme. The current school, in terms of both numbers and building, does not provide the children of Stracathro with the same access to opportunities. It does not provide all children with the opportunity to learn with a variety of children of a similar age or stage. The layout of the school also causes issues with classrooms, in effect, being corridors. This causes distraction and disruption to learning. There are stairs to access the toilet facilities. This means that the building does not support children or adults with mobility issues. There is a step at the entrance to the Early Years facility and the doors are not large enough to accommodate wheel chair users.

6.2 Refurbish Stracathro Primary School – The construction, layout and site

restrictions would make the cost of refurbishing Stracathro prohibitive. 6.3 Replacement for Stracathro Primary School – Replacing Stracathro with a

new 25 pupil capacity school would be prohibitive. A school of this size also makes delivery of some aspects of the learning experiences expected under Curriculum for Excellence difficult. Based on current and projected roll, there is no need to increase the capacity at Stracathro.

6.4 Review catchment area –This proposal might address the forecast falling roll

but would not deliver any of the educational benefits. The size of the dining hall would make any substantial increase in roll difficult.

6.5 Expand Early Years in Stracathro to increase usage – this would not deliver

educational benefits. In allocating funding for early years expansion, the Scottish Government has not identified a need for more provision in Stracathro.

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7.0 Effects on School Transport 7.1 At present one child is being transported by Angus Council to Stracathro. The

transport that picks them up also stops at Edzell Primary en route. If Stracathro were to close and the catchment area of Edzell amended the cost of transporting those children who live within the new catchment area is not likely to change.

7.2 It would be possible to accommodate the children who live within the proposed new catchment on the existing Edzell Primary School bus contract by increasing the vehicle size from an 8 to a 16 seat vehicle. The additional cost is approximately £10 per day, which would be offset by the existing Tarfside vehicle no longer serving Stracathro.

7.3 The maximum additional travel time for the children who live in catchment is estimated at approximately 10 minutes each way. Generally speaking children are currently being driven to Stracathro. There is no suitable pavement for children to walk to school.

7.4 If the children who live out with the proposed new catchment area move to Edzell Primary, there will be a greater environmental impact due to the additional travel, two and a half miles each way, for parents/carers whose children are subject to a placing request.

7.5 As part of the proposal, the school travel plans will be reviewed and updated.

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8.0 Impact on Participation in Pre and After School Activities 8.1 Neither Stracathro nor Edzell Primary Schools has a breakfast or out of school

club. 8.2 There are after school activities mainly in Edzell Primary which the children

from Stracathro also attend and to a lesser extent in Stracathro where children from Edzell attend.

8.3 The building at Stracathro is less suited to these activities as it is in a very rural location with no pavements, parking for up to 4 cars, no gym hall and the toilets are upstairs.8 The building at Stracathro is less suited to these activities as it is in a very rural location, with limited car parking, no gym hall and toilets that require four steps to be climbed in order to be accessed. In the immediate locality, the Inchbare Hall would provide more parking and more accessible toilets than Stracathro primary school.

8.4 If Stracathro and Edzell were merged, there would be better opportunities for the existing links with Edzell children to be enhanced. There would also be more opportunities to increase after school activities.

8 Erratum – Correction made 30/03/18

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9.0 Effects on Management and Staff Arrangements 9.1 Edzell and Stracathro currently have a shared Headship so there would be no

impact for the Head Teacher. We are expanding the provision at Edzell Primary school and it is anticipated that this would result in additional teachers being required at Edzell. It is anticipated that the teaching posts at Stracathro would be transferred to Edzell Primary. The School and Pupil Support Assistant post at Stracathro would transfer to Edzell. The post of clerical officer is not likely to be required but it is likely that the post holder could be accommodated in another school given vacancies. These would be subject to the Council’s AJNCT agreement and managing change procedures.

9.2 If this proposal is approved we will provide some additional staff for a fixed

period to support the transition.

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10.0 Effect on Local Community 10.1 During the period 2014/15 to 2016/17 there have been no school lets by the

community. 10.2 In the past, the Stracathro children used Inchbare Village Hall for PE lessons.

This stopped for educational reasons and all indoor PE now takes place at Edzell Primary School. There has already been an impact in the village hall as the income from the lets for PE has stopped.

10.3 The school has occasionally put on productions or events in the village hall

which have been well supported by the local community. The school does not have a large enough space to host large events themselves.

10.4 As well as using the local facilities, both Stracathro and Edzell have recently

held a joint event in the community campus in Brechin. 10.5 We will take steps to maintain engagement with community activities across

the new catchment area. This will be in consultation with the community, but could include holding events, such as Burns suppers in the village hall.

10.6 The school building could be a valuable asset to the community. We will

discuss the possibility of a community asset transfer of the school to support activities in the local community. It should be noted, however, that there is already a village hall in Inchbare, and the location and parking issues with the school might make this unattractive.

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11.0 Financial Consequences 11.1 By closing the school buildings there will be the opportunity for the Council to

make savings on some of the associated running costs. There may be the opportunity for the community or other interested parties to use the building.

11.2 The annual recurring revenue savings are estimated to be £51,110. See

Appendix 2. 11.3 Government Grant is distributed to local authorities through what is known as

Grant Aided Expenditure (GAE). The aim of the GAE system is to ensure that each local authority can provide an identical level of service at an identical level of Council Tax. It does not represent cash income for councils but is rather a notional figure that is used as a means of distributing grant in a fair and transparent manner.

11.4 The Scottish Government uses around 100 individual spending assessments in order to determine the national GAE total. These cover all aspects of local authority service provision such as teaching staff, elderly residential accommodation, road maintenance, waste disposal, etc.

11.5 One of the GAE assessments relates to Primary School Teaching Staff. This GAE is shared amongst local authorities based mainly on pupil numbers but is also adjusted for the relative percentage of pupils in small schools. A small school is defined as one with less than 70 pupils on the school roll. These calculations are based on the most recent two years of available pupil data submitted by each local authority (school census returns).

11.6 The estimated Grant Added Expenditure impact of closing Stracathro Primary is £59,028.

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12.0 Mitigation of Adverse Effects

12.1 Adverse effects from the proposal could include the separation of children who had previously been in the same composite class, with implications for existing friendships. Arrangements could be put in place to help maintain and foster these relationships.

12.2 It is proposed that children who currently attend Stracathro and their siblings (including any future siblings) would be eligible to attend Edzell Primary school, if that is their choice. Children who currently attend Stracathro Primary School through a placing request would attend Edzell Primary School on the same basis.

12.3 We will undertake to maintain engagement with community activities across the new catchment area.

12.4 Consideration could be given to a community asset transfer of the building.

13.0 Equalities Impact Assessment 13.1 Angus Council must ensure that it complies with the public sector equality

duty; including the duty under regulation 5 of the Equality Act 2010 (Specific Duties) (Scotland) Regulations 2012 to carry out an equality impact assessment of applying a proposed new or revised policy or practice.

13.2 An Equalities Impact Assessment was completed in support of the School

Investment Strategy which identified that the aim of the strategy would advance equalities in terms of equity of access.

13.3 The Equality Impact Assessment has identified no restrictions to equality in relation to any of the identified protected characteristics.

13.4 In respect of age equality, the proposal relates to Stracathro Primary school

and as such primarily affects children in the 2-12 age group, and their parents. The proposal is advanced on the basis of educational benefit to the children in the area concerned. No negative age related effects arise. Age is not a protected characteristic for the purposes of schools provision.

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14.0 Recommendation

14.1 It is recommended that Stracathro Primary school is closed and the catchment of Edzell Primary school is amended to include the current Stracathro catchment.

15.0 Summary of the Consultation Process

15.1 Publication Information 15.2 The proposal paper will be available for inspection, free of charge, at:

Council Headquarters, Angus House, Orchardbank Business Park, Forfar DD8 1AX

Stracathro Primary School , Inchbare, Stracathro, BRECHIN DD9 7QE Edzell Primary School High Street, Edzell, BRECHIN DD9 7TA Brechin Library, St. Ninians Square, BRECHIN, DD9 7AD

and, published on the Angus Council website:

https://www.angus.gov.uk/schools_and_young_people/angus_schools_for_the_future Copies of this Proposal Paper are also available on request from:

Mark Armstrong Strategic Director People Angus Council Angus House Orchardbank Business Park FORFAR DD8 1AX

E-mail: [email protected]

15.3 The content of this publication, or sections of it, can be made available in alternative formats or translated into other languages. Please contact the Council's ACCESSLine on 03452 777 778 for further information or email [email protected]

15.4 Formal notice of the Proposal and relevant information will be given and be

made available, free of charge, to the consultees listed as follows: (i) Parents/carers of children attending Stracathro Primary School; including

parents/carers of pre-school children; (ii) Parents/carers of children attending Edzell Primary School; including parents of

pre-school children; (iii) Parents/carers of children who will become eligible to attend Stracathro and

Edzell Primary Schools

https://www.angus.gov.uk/schools_and_young_people/angus_schools_for_the_future


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(iv) The Parent Councils of Stracathro and Edzell Primary Schools (v) Members of Parliament and Members of the Scottish Parliament for the area

affected by the proposal; (vi) Staff of Stracathro and Edzell Primary Schools (vi) Trade union representatives; (vii) Inveresk Community Council; (viii) City of Brechin and District Community Council; (ix) Education Scotland; 15.5 Advertisement in Local Media 15.6 A notice announcing the engagement events and activities will be placed in

the Brechin Advertiser and The Courier. The same notice will be displayed in Angus Council Buildings where the proposal document is available, as noted above. In addition the consultation will be advertised on Angus Council social media accounts.

15.7 Consultation Period 15.8 The formal consultation period for this Proposal will begin on Monday 26

February 2018 and will end on Friday 20 April 9 Friday 27 April 2018 Friday 11 May 201810 inclusive. This period allows for the statutory minimum of six weeks, including at least thirty school days.

15.9 Public Engagement 15.10 There will be a mix of engagement opportunities which will include public

events and questionnaires which will be available online and hard copy. 15.11 Advance notice of the engagement activities will be given to consultees and

Education Scotland per Section 7 of the Schools (Consultation) Act (Scotland) 2010.

15.12 The public events will be an opportunity for the public to hear more about the

proposal; to ask questions about the proposal; and to have the views of all stakeholders recorded so that they can be taken into account. A note will be taken of questions asked and views expressed. All notes will be published on the Council website.

15.13 All notes will be forwarded to Education Scotland, along with other

submissions and comments received by the Council during the consultation process.

15.14 Meetings with Children and Staff 9 Amended 30/03/18 - Consultation period extended by 1 week due to adverse weather conditions.

10 Amended 13/04/18 Consultation period extended by further 2 weeks to allow consideration of financial narratives omitted from original document.

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15.15 School staff, with support from the project team, will arrange to discuss the proposal with children (who are considered to be of a suitable age and maturity). A record of questions, responses and views will be taken and this will be published in the Consultation Report.

15.16 Meetings will be held with affected staff and a record of questions, responses

and views will be taken which will also be published in the Consultation Report.

15.17 Responses to the Proposal 15.18 Interested parties are invited to respond to the Proposal and reasonable

alternatives by making written or electronic submissions on the Proposal to:

Mark Armstrong Strategic Director People Angus Council Angus House Orchardbank Business Park FORFAR DD8 1AX

E-mail: [email protected]

15.19 When responding, you are invited to state your relationship with the school –

for example, “pupil”, “parent”, “carer”, “relative”, “former pupil”, “teacher in school”, “member of the community” etc. However it is not compulsory to do so. We will also ask respondents to identify their link with Stracathro.

15.20 Those sending in a response, whether by letter or electronically, should know

that their response will be open to public scrutiny and may have to be supplied to anyone making a reasonable request to see it. If they do not wish their response to be made publicly available, they should clearly write on the document: “I wish my response to be considered as confidential with access restricted to Councillors and Council Officers of Angus Council”. Otherwise, it will be assumed that the person making the response agrees to it being made publicly available. All written responses must be received by the last day of the consultation period, Friday 19 April11 Friday 27 April 2018 Friday 11 May 201812 at 5.00pm.

11 Amended 30/03/18 Consultation period extended by 1 week due to adverse weather conditions. NB Original date Friday 19 April was typographical error.



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15.21 Involvement of Education Scotland 15.22 When the Proposal Document is published, a copy will also be sent to

Education Scotland by the Council. 15.23 Education Scotland will also be sent, by 11 25 May 201813, a copy of any

relevant written representations that are received by the Council from any person during the consultation period. Education Scotland will also receive a summary draft consultation report which will include note of the public events that will be held and so far as is practicable a copy of any other relevant documentation.

15.24 Education Scotland will then prepare a report on the educational aspects of

the proposal not later than 04 18 June 201814. In preparing their report, Education Scotland may visit the affected schools and make such enquiries of people there as they consider appropriate.

15.25 Further Consultation 15.26 Angus Council will review the Proposal having regard to the Education

Scotland Report, written representations that it has received, and oral representations made at engagement events. It will then prepare a Consultation Report.

15.27 This Report will be published in electronic and printed formats and will be sent

to anyone who submitted a written representation during consultation. It will be available on the Council website as well as at the affected schools and Brechin library, free of charge.

15.28 The Report will include a summary of the written and oral representations

made during consultation and a copy of the Education Scotland Report, together with the Council’s considered response to the issues raised. The Report will include details of any alleged inaccuracies and/or omissions and how these have been handled. The Consultation Report will be published at least 3 weeks prior to being submitted to the Children and Learning Committee

15.29 In publishing the report the Council will invite any person or party to make

further representations to the Committee prior to its meeting. A notice to this effect will also be published on the Angus Council website.



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15.30 Timescale Following Consultation 15.31 The Council intends to publish its Report in June15 July 2018, prior to submission

to the Children and Learning Committee on 18 September 2018. However, this timescale may change depending on the nature of issues raised during consultation, and the need to give full consideration to those issues. In the latter event, the Report may not be submitted until a later Committee meeting. We will notify contributors of any changes that have arisen as a result of their input.

15.32 If approved, the Proposal will then move to the implementation phase. 15.33 A Stakeholder Group will be established to act as a formal forum for the

dissemination of information relating to this change, and to ensure that there is an effective two way flow of information between the Group and the Council.

15.34 Inaccuracies or Omissions within the Proposal document 15.35 Any inaccuracies or omissions to this proposal document can be reported to

Angus Council. Please contact Angus Council, Children and Learning, Angus House, Orchardbank Business Park, Orchardbank, Forfar DD8 1AE, Tel: 01307 476300, e-mail: [email protected]

15.36 Angus Council will investigate and then inform the notifier of its decision and

its reasons for reaching its decision. The notifier will be invited to make further representations on the council’s decision.

15.37 Where the inaccuracy or omission relates to a material consideration, Angus

Council will: • Publish a corrected Proposal document • Send the corrected document to Education Scotland and • Issue a notice to all consultees correcting the inaccuracy or providing the

missing information. If required, extend or restart the consultation period.

15.38 Note on Corrections 15.39 If any inaccuracy or omission is discovered in this Proposal paper, either by

the Council or any other person, the Council will determine if relevant information has been omitted or, if the paper contains an inaccuracy. The Council will then take appropriate action, which may include the issue of a correction or the reissuing of the Proposal or the revision of the timescale for the consultation period, if appropriate. In that event, relevant consultees and Education Scotland will be advised.



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Appendix 1 Map of Current Stracathro and Edzell Catchments

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Appendix 2

The following figures have been prepared using the COSLA template and associated guidance notes Financial Template Table to follow. Table has 4 columns and 47 rows. First row has headers. Row 1

Current revenue costs for school proposed for closure Column 2 Column 3 Column 4

2

STRACATHRO PS

Costs for full financial year (projected annual costs)

Additional financial impact on receiving school :- Edzell PS

Annual recurring savings (column 2 minus column 3)

3 School costs BLANK BLANK BLANK

4 Employee costs - note 1 BLANK BLANK BLANK

5 teaching staff 140,906 107,616 33,290

6 support staff 53,145 45,491 7,654

7 teaching staff training (CPD etc.) 780 137 643

8 support staff training 0 0 0

9 Supply costs - note 2 4,184 2,126 2,058

10 BLANK 199,015 155,370 43,645

11 Building costs: BLANK BLANK BLANK

12 property insurance 996 654 342

13 non domestic rates 0 0 0

14 water & sewerage charges 566 132 434

15 energy costs 7,028 4,612 2,416

16 cleaning (contract or inhouse) 0 0 0

17 building repair & maintenance 1,447 0 1,447

18 grounds maintenance 589 0 589

19 facilities management costs - note 6 7,770 6,000 1,770

20 revenue costs arising from capital 0 0 0

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Row 1


2

STRACATHRO PS




21 other 185 25 160

22 BLANK 18,581 11,423 7,158

23 School operational costs: BLANK BLANK BLANK

24 learning materials 906 599 307

25 catering (contract or inhouse) 5,021 5,021 0

26 SQA costs 0 0 0

27 other school operational costs (e.g. licences) 7,160 7,160 0

28 BLANK 13,087 12,780 307

29 Transport costs: note 3 BLANK BLANK BLANK

30 home to school 0 note 4 0

31 other pupil transport costs 0 0 0

32 staff travel 147 147 0

33 BLANK 147 147 0

BLANK BLANK BLANK BLANK BLANK

34 SCHOOL COSTS SUB-TOTAL 230,830 179,720 51,110

35 Income: BLANK BLANK BLANK

36 Sale of meals 1,211 1,211 0

37 Lets 0 0 0

38 External care provider 0 0 0

39 Other 0 0 0

40 SCHOOL INCOME SUB-TOTAL 1,211 1,211 0

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Row 1


2

STRACATHRO PS




41 BLANK BLANK BLANK BLANK

42 TOTAL COSTS MINUS INCOME FOR SCHOOL 229,619 178,509 51,110

BLANK BLANK BLANK BLANK

UNIT COST PER PUPIL PER YEAR 12,085 BLANK BLANK

Number of pupils16 19 BLANK BLANK

BLANK 2017/18

Budget BLANK BLANK

End of table.

Table to follow. Table has 3 columns and 5 rows. First three rows have headers.

Column 5 Column 6 Column 7

Table 2 BLANK BLANK

Capital costs17 School proposed for closure

Receiving school

Capital Life Cycle cost - note 7 0 BLANK

Third party contributions to capital costs 0 BLANK

End of table.

Table to follow. Table has 2 columns and 12 rows. First row has headers.

Annual Property costs incurred (moth-balling) until disposal BLANK

property insurance 996

16 Number of children as at September 2017 census

17 Please note the expansion of Edzell Primary school is being taken forward independently of this proposal.

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non domestic rates 0

water & sewerage charges 100

energy costs 2,000

cleaning (contract or inhouse) 0

security costs 0

building repair & maintenance 500

grounds maintenance 200

facilities management costs 0

other 0

TOTAL ANNUAL COST UNTIL DISPOSAL 3,796

End of table.

Table to follow. Table has 2 columns and 4 rows. First two rows have headers.

Table 4 BLANK

Non-recurring revenue costs BLANK

BLANK 500

TOTAL NON-RECURRING REVENUE COSTS 500

End of table.

Table to follow. Table has 2 columns and 4 rows. First two rows have headers.

Table 5 BLANK

Impact on GAE - note 5 BLANK

BLANK BLANK

GAE IMPACT (59,028)

End of table.

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Notes

1. The total costs incurred for teaching staff (row 5) and support staff (row 6) are required to be included. Column 2 should include the current costs for a full financial year for the school proposed for closure, and column 3 should include the additional cost to the receiving school as a result of staff transferring. For teaching staff, this should include regular teachers, itinerant teachers, learning support teaching staff and special education (ASN) staff. Itinerant teaching staff includes central support services such as English as additional language support, hearing, visually impaired services, educational psychology services. For support staff, this should include classroom assistants, administration staff and janitorial staff. For all staff the costs entered should include salary, NI and pension costs. If the school proposed for closure has less than 3 staff members, then the cumulative staff costs only should be given in row 5 (for both teaching and support staff), so as to avoid possible disclosure of individual salaries. Training costs should be identified separately in rows 7 and 8. 2. Supply costs to cover teaching and support staff. This may be held in a central budget, be devolved or shared across the budgets. 3. ‘Home to school’ pupil transport costs should include those school transport costs incurred in accordance with Council policy. ‘Other pupil transport costs’ will cover costs incurred for the transport of pupils for activities such as swimming etc. 4. Row 30 of column 3 should include the additional transport costs related to the increased home to school transport arrangements that are put in place in accordance with Council policy. This figure is therefore likely to be considerably higher than current costs. 5. This table is to capture the impact on the revenue support grant as a result of changes to GAE. Impact on GAE should consider the issues covered in the GAE section of the guidance document that accompany this template. 6. Facilities management costs will include costs related to caretaking, janitorial and security. 7. The capital costs for the receiving school should be taken across the life cycle of the school in line with the life expectancy of that school. The capital costs for the school proposed for closure should be taken across the same life cycle period.

STRACATHRO PRIMARY SCHOOL NARRATIVES TO COSLA TEMPLATE Background The starting point for the calculation was the allocation of 2017/18 Devolved School Management (DSM) Budget. This represents those costs which are devolved to each school. Added to this were non-devolved running cost budgets, which are held centrally for use by all schools. These were mainly apportioned across schools through, for example, pupil numbers, so that the full cost of running the school was detailed within the COSLA school closure financial template. It is noted below where costs were allocated or apportioned. The COSLA financial template was used

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as the basis for the financial implication information used in Brechin Rural Schools Consultation Documentation. Row 5 – Employee Costs (Teaching Staff) Teachers – Devolved budget. This budget was based on the Angus Staffing Standard (available on the Angus Schools for the Future website). It was calculated based on the number of classes and it also included an allowance for non-class contact time (recommendations made in Scottish Government report – McCrone report), management and joint headship per the Staffing Standard. Actual salaries were used for costing all promoted posts whilst an average teaching staff salary was used to cost all non-promoted teachers posts. Visiting Teachers – Non-devolved/centrally held budget. This budget was apportioned in line with visiting teachers’ timetables. The latest available timetables are used for this calculation. Music Instructors – Non-devolved/centrally held budget. This budget was apportioned in line with music instructor’s timetables. The latest available timetables are used for this calculation. Additional Support Needs – Non-devolved/centrally held budget. This budget was apportioned in line with school and pupil support assistant’s timetables. The latest available timetables are used for this calculation. Row 6 – Employee Costs (Support staff) Local Government School Support – Devolved budget. This budget was calculated in line with the Councils Primary Schools Staffing Level and on the basis of an actual approved complement. The budget was calculated on an actual salary basis. Local Government Early Year Practitioners – Devolved budget. This budget was calculated on the basis of an actual approved complement. The budget was calculated on an actual salary basis. Local Government School and Pupil Support Assistants – Non-devolved/centrally held budget. This budget was calculated on the basis of an actual approved complement. The budget was calculated on an actual salary basis. Central School and Pupil Support Assistants – Non-devolved/centrally held budget. This budget was allocated to schools in proportion to their school and pupil support assistants budget. Row 7 – Employee Costs (Teaching staff training) Continuous Professional Development (CPD) – Devolved budget. The CPD budget was calculated using a formula with each school being given the same flat rate then adding a rate per primary teacher. Other Staff Costs – Non-devolved/centrally held budget. This budget was apportioned to each school based on total teaching costs. Row 9 – Employee Costs (Supply costs)

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Absence Cover – Devolved Budget. The absence cover budget was calculated using a formula which allocated a fixed number of days per full time equivalent teacher. Further allowances were allocated to small schools and for compulsory meetings for schools with less than 5 full time equivalent teachers or a joint headship. An allocation of 1% of total school support staff costs was also added. Central Absence Cover – Non-devolved/centrally held budget. This budget was apportioned to each school based on total teaching costs. Row 12 – Building Costs (property insurance) Property Insurance – Non-devolved/centrally held budget. This budget was apportioned to each school based on property valuation. Row 14 – Building Costs (water & sewerage charges) Rates Sewerage – Devolved budget based on actual prices. Row 15 – Building Costs (energy costs) Electricity – Devolved budget based on actual prices. Row 17 – Building Costs (building repair & maintenance) Repairs & Maintenance – Devolved budget based on actual prices. Row 18 – Building Costs (ground maintenance) Ground Maintenance – Devolved budget based on actual price. This budget was allocated in line with the information held within the ground maintenance service level agreement. Row 19 – Building Costs (facilities management costs) Cleaning Contract – Devolved budget. The budget was allocated to schools in line with the contract for facilities management with Tayside Contracts. Row 21 – Building Costs (other) Janitorial Supplies – Devolved budget. The Janitorial Supplies budget was calculated using a formula with each school being given a flat rate then an allowance per nursery pupil and an allowance per primary pupil. Row 24 – School operational costs (learning materials) Per Capita – Devolved budget. The per capita budget was calculated with each school being given a rate for each nursery pupil (part-time and full-time), each primary pupil and also each primary pupil with additional support needs. Depending on the number of pupils at the school, the school could also have been entitled to a small school allowance. This school was entitled to a small school allowance as it has less than 110 pupils. Row 25 – School operational costs (catering (contract or inhouse)) School Catering – Non-devolved budget however cost information is held on a school by school basis. Therefore the budget was based on actual prices.

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Row 27 – School operational costs (other school operational costs) Replacement & Maintenance of Equipment – Devolved budget. This budget included a general allowance for replacement and maintenance of equipment and a provision for information technology (IT) support per the service level agreement with the Information Technology service. Telephone & Postage – Devolved budget. This budget was calculated with each school being given a flat rate budget dependent on pupil numbers. Other Equipment – Non-devolved/centrally held budget. This budget was apportioned to each school based on total teaching costs. Employers Insurance – Non-devolved/centrally held budget. This budget was apportioned to each school based on total teaching costs. Parent Council - Non-devolved/centrally held budget. This budget was calculated with each school being given a flat rate allocation for clerks fees and then an additional budget based on pupil numbers. Central Support Services Recharge – Devolved budget. This budget was a fixed allowance depending on the size of the primary school. The primary is deemed small if it has less than 100 pupils, medium if less than 250 pupils and large if more than 250 pupils with the allocation based on these three categories. Other Supplies & Services – Non-devolved/centrally held budget. This budget was apportioned to each school based on total teaching costs. Row 30 - Transport costs (home to school) School Transport – Non-devolved/centrally held budget. The budget was based on the bus operator contract price. The budget reflects the specific school transport contract servicing the school. Row 32 - Transport costs (staff travel) Teacher Car Allowances – Non-devolved/centrally held budget. This budget was apportioned to each school based on total teaching costs. Row 36 – Income (Sale of meals) Sale of Meals Income – Non-devolved budget however income is collected on a school by school basis. This budget was therefore based on actual income for the school. Additional financial impact on receiving school :- Edzell PS ASSUMPTION – Additional Running Costs (Financial Impact on Receiving School) if Stracathro Primary School was closed and the pupils were transferred to Edzell Primary School Row 5 – Employee Costs (Teaching Staff) Teachers – Devolved budget. The additional budget for Edzell Primary School was based on the same criteria as above and was recalculated assuming an additional

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two teachers at Edzell Primary School. The additional two teachers were based on Stracathro Primary School entitlement (the actual staff situation would be subject to the Council’s AJNCT agreement and managing change procedures). Visiting Teachers – Non-devolved/centrally held budget. The additional budget for Edzell Primary School was in line with the budget apportioned to Stracathro Primary School. Music Instructors – Non-devolved/centrally held budget. The additional budget for Edzell Primary School was in line with the budget apportioned to Stracathro Primary School. Learning Support – Non-devolved/centrally held budget. The additional budget for Edzell Primary School was in line with the budget apportioned to Stracathro Primary School. Row 6 – Employee Costs (Support staff) Local Government School Support – It is assumed that there will be no requirement for additional LG School Support budget at Edzell Primary School beyond that currently provided for. Local Government Early Years Practitioners – Devolved budget. The additional budget for Edzell Primary School was in line with the budget allocated to Stracathro Primary School. Local Government School and Pupil Support Assistants – Non-devolved/centrally held budget. The additional budget for Edzell Primary School was in line with the budget apportioned to Stracathro Primary School. Central School and Pupil Support Assistants – Non-devolved/centrally held budget. The additional budget for Edzell Primary School was in line with the budget apportioned to Stracathro Primary School. Row 7 – Employee Costs (Teaching staff training) Continuous Professional Development – Devolved budget. The additional CPD budget for Edzell Primary School was recalculated using the same formula but allowing for the assumption of an additional two teachers. Other Staff Costs – Non-devolved/centrally held budget. The additional budget for Edzell Primary School was in line with the budget apportioned to Stracathro Primary School. Row 9 – Employee Costs (Supply costs) Absence Cover – Devolved Budget. The additional budget for Edzell Primary School was calculated by reworking the same absence cover formula as detailed above but allowing for the assumption of an additional two teachers. Central Absence Cover – Non-devolved/centrally held budget. The additional budget for Edzell Primary School was in line with the budget apportioned to Stracathro Primary School.

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Row 12 – Building Costs (property insurance) Property Insurance – Non-devolved/centrally. The additional property insurance budget is the estimated additional property insurance which will be apportioned to Edzell Primary School if a 500 square metre extension was to be built. Row 14 – Building Costs (water & sewerage charges) Rates Sewerage – Devolved budget. The additional sewerage budget for Edzell Primary School was recalculated based on increased pupil numbers. Row 15 – Building Costs (energy costs) Electricity – Devolved budget. The additional electricity budget for Edzell Primary School is the estimated additional electricity required if a 500 square metre extension was to be built. Row 17 – Building Costs (building repair & maintenance) Repairs & Maintenance – It is assumed that there will be no requirement for additional repairs & maintenance budget at Edzell Primary School beyond that currently provided for. Row 18 – Building Costs (ground maintenance) Ground Maintenance – It is assumed that there will be no requirement for additional ground maintenance budget at Edzell Primary School beyond that currently provided for. Row 19 – Building Costs (facilities management costs) Cleaning Contract – Devolved budget. The additional contract cleaning budget for Edzell Primary School is the estimated additional contract cleaning required if a 500 square metre extension was to be built. Row 21 – Building Costs (other) Janitorial Supplies – Devolved budget. The additional Janitorial Supplies budget for Edzell Primary School was recalculated using the same formula as above with the budget taking account of the increase in pupil numbers. Row 24 – School operational costs (learning materials) Per Capita – Devolved budget. The additional per capita budget for Edzell Primary School was calculated by reworking the per capita formula and criteria as stated above but allowing for the increase in pupil numbers. Row 25 – School operational costs (catering (contract or inhouse)) School Catering – Non-devolved budget. The additional budget for Edzell Primary School was in line with the actual uptake of school meals (actual prices) at Stracathro Primary School. Row 27 – School operational costs (other school operational costs) Replacement & Maintenance of Equipment – Devolved budget. The additional budget for Edzell Primary School was in line with the budget allocated to Stracathro Primary School.

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Telephone & Postage – Devolved budget. The additional budget for Edzell Primary School was in line with the budget allocated to Stracathro Primary School. Other Equipment – Non-devolved/centrally held budget. The additional budget for Edzell Primary School was in line with the budget apportioned to Stracathro Primary School. Employers Insurance – Non-devolved/centrally held budget. The additional budget for Edzell Primary School was in line with the budget apportioned to Stracathro Primary School. Parent Council - Non-devolved/centrally held budget. The additional budget for Edzell Primary School was in line with the budget allocated to Stracathro Primary School. Central Support Services Recharge – Devolved budget. The additional budget for Edzell Primary School was in line with the budget apportioned to Stracathro Primary School. Other Supplies & Services – Non-devolved/centrally held budget. The additional budget for Edzell Primary School was in line with the budget apportioned to Stracathro Primary School. Row 30 - Transport costs (home to school) School Transport – Non-devolved/centrally held budget. It was assumed that the school transport budget did not need to increase as the current school transport contract services both Edzell and Stracathro Primary Schools. Row 32 - Transport costs (staff travel) Teacher Car Allowances – Non-devolved/centrally held budget. The additional budget for Edzell Primary School was in line with the budget apportioned to Stracathro Primary School. Row 36 – Income (Sale of meals) Sale of Meals Income – Non-devolved budget. The additional school meals income budget at Edzell Primary School is in line with school meals income generated (actual prices) at Stracathro Primary School.

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Appendix 3 Pre-Consultation

During November 2017, Angus Council undertook pre-consultation on the whole of the school estate to inform the development of the Angus Schools for the Future strategy. This approach allowed us to consider how changes in one school/area might impact neighbouring schools.

The pre-consultation aimed to engage constructively with our communities in advance of statutory consultation. Some of the key findings from the pre-consultation exercise were:

• comments about the size of classrooms, lack of flexible working spaces, and the

• importance of outdoor learning. • comments on the need to improve digital infrastructure and equipment. • recognition that investment is needed in the school estate.

It is pleasing to note that these findings are in line with the principles outlined in the School Investment Strategy, report 189/17.

There was significant support for maintaining rural schools. However there were also some comments that rural schools should be merged or closed. For clarity, Angus Council is committed to assessing changes to the school estate on the basis of educational benefit. The nature of the school (rural or urban) is not a factor in our decision-making.

There were views supporting reviews of catchment areas. In many cases, this was linked to concerns about the impact of placing requests. We will consider this when we consult on specific proposals. Whilst the pre-consultation asked people for comments on the whole of the school estate, the following are the comments which specifically relate to the schools in this proposal.

• At Stracathro ps, the main issues are probably the lack of consistent internet supply and the complete lack of WiFi within the school which the parents group is already aware of and are looking into ways of combating this issue

• I would question the sustainability of keeping small primarys schools open

such as Stracathro open, l personally removed my children from this school to continue their education in brechin even though living nearby.

• Edzell and Stracathro schools seem to be well involved in the local community.

• Two schools within two/three miles of each other; Edzell and Stracathro. I object, strongly, to valuable resources being used to sustain Stracathro when these resources could be used to bolster Edzell's. The latter is a purpose built building with access to the outdoors and green space around it yet there is no wi-fi.

42

• The school estate contains many older buildings which are no longer fit for

purpose. Also many rural schools very close in proximity to each other that share staffing and resources, are under capacity, but still require a separate building, e.g edzell and stracathro

• Edzell is excellent. More encouraged learning in playground rather than just free play would be only thing.

• My local school is Edzell & there is not 1 sign that tells you that it's there. Which

might explain why people feel the need to ignore the 20mph signs! This has caused great concern to parents, dropping off & collecting there children. As the school car park isn't big enough, most have to park across the road.

• As Angus is a big area I feel that most schools work closely with their local

community but most evidence of this can be found in rural schools where the children and the community learn from each other and obtain mutual support and respect for e.g Edzell, Eassie, Glamis, Tannadice, Newtyle, Airlie, Arberlemno, Arbirlot etc

• Could be more library facilities in Edzell.

• Edzell primary is very good however crossing busy road to get to school was not the smartest idea in compared to the old school that is now houses. They need a proper crossing and lolly pop lady. Cars don't slow to 20.

• Very small schools, eg Tarfside, Carmyllie etc are way below capacity and dint seem good value to the authority.

43

Appendix 4

SITE CONDITION SUMMARY

Site Number 0122

Site Name Stracathro Primary School

Address Stracathro DD9 7QE Please note G.I.A = Gross Internal Area There follows table with 5 columns and 2 rows first row header. Unit Ref Unit

Description Unit Cond Unit G.I.A. (m2) %age of Site

GIA

0001 Main Building B 360 73.88

002 Elliot Unit Toilets C 35 53.91

End of table.

Overall Site Condition B Site G.I.A. 395m2

Reviewed Site Condition BLANK

Reason for Review BLANK

Overall Property Condition

There follows table with 4 rows and 4 columns. More than 85% A 55% - 59% C+

77% - 84% B+ 48% - 54% C

69% - 76% B 40% - 47% C-

60% - 68% B- Less than 40% D

End of table.

44

Site Number 0122 Unit Main Building Site Name Stracathro Primary School Function Primary School Address Stracathro Client Schools & Learning DD9 7QE Current Y

Operational Y Building Area GIA 395 sqm There follows table with 12 columns and 16 rows. First row header. Element Grade Score Weighting Weighted

Score Maximum Achievable Score

Element Grade Score Weighting Weighted Score

Maximum Achievable Score

Boundaries B 0.75 10 7.50 10.00 Fire Alarm A 1 10 10.00 10.00

Grounds B 0.75 10 7.50 10.00 Emergency Lighting

A 1 10 10.00 10.00

Car Parks & Roadways

B 0.75 10 7.50 10.00 Lighting External

B 0.75 10 7.50 10.00

Drainage B 0.75 10 7.50 10.00 Ceilings B 0.75 15 11.25 15.00

Pitched Roofs

B 0.75 40 30.00 40.00 Roof Lights N/A 0 15 0.00 0.00

Flat Roofs B 0.75 40 30.00 40.00 Lighting – Internal

C 0.5 20 10.00 20.00

Rainwater Goods

B 0.75 10 7.50 10.00 Walls – Internal

B 0.75 10 7.50 10.00

Walls – External

B 0.75 30 22.50 30.00 Doors Internal

B 0.75 10 7.50 10.00

Windows B 0.75 25 18.75 25.00 Decoration – Internal

B 0.75 10 7.50 10.00

Doors – External

B 0.75 15 11.25 15.00 Floors B 0.75 15 11.25 15.00

Decoration – External

A 1 20 20.00 20.00 Floor Coverings

B 0.75 10 7.50 10.00

Insulation C 0.5 10 5.00 10.00 Heating C 0.5 30 15.00 30.00 Boilers N/A 0 30 0.00 0.00 Ventilation B 0.75 10 7.50 10.00 Lifts N/A 0 10 0.00 0.00 Electrical B 0.75 25 18.75 25.00 Sanitary Services

B 0.75 20 15.00 20.00 I.T. B 0.75 10 7.50 10.00

BLANK BLANK BLANK BLANK BLANK BLANK Totals BLANK BLANK BLANK 328.75 445.00 End of table.

There follows table with 4 columns and 4 rows. More than 85%

A 55% - 59% C+

77% - 84% B+ 48% - 54% C

69% - 76% B 40% - 47% C-

60% - 68% B- Less than 40%

D

End of table.

Survey Date 14/09/2017 %age Score 73.88

Next Survey Due 14/09/2020 Overall Condition B

45

Site Number 0122 Unit Elliot Unit Toilets Site Name Stracathro Primary School Function Primary School Address Stracathro Client Schools & Learning DD9 7QE Current Y

Operational Y Building Area GIA 35 sqm There follows table with 12 columns and 16 rows. First row header. Element Grade Score Weighting Weighted




Boundaries N/A 0 10 0.00 0.00 Fire Alarm N/A 0 10 0.00 0.00 Grounds N/A 0 10 0.00 0.00 Emergency

Lighting N/A 0 10 0.00 0.00


N/A 0 10 0.00 0.00 Lighting External

N/A 0 10 0.00 0.00

Drainage B 0.75 10 7.50 10.00 Ceilings C 0.5 15 7.50 15.00 Pitched Roofs

N/A 0 40 0.00 40.00 Roof Lights N/A 0 15 0.00 0.00

Flat Roofs C 0.5 40 20.00 40.00 Lighting – Internal

C 0.5 20 0.00 20.00

Rainwater Goods

B 0.75 10 7.50 10.00 Walls – Internal

C 0.5 10 5.00 10.00

Walls – External

D 0.25 30 7.50 30.00 Doors Internal

B 0.75 10 7.50 10.00

Windows D 0.25 25 6.25 25.00 Decoration – Internal

B 0.75 10 7.50 10.00

Doors – External

N/A 0 15 0.00 0.00 Floors C 0.5 15 7.50 15.00


B 0.75 20 15.00 20.00 Floor Coverings

B 0.75 10 7.50 10.00

Insulation D 0.25 10 2.50 10.00 Heating C 0.5 30 15.00 30.00 Boilers N/A 0 30 0.00 0.00 Ventilation C 0.5 10 5.00 10.00 Lifts N/A 0 10 0.00 0.00 Electrical B 0.75 25 18.75 25.00 Sanitary Services

B 0.75 20 15.00 20.00 I.T. N/A 0 10 0.00 0.00


There follows table with 4 columns and 4 rows. More than 85%

A 55% - 59% C+

77% - 84% B+ 48% - 54% C

69% - 76% B 40% - 47% C-

60% - 68% B- Less than 40%

D

End of table.


Next Survey Due 14/09/2020 Overall Condition C

46

Appendix 5 a

(Introduction) Stracathro Scottish Government Suitability Assessment-Primary

School: Stracathro Primary School

Assessor: XXXX

Date of assessment: 24-Jan-2017

Guidance for completing assessment worksheets

1. Enter the name of the school in the cell above – this will then automatically add the school name to all the worksheets. You should also enter the name of the person who carried out the assessment and the date on which it was completed.

2. The sheets must be completed in accordance with the Guidance provided in the Scottish Government publication The Suitability Core Fact. This is available to download from the Scottish Government website – www.scotland.gov.uk/schoolestate. Further hard copies are available from the school estate team: e-mail [email protected], or call 0131 244 0877

3. The definition of each of the ratings is as follows:

A: Good – Performing well and operating efficiently (the school buildings and ground support the delivery of services to children and communities)

B: Satisfactory – Performing well but with minor problems (the school buildings and grounds generally support the delivery of service to children and communities)

C: Poor – Showing major problems and/or not operating optimally (the school buildings and grounds impede the delivery of activities that are needed for children and communities in school)

D: Bad – Does not support the delivery of services to children and communities (the school buildings and grounds seriously impede the delivery of activities that are needed for children and communities in the school)

4. Weightings have been applied to each of the Areas to reflect the relative importance of these e.g. in all schools the Weightings for Learning and Training is 50%. All calculations are carried out automatically upon completion of the relevant section.

http://www.scotland.gov.uk/schoolestate


47

5. Illustrations are provided on each worksheet for categories “A” and “C”. Each of the illustrations, in respective order, relates specifically to the factors which are listed beneath.

6. Once the ratings for each of the factors for each of the areas have been entered into the worksheets, they are automatically collated in the final two worksheets – one which represents the results by factors, and one which presents the results in an Overall Rating Matrix.

7. While all of the information gathered will be of interest and value to Local Authorities in terms of efficient School Estate Management Planning, only the overall Suitability Rating for each school will be passed on to the Scottish Government as part of the annual collection of school estate statistics.

48

Learning & Teaching General Suitability Assessment-Primary Schools


Area: Learning and Teaching Spaces (e.g classrooms, areas for group work/private study, internal and external P.E / games areas)

Weighting: 50%

Method: Assess the fitness for purpose of the area by assigning a rating from A to D to each factor, taking account of the illustrations below. The ratings will be aggregated automatically by the electronic spreadsheet to give an overall suitability assessment for the area.

Illustrations:

Category A:

Spaces are suitable for all functions/activities that are conducted within them. Spaces are conveniently located within the building for access to other areas and for disabled access. Spaces are comfortable for users and conditions are conductive to learning and teaching. Spaces are safe and reasonably risk-free, with the secure areas as required. Spaces are fitted out appropriately for activities conducted within them. Blank

Category C:

Many spaces are unsuitable for some of the functions/activities that are conducted within them on a regular basis. Spaces are often located at an inconvenient distance from each other and there is not disabled access to all curriculum areas. Some areas are off-campus. Many spaces are uncomfortable for users, with conditions which may inhibit or distract from learning and teaching. There are significant unsafe aspects to some areas, and security is incomplete. Many spaces lack some necessary fittings for activities conducted within them.

Table below with 13 Rows of text with 1 Row blank (Functionality of areas assessed.)

End of Table

49

Factor:

Functionality e.g. shape, size, flexibility, changing facilities, lighting B 3

Accessibility e.g. ease of access for all, disabled charging facilities & equipment, on/off campus, travel time

C 2

Environmental Conditions e.g. temperature, acoustics, ventilation, natural light, controllability, playing surfaces

C 2

Safety & Security e.g. windows, fire doors, heat source, surfaces, perimeter security

C 2

e.g. IT infrastructure, storage, display boards, power points, all-weather facilities B 3

Overall Ratings: 5-7= D, 8-12=C, 13-17=B, 18-20=A C 12

Comments:

Please comment on any issues of particular concern including any aspect which you have rated as “D”

Table below with 3 Columns and 6 Rows consisting of both text and numbers (Showing grading’s of areas assessed) Table below with 3 Columns and 6 Rows consisting of both text and numbers (Showing ratings of areas assessed)

End of Table

50

Internal Social Space Suitability Assessment-Primary Schools


Area: Internal Social Space (e.g pupil social areas, dining, common rooms, staffrooms)

Weighting: 15%


Illustrations:

Category A:

There are a good range of internal social spaces allowing all to engage in individual or group activities, in out-of-class time. Social spaces are available throughout the school and the allocation of these takes account of age, stage and disability issues. Internal social spaces are maintained at an appropriate temperature, are well ventilated and benefit from natural light. Social spaces are safe and reasonable risk-free, with secure areas as required. Fixed furnishings and equipment help facilitate socialising and relaxation. Blank

Category C:

Internal Social Spaces exist but are limited in number and range.

Internal Social Spaces are concentrated in one area of the school and tend to be crowded at break times. Disabled access is possible but difficult. Internal social spaces would benefit from better temperature control, better ventilation and more natural light. While generally safe and reasonably risk-free, some social areas are secluded. The internal social areas have little appropriate fixed furniture and equipment.


End of Table

51

Factor:

Functionality e.g. shape, size and range, lighting

C 2

Accessibility e.g. ease of access for all, age/stage appropriate space

C 2

Environmental Conditions e.g. temperature, acoustics, ventilation, natural light, controllability

C 2

Safety & Security e.g. observed areas, age/stage separation, windows, fire doors, CCTV

B 3

Fixed Furniture & Fittings e.g. Fixed equipment/fittings for leisure activities/ private study, rubbish bins

B 3

Overall Ratings: 5-7= D, 8-12=C, 13-17=B, 18-20=A

C 12

Comments:


Table below with 3 Columns and 6 Rows consisting of both text and numbers (Showing ratings of areas assessed)

End of Table

52

Internal Facilities Suitability Assessment-Primary Schools


Area: Internal Facilities (e.g. reception/administration/office/meeting/circulation space, resource/staff base, library, toilets)

Weighting: 15%


Illustrations:

Category A:

Reception area, administrative and office accommodation are appropriate. Toilets are user friendly, offering dignity and privacy. The location of these facilities within the building offers easy access to all including those with disabilities. Internal facilities are maintained at an appropriate temperature and are well ventilated. Noisy equipment e.g. photocopiers are housed separately. Areas are safe and reasonably risk-free.

Fittings in all areas are of good quality

Blank

Category C:

The number of toilets, while adequate, is not ideal. The number of offices, while adequate, is not ideal. Office/administrative space is often unavailable. Toilets are in blocks and not on each level nor adjacent to the teaching area. These facilities would benefit from better temperature control, better ventilation. A significant number have no natural light. The design of the toilet blocks creates some insecurity among the users. Fixed furniture and fittings are dated and would benefit from upgrading.


End of Table

53

Factor:

Functionality e.g. shape, size, range, privacy, lighting C 2

Accessibility e.g. Ease of access for all C 2


C 2

Safety & Security e.g. secure access control, observed areas, age/stage separation, CCTV

B 3

Fixed Furniture & Fittings e.g. reception window/desk, sanitary ware, fixed office equipment

C 2

Overall Ratings: 5-7= D, 8-12=C, 13-17=B, 18-20=A C 11

Comments:



End of Table

54

External Social Spaces Suitability Assessment-Primary Schools


Area: External Social Spaces (e.g. play, covered, and seated areas)

Weighting: 10%


Illustrations:

Factor:

Category A:

There are a good range of open and covered external social spaces allowing all to engage in individual or group games/activities, in out-of-class-time. These spaces are adjacent to the school and offer easy access to all, There is adequate room for appropriate age/stage separation. The location of the facilities is not compromised by particular external environmental. These spaces are secure and easily observed.

Appropriate fixed furniture and equipment is provided. Toilet access is adjacent. Blank

Category C:

External Social Spaces exist but are limited in number and range.

External Social Spaces are concentrated in one area of the school and tend to be crowded at break times. Disabled access is possible but not convenient. The adjacency of e.g. a main road, railway, and flight path affects this area. While generally safe and reasonably risk-free, the perimeter fencing is not entirely secure. Some areas are not easily observed. The external social areas have limited fixed furniture or equipment. Toilet access is at a distance.



End of Table

55

Functionality e.g. shape, size, number

A 4

Accessibility e.g. Ease of access for all, space, age/stage appropriate

B 3

Environmental Conditions e.g. reference to any external factors affecting the area

B 3

Safety & Security e.g. surfaces, perimeter fencing, ease of observation, CCTV

C 2

Fixed Furniture & Fittings e.g. benches, play equipment, toilets, rubbish bins B 3


B 15

Comments:


End of Table

56

External Facilities Suitability Assessment-Primary Schools


Area: External Facilities (e.g. car parks, bike sheds, drop-off areas, storage facilities)

Weighting: 10%


Illustrations:

Category A:

Areas are suitable for all functions/activities that are conducted within them. Areas are easily accessed by all users.

The location of these facilities is not compromised by particular external environmental factors. Spaces are safe and reasonably risk-free, there is an effective traffic management system and there is appropriate perimeter fencing. Spaces are fitted out appropriately for activities for activities conducted within them. Blank

Category C:

Some areas are unsuitable for some of the functions/activities that are conducted within them on a regular basis. Some areas are located at an inconvenient distance from each other. Some facilities are off-campus. The adjacency of e.g. a main road, railway, and flight path affects this area.

While generally safe and reasonably risk-free, the perimeter fencing is not entirely secure. Spaces are lacking equipment.


End of Table

57

Factor:

Functionality e.g. size, layout, lighting C 2

Accessibility e.g. Ease of access for all B 3


B 3


C 2

Fixed Furniture & Fittings e.g. signage, marked parking bays, bike racks, bin stores

B 3

Overall Ratings: 5-7= D, 8-12=C, 13-17=B, 18-20=A B 13

Comments:



End of Table

58

Collated Factors Suitability Assessment

This sheet is for authority use, to allow the identification of themes across the school.


Overall Suitability rating: C

Functionality Blank Blank Blank Blank Blank

Blank Rating Number Weighting Total Blank

Learning & Teaching Spaces B 3 0.50 1.50 Blank

Internal Social Spaces C 2 0.15 0.30 Blank

Internal Facilities C 2 0.15 0.30 Blank

External Social Spaces A 4 0.10 0.40 Blank

External Facilities C 2 0.10 0.20 Blank

Overall rating: Blank Blank Blank 2.70 B

Accessibility Blank Blank Blank Blank Blank


Learning & Teaching Spaces C 2 0.50 1.00 Blank



External Social Spaces B 3 0.10 0.30 Blank

External Facilities B 3 0.10 0.30 Blank

Overall rating: Blank Blank Blank 2.20 C

Table below with 6 Columns and 8 Rows consisting of both text and numbers (Showing ratings of Functionality for each area assessed) Including 15 blank cells

Table below with 6 Columns and 8 Rows consisting of both text and numbers (Showing ratings of Accessibility for

End of Table

End of Table

59

Environmental Conditions

Blank Blank Blank Blank Blank








Safety & Security Blank Blank Blank Blank Blank



Internal Social Spaces B 3 0.15 0.45 Blank

Internal Facilities B 3 0.15 0.45 Blank

External Social Spaces C 2 0.10 0.20 Blank



Table below with 6 Columns and 8 Rows consisting of both text and numbers (Showing ratings of Environmental Conditions for each area assessed) Including 15 blank cells

Table below with 6 Columns and 8 Rows consisting of both text and numbers (Showing ratings of Safety & Security for each area assessed) Including 15 blank cells

End of Table

End of Table

60

Fixed Furniture & Fittings









Range Rating

1 D

1.5 C

2.5 B

3.5 A

Table below with 6 Columns and 8 Rows consisting of both text and numbers (Showing ratings of Fixed Furniture & Fittings for each area assessed) Including 15 blank cells

End of Table

End of Table

Table below with 2 columns and 5 rows (Showing Range and Rating of overall score)

61

Overall Rating Matrix Suitability Assessment

This sheet is intended to allow authorities to look at the significance of factors across the whole school, and therefore to make troubleshooting more straightforward.

School Stracathro Primary School

Weighting 50% 15% 15% 10% 10%

Score out of 20 12 12 11 15 13 12 Table below with 7 Columns and 7 Rows consisting of text (Showing overall ratings for each area assessed)

Blank General Learning

& Teaching

Internal Social Areas

Internal Facilities

External Social Areas

External Facilities

Total:

Functionality B C C A C B

Accessibility C C C B B C

Environmental Conditions C C C B B C

Safety & Security C B B C C C

Fixed Furniture & Fittings B B C B B B

Total: C C C B B C

Overall Suitability Rating = C

Range Rating

5.0 D

7.5 C

12.5 B

17.5 A

End of Table

End of Table


62

Appendix 5 b

Angus Council Internal Supplementary Suitability Questions - EDUCATIONAL ASPIRATIONS FOR THE FUTURE SCHOOL: STRACATHRO PRIMARY SCHOOL AREA: Learning and Teaching Spaces (e.g. classrooms, areas of group work/private study, internal and external P.E. / games areas) There follows a table with 2 columns and 21 rows with 5 blanks and header row. Functionality Rating To what extent do the facilities enhance/support: Blank learning, teaching and inclusion? B flexible approaches to learning & teaching? B effective use of resources? B outdoor learning? A the development of creativity skills? B the development of employability skills? B engagement and delivery of a full sports programme D Accessibility Blank How effective is Internal and external access to changing facilities? D How accessible are facilities for community groups during and after the school day? D

Assess the availability of parking for the number of users. C Environmental Conditions Blank To what extent does the building make use of/support renewable energy? D

Safety & Security Blank How confident are we that all users are safe and secure? B Fixed Furniture and Fittings Blank To what extent does the infrastructure support digital learning? D Assess the suitability of storage to meet the needs of all users. B

OVERALL RATING C End of table Comments Functionality Classroom are adequate in size but would benefit from additional furniture such as room dividers etc. This would help to create activity areas within the classrooms and provide pupils with the facilities that would encourage creative learning and teaching. The location of the nursery and the P4-7 is not ideal as the only route of access to

63

these areas is through a classroom. This can be disruptive towards pupils and teachers within these areas. The school benefits from excellent outdoor learning facilities with a mixture of grassed and tarmacked surfaces as well as an abundance covered areas that support group and individual activities. Stracathro Primary School has no indoor sports facilities and has an unsuitable outdoor space for sporting activities due to the placement of trees and rabbit holes. This is detrimental to the schools ability to deliver a full sports programme. Pupils use the facilities at Edzell Primary School for P.E. Accessibility There are no changing facilities within the school building or the grounds. There is no suitable space within the school that can be used for community use other than the dining hall, however, community groups would have to walk through the P4-7 classroom in order to access this space. There is an insufficient number of parking spaces within the car park for the number of staff. Although there is available parking on the road, this is far from ideal due to this being a rural road. Environmental Conditions The school supports no form of renewable energy. Safety and Security Although these areas are reasonably risk free, the classrooms act as access routes into other areas. The nursery area is divided into to separate spaces. This makes observation within the nursery difficult and has resulted in an extra staff member being employed. Consideration should be given to to prospect of the wall dividing these two areas being knocked through, creating one spacious area that can be easily observed. Fixed Furniture and Fittings The schools infrastructure is inadequate and does not support digital learning. The schools geographical location means there is no access to Wi-Fi, thus inhibiting pupils in terms of being able to access information via tablets etc. The school has sufficient storage but would welcome more.

64

AREA: Internal Social Spaces (e.g. pupil social areas, dining, common rooms, staffrooms) There follows a table with 2 columns and 10 rows with 3 blanks and header row. Functionality Rating How far can the facilities support multiple users during and after the school day? C

Accessibility Blank How accessible are facilities for community groups during and after the school day? C

Safety & Security Blank How confident can we be that all users are safe and secure? B Fixed Furniture and Fittings Blank Assess the suitability of furniture & fittings for community use C To what extent is there sufficient storage to meet the needs of multiple users? B

OVERALL RATING C End of table

Comments

Functionality Many of these spaces are lacking, are inappropriately placed and are difficult to access without disturbing teaching and learning. The staff room is located on the first floor and is only accessible by walking through the P1-3 classroom and the library. This means the staffroom largely goes unused. The dining hall is insufficient in size and is only accessible via the P4-7 classroom. Accessibility The school is not open to community groups during school hours. Although the dining can potentially be used by the community, this area is small and has no direct external access. This means community groups can only access this area by entering the building at the reception and walking through the P4-7 classroom, potentially coming into contact with sensitive or confidential information. Safety and Security All appropriate measures have been taken to ensure the building is safe and secure. Fixed Furniture and Fittings Although the dining hall has the potential to be used by community groups, there is no suitable seating for adult use. Trestle tables can be provided, however, these are designed for child use. These areas currently have sufficient storage but the school would require more for multiple users.

65

AREA: Internal Facilities (e.g. reception/ administration/ office/ meeting/ circulation space, resource/ staff bases, library, toilets) There follows a table with 2 columns and 13 rows with 4 blanks and header row. Functionality Rating How far can the facilities support multiple users during and after the school day? C

Accessibility Blank How accessible are facilities for community groups during and after the school day? C

Environmental Conditions Blank To what extent is ‘noise’ an issue? A Safety & Security Blank How confident can we be that all users are safe and secure? B To what extent does the environment have an impact on issues of confidentiality? C

Fixed Furniture and Fittings Blank Assess the suitability of furniture & fittings for community use C To what extent is there sufficient storage to meet the needs of multiple users? B

OVERALL RATING B End of table Comments Functionality Although there is a secure entry system, there is no reception desk or holding area with a reception hatch. Pupils toilets are located within a "temporary Porto cabin" and are only accessible via stairs. This Porto cabin has passed its life expectancy and should be replaced with a more suitable extension with level access. The head teachers office is located on the first floor and is only accessible by walking through the P1-3 classroom and the library. This means it largely goes unused and is currently being used as a storage area for resources. The head teachers office should located near the reception and should be easily accessible for any visitors/parents. The head teacher refuses to take visitors/parents into this area due to the implications in terms of having to walk through classrooms. This means the school office is currently used by the secretary and the head teaching. This makes dealing with confidential matters difficult. Accessibility The spaces are not suitable for the use of community groups. Environmental Conditions There are no issues with noise.

66

Safety and Security Although the school has a secure entry system, there is no holding area with a reception hatch. This means that once a visitor/parent has been granted entry into the building, they have the potential to access every area of the school. Consideration should be given to providing the school with a holding area. There are no meeting rooms or easily accessible spaces that can be used do deal with confidential matters. Fixed Furniture and Fittings There is no suitable furniture that can be used by community groups. These areas currently have sufficient storage but the school would welcome more.

67

External Social Spaces (e.g. play, covered, seated areas) There follows a table with 2 columns and 10 rows with 3 blanks and header row. Functionality Rating How far can the facilities support multiple users during and after the school day? A

To what extent do the facilities support outdoor learning? A Accessibility Blank How accessible are facilities for community groups during and after the school day? B

Safety & Security Blank How confident are we that all users are safe and secure?

C

Fixed Furniture and Fittings Blank How far do the facilities support engagement in and delivery of a full sport programme? D

OVERALL RATING B

Comments Functionality The school benefits from excellent outdoor learning facilities that challenge and stimulate pupils. These facilities consist of various covered areas, seated areas and an outdoor classroom. This space also provides pupils and teachers with visually stimulating agricultural views. Accessibility The school grounds are not accessible for community groups during school hours but could potentially be used outwith school hours. The grounds are very limited in terms of providing a suitable space for sporting activities but could provide a space for a gardening project. Safety and Security The perimeter boundary wall is too low and is adjacent to a rural road, mainly used by farmers and their tractors. Suitable perimeter fencing with lockable gates is essential in ensuring the safety of all pupils and staff. There is also no CCTV system. Fixed Furniture and Fittings The placement of trees and rabbit holes limits the schools ability to deliver a full sports programme.

68

External Facilities (e.g. car parks, bike sheds, drop-off areas, storage facilities) There follows a table with 2 columns and 13 rows with 4 blanks and header row. Functionality Rating How far can the facilities support multiple users during and after the school day? C

Accessibility Blank How effective is external access to changing facilities? D Assess the availability of parking for the number of users. C Environmental Conditions Blank Reference to any external factors affecting the area e.g. light/noise pollution. A

Also, does use outside of the school day affect neighbours? A Safety & Security Blank How confident are we that all users are safe and secure?

C

Fixed Furniture and Fittings Blank Assess the suitability of storage to meet the needs of all users. B

OVERALL RATING B End of table Comments Functionality/Accessibility The school car park has limited space and only has parking for up to 4 cars with no accessible parking. This means parking is not even adequate for everyday staff. Although staff can park on the rural road, this is far from ideal. There is also no drop off area and no turning circle to ease congestion at the start/end of the school day. The car park would not provide a sufficient amount of spaces for community use either. Bike shed facilities are adequate. There are no changing facilities within the school or the school grounds. Environmental Conditions There have been no issues with light/noise pollution nor has there been any complaints received by bordering neighbours. Safety and Security The perimeter boundary wall is too low and is adjacent to a rural road. Suitable perimeter fencing with lockable gates is essential in ensuring the safety of all pupils and staff. There is not CCTV system and no perimeter fencing separating the car park from the rural road. Fixed Furniture and Fittings Although there is sufficient external storage, more would be welcomed by the school.

69

Appendix 6

SITE CONDITION SUMMARY

Site Number 0052

Site Name Edzell Primary School

Address High Street Edzell DD9 7TA Please note G.I.A = Gross Internal Area There follows table with 5 columns and 2 rows first row header. Unit Ref Unit

Description Unit Cond Unit G.I.A. (m2) %age of Site

GIA

0001 Main Building A 741 100.0

End of table.

Overall Site Condition A Site G.I.A. 741m2

Reviewed Site Condition BLANK

Reason for Review BLANK

Overall Property Condition

There follows table with 4 rows and 4 columns. More than 85% A 55% - 59% C+

77% - 84% B+ 48% - 54% C

69% - 76% B 40% - 47% C-

60% - 68% B- Less than 40% D

End of table.

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Site Number 0052 Unit Main Building Site Name Edzell Primary School Function Primary School Address High Street Client Schools & Learning Edzell Current Y

DD9 7TA Operational Y Building Area GIA 741 sqm There follows table with 12 columns and 16 rows. First row header. Element Grade Score Weighting Weighted




Boundaries A 1 10 10.00 10.00 Fire Alarm B 0.75 10 7.50 10.00 Grounds B 0.75 10 7.50 10.00 Emergency

Lighting B 0.75 10 7.50 10.00


B 0.75 10 7.50 10.00 Lighting External

B 0.75 10 7.50 10.00

Drainage A 1 10 10.00 10.00 Ceilings A 1 15 15.00 15.00 Pitched Roofs

B 0.75 40 30.00 40.00 Roof Lights A 1 15 15.00 15.00

Flat Roofs B 0.75 40 30.00 40.00 Lighting – Internal

B 0.75 20 15.00 20.00

Rainwater Goods

B 0.75 10 7.50 10.00 Walls – Internal

A 1 10 10.00 10.00

Walls – External

A 1 30 30.00 30.00 Doors Internal

A 1 10 10.00 10.00

Windows A 1 25 25.00 25.00 Decoration – Internal

B 0.75 10 7.50 10.00

Doors – External

A 1 15 15.00 15.00 Floors A 1 15 15.00 15.00


A 1 20 20.00 20.00 Floor Coverings

B 0.75 10 7.50 10.00

Insulation A 1 10 10.00 10.00 Heating B 0.75 30 22.50 30.00 Boilers B 0.75 30 22.50 30.00 Ventilation A 1 10 10.00 10.00 Lifts N/A 0 10 0.00 0.00 Electrical B 0.75 25 18.75 25.00 Sanitary Services

A 1 20 20.00 20.00 I.T. B 0.75 10 7.50 10.00


There follows table with 4 columns and 4 rows. More than 85% A 55% - 59% C+

77% - 84% B+ 48% - 54% C

69% - 76% B 40% - 47% C-

60% - 68% B- Less than 40% D

End of table.


Next Survey Due 24/07/2020 Overall Condition A

71

)Appendix 7 a

Edzell Scottish Government Suitability Assessment

School: Edzell Primary School Assessor: XXXX Date of assessment: 01-Feb-2017

Guidance for completing assessment worksheets

1. Enter the name of the school in the cell above – this will then automatically add the school name to all the worksheets. You should also enter the name of the person who carried out the assessment and the date on which it was completed.

2. The sheets must be completed in accordance with the Guidance provided in the Scottish Government publication The Suitability Core Fact. This is available to download from the Scottish Government website – www.scotland.gov.uk/schoolestate. Further hard copies are available from the school estate team: e-mail [email protected], or call 0131 244 0877

3. The definition of each of the ratings is as follows:

A: Good – Performing well and operating efficiently (the school buildings and ground support the delivery of services to children and communities)

B: Satisfactory – Performing well but with minor problems (the school buildings and grounds generally support the delivery of service to children and communities)

C: Poor – Showing major problems and/or not operating optimally (the school buildings and grounds impede the delivery of activities that are needed for children and communities in school)

D: Bad – Does not support the delivery of services to children and communities (the school buildings and grounds seriously impede the delivery of activities that are needed for children and communities in the school)

4. Weightings have been applied to each of the Areas to reflect the relative importance of these e.g. in all schools the Weightings for Learning and Training is 50%. All calculations are carried out automatically upon completion of the relevant section.

http://www.scotland.gov.uk/schoolestate


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5. Illustrations are provided on each worksheet for categories “A” and “C”. Each of the illustrations, in respective order, relates specifically to the factors which are listed beneath.

6. Once the ratings for each of the factors for each of the areas have been entered into the worksheets, they are automatically collated in the final two worksheets – one which represents the results by factors, and one which presents the results in an Overall Rating Matrix.

7. While all of the information gathered will be of interest and value to Local Authorities in terms of efficient School Estate Management Planning, only the overall Suitability Rating for each school will be passed on to the Scottish Government as part of the annual collection of school estate statistics.

73

Learning & Teaching General Suitability Assessment-Primary Schools

School: Edzell Primary School

Area: Learning and Teaching Spaces (e.g. classrooms, areas for group work/private study, internal and external P.E / games areas)

Weighting: 50%


Illustrations:

Category A:

Spaces are suitable for all functions/activities that are conducted within them. Spaces are conveniently located within the building for access to other areas and for disabled access. Spaces are comfortable for users and conditions are conductive to learning and teaching. Spaces are safe and reasonably risk-free, with the secure areas as required. Spaces are fitted out appropriately for activities conducted within them. Blank

Category C:

Many spaces are unsuitable for some of the functions/activities that are conducted within them on a regular basis. Spaces are often located at an inconvenient distance from each other and there is not disabled access to all curriculum areas. Some areas are off-campus. Many spaces are uncomfortable for users, with conditions which may inhibit or distract from learning and teaching. There are significant unsafe aspects to some areas, and security is incomplete. Many spaces lack some necessary fittings for activities conducted within them.


End of Table

74

Factor:

Functionality e.g. shape, size, flexibility, changing facilities, lighting B 3

Accessibility e.g. ease of access for all, disabled charging facilities & equipment, on/off campus, travel time

A 4

Environmental Conditions e.g. temperature, acoustics, ventilation, natural light, controllability, playing surfaces

A 4

Safety & Security e.g. windows, fire doors, heat source, surfaces, perimeter security

B 3

e.g. IT infrastructure, storage, display boards, power points, all-weather facilities C 2


Comments:


Table below with 3 Columns and 6 Rows consisting of both text and numbers (Showing grading’s of areas assessed) Table below with 3 Columns and 6 Rows consisting of both text and numbers (Showing ratings of areas assessed)

End of Table

75

Internal Social Space Suitability Assessment-Primary Schools


Area: Internal Social Space (e.g. pupil social areas, dining, common rooms, staffrooms)

Weighting: 15%


Illustrations:

Category A:

There are a good range of internal social spaces allowing all to engage in individual or group activities, in out-of-class time. Social spaces are available throughout the school and the allocation of these takes account of age, stage and disability issues. Internal social spaces are maintained at an appropriate temperature, are well ventilated and benefit from natural light. Social spaces are safe and reasonable risk-free, with secure areas as required. Fixed furnishings and equipment help facilitate socialising and relaxation Blank

Category C:

Internal Social Spaces exist but are limited in number and range

Internal Social Spaces are concentrated in one area of the school and tend to be crowded at break times. Disabled access is possible but difficult. Internal social spaces would benefit from better temperature control, better ventilation and more natural light. While generally safe and reasonably risk-free, some social areas are secluded. The internal social areas have little appropriate fixed furniture and equipment


End of Table

76

Factor:

Functionality e.g. shape, size and range, lighting

B 3

Accessibility e.g. ease of access for all, age/stage appropriate space

A 4


A 4

Safety & Security e.g. observed areas, age/stage separation, windows, fire doors, CCTV

B 3

Fixed Furniture & Fittings e.g. Fixed equipment/fittings for leisure activities/ private study, rubbish bins

A 4


A 18

Comments:



End of Table

77

Internal Facilities Suitability Assessment-Primary Schools


Area: Internal Facilities (e.g. reception/administration/office/meeting/circulation space, resource/staff base, library, toilets)

Weighting: 15%


Illustrations:

Category A:

Reception area, administrative and office accommodation are appropriate. Toilets are user friendly, offering dignity and privacy. The location of these facilities within the building offers easy access to all including those with disabilities. Internal facilities are maintained at an appropriate temperature and are well ventilated. Noisy equipment e.g. photocopiers are housed separately Areas are safe and reasonably risk-free.

Fittings in all areas are of good quality

Blank

Category C:

The number of toilets, while adequate, is not ideal. The number of offices, while adequate, is not ideal. Office/administrative space is often unavailable. Toilets are in blocks and not on each level nor adjacent to the teaching area. These facilities would benefit from better temperature control, better ventilation. A significant number have no natural light. The design of the toilet blocks creates some insecurity among the users. Fixed furniture and fittings are dated and would benefit from upgrading


End of Table

78

Factor:

Functionality e.g. shape, size, range, privacy, lighting B 3

Accessibility e.g. Ease of access for all A 4


A 4

Safety & Security e.g. secure access control, observed areas, age/stage separation, CCTV

B 3

Fixed Furniture & Fittings e.g. reception window/desk, sanitary ware, fixed office equipment

A 4

Overall Ratings: 5-7= D, 8-12=C, 13-17=B, 18-20=A A 18

Comments:



End of Table

79

External Social Spaces Suitability Assessment-Primary Schools


Area: External Social Spaces (e.g. play, covered, seated areas)

Weighting: 10%


Illustrations:

Category A:

There are good range of open and covered external social spaces allowing all to engage in individual or group games/activities, in out-of-class-time. These spaces are adjacent to the school and offer easy access to all, There is adequate room for appropriate age/stage separation The location of the facilities is not compromised by particular external environmental These spaces are secure and easily observed

Appropriate fixed furniture and equipment is provided. Toilet access is adjacent. Blank

Category C:

External Social Spaces exist but are limited in number and range

External Social Spaces are concentrated in one area of the school and tend to be crowded at break times. Disabled access is possible but not convenient. The adjacency of e.g. a main road, railway, flight path affects this area. While generally safe and reasonably risk-free, the perimeter fencing is not entirely secure. Some areas are not easily observed. The external social areas have limited fixed furniture or equipment. Toilet access is at a distance.


End of Table

80

Factor:

Functionality e.g. shape, size, number

A 4

Accessibility e.g. Ease of access for all, space, age/stage appropriate

B 3


B 3


B 3

Fixed Furniture & Fittings e.g. benches, play equipment, toilets, rubbish bins A 4


B 17

Comments:



End of Table

81

External Facilities Suitability Assessment-Primary Schools


Area: External Facilities (e.g. car parks, bike sheds, drop-off areas, storage facilities)

Weighting: 10%


Illustrations:

Category A:

Areas are suitable for all functions/activities that are conducted within them. Areas are easily accessed by all users.

The location of these facilities is not compromised by particular external environmental factors. Spaces are safe and reasonably risk-free, there is an effective traffic management system and there is appropriate perimeter fencing. Spaces are fitted out appropriately for activities for activities conducted within them. Blank

Category C:

Some areas are unsuitable for some of the functions/activities that are conducted within them on a regular basis. Some areas are located at an inconvenient distance from each other. Some facilities are off-campus. The adjacency of e.g. a main road, railway, flight path affects this area.

While generally safe and reasonably risk-free, the perimeter fencing is not entirely secure. Spaces are lacking equipment


End of Table

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Factor:

Functionality e.g. size, layout, lighting A 4

Accessibility e.g. Ease of access for all B 3


B 3


B 3

Fixed Furniture & Fittings e.g. signage, marked parking bays, bike racks, bin stores

C 2


Comments:



End of Table

83

Collated Factors Suitability Assessment

This sheet is for authority use, to allow the identification of themes across the school.


Overall Suitability rating: B

Functionality Blank Blank Blank Blank Blank








Accessibility Blank Blank Blank Blank Blank


Learning & Teaching Spaces A 4 0.50 2.00 Blank

Internal Social Spaces A 4 0.15 0.60 Blank

Internal Facilities A 4 0.15 0.60 Blank



Overall rating: Blank Blank Blank 3.80 A

Table below with 6 Columns and 8 Rows consisting of both text and numbers (Showing ratings of Functionality for each area assessed) Including 15 blank cells

Table below with 6 Columns and 8 Rows consisting of both text and numbers (Showing ratings of Accessibility for each area assessed) Including 15 blank cells

End of Table

End of Table

84




Learning & Teaching Spaces A 4 0.50 2.00 Blank





Overall rating: Blank Blank Blank 3.80 A

Safety & Security Blank Blank Blank Blank Blank








Table below with 6 Columns and 8 Rows consisting of both text and numbers (Showing

Table below with 6 Columns and 8 Rows consisting of both text and numbers (Showing ratings of Safety & Security for each area assessed) Including 15 blank cells

End of Table

End of Table

85

Fixed Furniture & Fittings







External Facilities A 4 0.10 0.40 Blank


Range Rating

1 – 1.4 D

1.5 – 2.4 C

2.5 – 3.4 B

3.5 - 4 A

Table below with 6 Columns and 8 Rows consisting of both text and numbers (Showing ratings of Fixed Furniture & Fittings for each area assessed) Including 15 blank cells

End of Table

End of Table


86

Overall Rating Matrix Suitability Assessment

This sheet is intended to allow authorities to look at the significance of factors across the whole school, and therefore to make troubleshooting more straightforward.

School Edzell Primary School

Weighting 50% 15% 15% 10% 10%

Score out of 20 16 18 18 17 15 16.6

Table below with 7 Columns and 7 Rows consisting of text (Showing overall ratings for each area assessed)

Blank General Learning

& Teaching

Internal Social Areas

Internal Facilities

External Social Areas

External Facilities

Total:

Functionality B B B A B B

Accessibility A A A B B A

Environmental Conditions A A A B B A

Safety & Security B B B B C B

Fixed Furniture & Fittings C A A A A B

Total: B A A B B B

Overall Suitability Rating = B

Range Rating

5.0 – 7.5 D

7.5 – 12.5 C

12.5 – 17.5 B

17.5 – 20.0 A

End of Table


87

Appendix 7 b

Angus Council Internal Supplementary Suitability Questions EDUCATIONAL ASPIRATIONS FOR THE FUTURE

SCHOOL: EDZELL PRIMARY SCHOOL AREA: Learning and Teaching Spaces (e.g. classrooms, areas of group work/private study, internal and external P.E. / games areas) There follows a table with 2 columns and 21 rows. First row header

Functionality Rating To what extent do the facilities enhance/support: learning, teaching and inclusion? B flexible approaches to learning & teaching? B effective use of resources? B outdoor learning? A the development of creativity skills? B the development of employability skills? B

engagement and delivery of a full sports programme A

Accessibility Blank How effective is Internal and external access to changing facilities? B How accessible are facilities for community groups during and after the school day? B

Assess the availability of parking for the number of users. A

Environmental Conditions Blank To what extent does the building make use of/support renewable energy? D

Safety & Security Blank How confident are we that all users are safe and secure? A

Fixed Furniture and Fittings Blank To what extent does the infrastructure support digital learning? D

Assess the suitability of storage to meet the needs of all users. B

OVERALL RATING B End of table. Comments Functionality Although classrooms are adequate in size and have vast amounts of natural light, there is a lack of activity areas/breakout spaces. The general purpose/I.T. suite is located in an area which is not easily observed from the classroom. The positioning of the classrooms means pupils are obliged to walk through other classrooms in order to access the toilet facilities. This can be disruptive for other teachers and learners. The lack of activity space limits the schools ability to develop creative and employability skills. Due to the classrooms being semi open plan, music lessons take place within the general purpose room in order to prevent noise pollution. Accessibility Community groups can access the games hall via the reception area or via the external door leading directly into the games hall. Not accessible during the school, but community could use after school hours. Plenty of parking.

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Environmental Conditions The school does not support any form of renewable energies. Safety and Security Spaces are safe and reasonably risk free , with safe areas as required. Fixed Furniture and Fittings There is no Wi-Fi to support digital learning. Although the classrooms benefit from suitable storage with walk in cupboards and use of an outside container, but no central storage. The nursery and games hall would benefit from additional storage.

89

AREA: Internal Social Spaces (e.g. pupil social areas, dining, common rooms, staffrooms) There follows table with 2 columns and 10 rows. First row headers

Functionality Rating How far can the facilities support multiple users during and after the school day? B

Accessibility Blank How accessible are facilities for community groups during and after the school day? B

Safety & Security Blank How confident can we be that all users are safe and secure? B Fixed Furniture and Fittings Blank Assess the suitability of furniture & fittings for community use B To what extent is there sufficient storage to meet the needs of multiple users? B

OVERALL RATING B End of table.

Comments

Functionality Pupils social spaces are limited in size and range. Pupils have use of classrooms, the general purpose and the games hall during wet intervals. No breakout social areas. The dining hall and staffroom are adequate in size to meet the needs of multiple users. Accessibility Community groups have use of the games hall/dining out with school hours. This area is can be accessed via an external door leading directly into this space or Safety and Security Fire door within the games/dining hall opens onto the car park with no perimeter fencing separating these areas. Problem in that the exit goes directly to the carpark. Fixed Furniture and Fittings There is suitable furniture within the school that could be used by community groups. Although there is sufficient storage within most of these areas, the games/dining hall would benefit from additional storage.

90

AREA: Internal Facilities (e.g. reception/ administration/ office/ meeting/ circulation space, resource/ staff bases, library, toilets) There follows table with 2 columns and 10 rows. First row headers.


Accessibility Blank How accessible are facilities for community groups during and after the school day? B

Environmental Conditions To what extent is ‘noise’ an issue? C Safety & Security Blank How confident can we be that all users are safe and secure? B To what extent does the environment have an impact on issues of confidentiality? C

Fixed Furniture and Fittings Blank Assess the suitability of furniture & fittings for community use B To what extent is there sufficient storage to meet the needs of multiple users? B


Comments

Functionality

The office is cramped and resource areas are limited in size and range, Office admin area exposed to pupil work areas. There is no designated meeting room and limited areas to deal with matters of confidentiality. Open folders and files stored elsewhere.

Accessibility

Community groups have access to some of these spaces outwith school hours. The hall is regularly used by the parent council to hold meetings outwith school hours.


Noise can be an issue within the school office as it sits adjacent to the library and the games hall.

Safety and Security

There is no perimeter fencing separating the car park from the main entrance. This issue should be addressed as pupils could potentially run through the car park and onto the main road. The school office is not appropriately sectioned off as all phone calls within this area can be heard by pupils/staff/visitors within the vicinity. The head teachers office is the only area that is suitable to deal with matters of confidentiality. Fixed Furniture and Fittings

There is suitable furniture within the school that could be used by community groups. Although there is sufficient storage within most of these areas, additional storage would be welcomed.

91

External Social Spaces (e.g. play, covered, seated areas)

There follows table with 2 columns and 10 rows. First row headers.

Functionality Rating How far can the facilities support multiple users during and after the school day? A

To what extent do the facilities support outdoor learning? A Accessibility Blank How accessible are facilities for community groups during and after the school day? B

Safety & Security Blank How confident are we that all users are safe and secure? B Fixed Furniture and Fittings Blank How far do the facilities support engagement in and delivery of a full sport programme? A

OVERALL RATING A End of table.

Comments

Functionality

The school benefits from a variety of outdoor facilities that encourages pupils to engage in outdoor play and outdoor learning with Outdoor classroom x 3. The parent council have done an excellent job in insuring pupils have the necessary provisions that facilitate outdoor activities e.g. trim trail, willow tunnel, covered and uncovered outdoor classrooms etc.

Accessibility

The facilities are there for community groups to use outwith school hours.

Safety and Security

Although the grounds already have is perimeter fencing, this is low level fencing. Provisions should be made to increase the height of this fencing to ensure complete security.

The installation of a CCTV system should be considered.

Too easy for children to access carpark.

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External Facilities (e.g. car parks, bike sheds, drop-off areas, storage facilities)

There follows table with 2 columns and 13 rows. First row headers.


Accessibility Blank How effective is external access to changing facilities? D Assess the availability of parking for the number of users. A Environmental Conditions Blank Reference to any external factors affecting the area e.g. light/noise pollution. A

Also, does use outside of the school day affect neighbours? A Safety & Security Blank How confident are we that all users are safe and secure? C Fixed Furniture and Fittings Blank Assess the suitability of storage to meet the needs of all users B


Comments

Functionality

Although there is adequate parking and bike shed provisions to meet the needs of multiple users, there is no designated drop off area or turning circle. This causes congestion on occasion.

Accessibility

There is no external access to the changing facilities.

Safety and Security

There is no perimeter fencing separating the car park from the main entrance or separating the car park from the main road. This issue should be addressed as pupils could potentially run out the main entrance, through the car park and onto the main road.

Fixed Furniture and Fittings

Although there is external storage, the school would welcome more.

End of Table

Angus Council Schools for the Future Strategy 4 Stracathro Primary School Condition Su mmary Page 43...

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