Schools Forum Date: 29 April 2021 Time: 4pm Venue: Virtual Teams Meeting

Reports

Reports will be emailed to members prior to the meeting. Papers can also be accessed on the Council’s website https://www.calderdale.gov.uk/v2/residents/education-and-learning/schools/services/a-z/schools-forum

Members of the Forum Primary Heads Maintained x 2 Emma Midgley (Christ Church, Pellon)

Jo Buckley (Old Town Primary School)

Primary Governors Maintained x 2 Helen Vickers (St Mary’s School –

Sowerby Bridge)

Dave Dennett (Bailiff Bridge J&I School)

Secondary Head Maintained x 1 Tony Guise (Calder High School)

Secondary Governor Maintained x 1 Philip Bishop (Ravenscliffe Special

School)

Special School Representative x 1 Debbie Sweet (Highbury School)

Academy Members x 10 Karen Morley (Scout Road School)

David Baker (Trinity Academy)

Diane Cooper (Salterlee School)

Julie Kendall (Business Manager, Ryburn

Valley High School)

Ian Maris (Whitehill Academy)

Rebecca Denham (Luddendenfoot

School)

Andrew Fisher (North Halifax Grammar

School)

Darren Senior (Beechill School)

Phillip Hannah (Whitley AP Academy)

Bill Montague (The Crossley Heath)

Academy Substitutes Emma Casson (North Halifax Grammar

School)

Roman Catholic Brenda Monteith (Highbury School)

Church of England Anne Craven (St John’s (CE) Primary

Academy, Clifton)

Calderdale Federation of Education

Staff Unions

Yvonne Carr (National Education Union)

Early Years PVI Rep Mona Jenson (The Hipperholme Private

Day Nursery)

Post 16 Representative Jessica Pickles (Calderdale College)

Alternative Provision

Cllr Adam Wilkinson, Cabinet Member for Children’s Social Care and Lead Member

for Children’s Services. (Observer status only)

AGENDA

1. Substitutes nominated for this meeting and apologies for absence. (To be notified in writing 24 hours in advance.

2. Members Interests – Members are reminded of the need to declare any interest they might have in relation to the items of business on this agenda.

3. Admission of the Public - it is not recommended that the public be excluded from the meeting for the consideration of the items of business on this agenda.

4. Minutes of the Schools Forum held on 14 January 2021. To approve the Schools Forum minutes.

5. Forum Constitution and Terms of Office Verbal update – for information

Jeannine Houshmand

6. Addendum to Allocation of 2021/22 Central Service Schools block (CSSB) central spend Report – decision

Lesley Bowyer

7. Allocation of Funding to School Improvement Clusters (half year report) Report – decision

Connie Beirne

8. School Balances – Spring Monitor Report – information

Jane Davy

9. Central Spend on High Needs Block provision including arrangements for commissioned places for pupils with Special Educational Needs Report – information

Steve Drake

10. Falling Rolls Verbal – consultation

Jo Buckley

11. Future Meetings

Verbal - consultation

Chair

12. Any Other Business Questions to be submitted a minimum 3 days prior to the meeting in writing to: CalderdaleSchoolsForum@calderdale.gov.uk Questions will only be permitted if relevant to the business of the Forum and at the discretion of the Forum Chair.

Chair

13. Work Programme / Future Dates 24 June 2021

All meetings will start at 4pm Venue: TBC

Richard Morse

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CALDERDALE SCHOOLS FORUM 14 January 2021 – Virtual Meeting Via Zoom

PRESENT:

Dave Dennett (Primary Governor Maintained and Chair) Phil Bishop (Secondary Maintained – Governor and Vice Chair) Brenda Monteith (Roman Catholic) Darren Senior (Academy) Phil Hannah (Academy) Emma Midgley (Primary) Yvonne Carr (Calderdale Federation of Education) Karen Morley (Academy) Andrew Fisher (Academy) Bill Montague (Academy) Jo Buckley (Primary) Tony Guise (Secondary – Maintained) from item 9 onwards IN ATTENDANCE:

Lesley Bowyer (Interim Assistant Director – Education and Inclusion)

Richard Morse (Senior Commissioning Officer – School Organisation and

Planning)

Jane Davy (Senior Finance Officer)

Martyn Sharples (Finance Officer)

Helen Smith (Clerk)

Loretta Self (Observer)

Jeannine Houshmand (Principal Solicitor)

Michael Holgate (Accounts Manager – Services for Schools)

APOLOGIES

Mona Jenson (Early Years PVI Rep)

Julie Kendall (Academy)

1. Substitutes nominated for this meeting and apologies for absence

No substitutes had been nominated. Apologies as above.

2. Members Interests

None.

3. Admission of the Public

Loretta Self was in attendance as an observer.

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It was discussed at the last meeting that Richard Morse would look at how members of the public can be invited to Schools Forum Meetings. Richard to chase again and report back at the next Schools Forum Meeting.

4. Minutes of the Schools Forum held on 12 November 2020

Minutes approved as a true and accurate record. Discussion that the papers for today’s meeting were not uploaded to the website – Lesley Bowyer to look into this. An action from the last meeting was for Jane Davy to resend the consultation paper – this action has been completed.

5. Forum Constitution and Terms of Office

There are quite a few Schools Forum members whose term of office is due to expire in May and August 2021. Jeannine will ask Debby Simpson to seek nominations where the term of office is about to expire. Debbie Sweet should have been invited to this meeting. Helen Smith to ensure she is invited to future meetings and that she receives the papers.

6. Good Practice and Self-Assessment

The Schools Forum Operational and Good Practice Guide has been updated - 28 May 2020, the main change being provision for Schools Forums to be held by remote means until 31 March 2021. For those wanting to refresh themselves on the functions of Schools Forum, Jeannine referred members a to the www.gov.uk website for information on the Schools Forum Powers and Responsibilities, Schools Forum Structure and the Schools Forum Self-Assessment tool kit. Jeannine suggested that it would be useful for Schools Forum members to nominate a substitute to attend meetings in their absence. Members feel this would be good practice.

7. Review of services to schools

Report from Michael Holgate. Discussion around the long-term plans and, with having more people working from home, how this will be monitored. Reports have been to Cabinet looking at the different ways of working and the budget position over the next 3 years. There will be changes in delivery and it is anticipated big changes as staff move from being office based to home working. The situation is being robustly monitored through Workforce Development and HR, there are pros and cons to working from home and we need to ensure staff are not adversely impacted. Quality assurance mechanisms are in place to evaluate provision of services to schools and it is envisaged that going forward we will have a blend of virtual and face to face services. Feedback on remote learning has been really positive, especially for evening meetings and 1:1s with staff. Discussion that billing has been very much delayed since lockdown. Michael to come back to a future meeting with an update. Helen to update the forward planner.

Report noted.

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8. Allocation of 2021/22 Central Services School Block

This report was presented to Schools Forum by Jane Davy, as Janet Green has now retired. Schools Forum are asked to support the recommendation: 3.1 allocation of the 2021/22 Central Schools Services Budget as set out in the report. 3.2 Continuing reducing CSSB funding envelope 2022/23 onwards 3.3 agree the use of the £340k one off surplus for clusters. Discussion on the surplus being as a result of the reorganisation of C&K Careers and the one-off surplus will be used by clusters to target support a number of schools and projects that would otherwise not be funded. Whilst schools are keen to see funds go to clusters, it was also broached that funding could be used by those smaller schools where there has been a fall in pupil numbers. Discussed that provision for schools with falling rolls can only be under certain criteria, which includes that the fall is temporary. Schools need to forward plan to look to address fall in pupil numbers. However, 3.3 will be brought back to the April 2021 meeting to discuss further. 3.1 – approved. 3.2 – asked to note continued reduction of schools budget. 3.3 – in response to the debate at this meeting, it was agreed to bring this item back to the April 2021 meeting to allow for further exploration of how these funds should be allocated

9. Early Years Block Provision, Central Spend

Query what the £232,000 is for. This is allocated to the Early Years and Childcare Sufficiency Team for administration, IT, CAPITA portal, support for schools and Early Years providers and supporting parents in finding placements. These are statutory duties to provide a high-quality service. Question why are we retaining £23,600? This relates to costs for infrastructure for IT systems and support; this may not all be spent, it is just so there are some funds in reserve if needed. Schools Form members would find it helpful if in future these figures could be broken down for them.

A balance of £17,600 will also be retained to contribute to a shortfall in funding for payments of Early Years DSG, as the DfE base their figures on the spring term when we usually have fewer numbers. Vote to retain the amount of funding itemised in the report: carried.

10. Schools Funding update

This report was brought back following the November meeting.

Report noted.

11. Growth Funding – 2020/21 and 2021/22

Notes of growth fund acknowledged

Agreement on the revised amount retained for growth, 20/21: carried.

12. Schools Balances

Discussion whether COVID is impacting on balances. Some schools will see an increase, some will see a reduction in surplus, due to staff absence and other increased costs. Those schools who also generate

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income from services such as before and after school clubs will see a reduction in income. The new summaries should be in by February 2021; schools have been asked to forecast to the end of the year – which will be difficult, as at this time we are not sure if schools will be opening after February 2021. Report noted.

13. De-delegation of Union Facilities

Vote is needed to continue with de-delegation of funding. Schools Forum members thanked the Unions for keeping the rates the same as last year. Primary vote: carried. Secondary vote: carried.

14. Any other business

None.

15. Work programme and future dates Quick review of the reports coming to Schools Forum on 29 April 2021.

• To revisit Central Services to Schools Block – historical element.

• Report on the impact of COVID on schools’ finances.

• Update on services to schools.

24 June 2021

All meetings will start at 4pm Venue: TBC

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Addendum to Report to Schools Forum

Meeting Date Thursday 29 April 2021

Subject Addendum to Report on Allocation of 2021/22 Central School Services Block (CSSB) presented to Schools Forum Meeting 14 January 2021

Report Author Lesley Bowyer

Report purpose

a) To provide members of the Schools Forum with a recommendation for the allocation of the one-off additional funding for School Improvement of £340,000 identified in the report on the Allocation of 2021/22 Central School Services Block (CSSB) presented to Schools Forum in January 2021.

Need for consideration

The allocation of additional one-off funding for school improvement, funded through savings made to the historical element of the dedicated Schools Grant (DSG) of £340,000. This addendum explores options for allocating the funding and provides a rationale for the recommendation to allocate the funding in part through the formula mechanism based on pupil numbers and in part to the Calderdale Partnership School Improvement Board (CPSIB) budget to fund work through the COVID Education Recovery Plan or for schools facing significant challenge.

Need for decision

a) The School Forum is required to determine how the additional funding will be allocated.

Contact Officers

Lesley Bowyer – Assistant Director: Education and Inclusion lesley.bowyer@calderdale.gov.uk

Item 6

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Addendum to Report to Schools Forum

1. Background information and context

a) A report on the allocation of 2021/22 Central School Services Block (CSSB) was presented to the Schools Forum on 14th January 2021.

b) The report identified at paragraph 2.3: 2021/22 Funding Surplus

Appendix 1 attached shows the 2021/22 funding requirement is £1.864m The CSSB available in 2021/22 will be £2.204m therefore there will be a funding surplus of £340k that will be available to be used (subject to confirmation of the new arrangements for the IAG Service) on a one-off basis to be spent in 2021/22. There will be no opportunity to carry this into 2022/23. It is proposed to use this one-off funding to provide additional funding to Clusters to support challenges faced by schools addressing the inequality linked to COVID. This would ensure a fairer balance between primary and secondary schools, as well as supporting the additional work of schools linked to COVID. c) In response to the debate at the meeting, it was agreed to bring this item back to the April

2021 meeting to allow for further exploration of how these funds should be allocated.

d) The Calderdale Partnership School Improvement Board (CPSIB) approved an allocation of a further fixed amount of £2,000 per cluster for one year to provide for the increased workload on Cluster Officers in supporting schools during the COVID recovery period.

e) The total funding available for School Improvement 2021-22 is:

Funding for Financial Year 2021-22 £

On-going Budget £364,000

Additional one-off funding from DSG savings £340,000

Balance Brought Forward £65,353

Budget £769,353

f) The existing formula used to calculate cluster allocation is a fixed sum of £19,000 plus £3 per

pupil.

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2. Options for consideration The decision of CPSIB to provide an additional fixed sum of £2,000 per cluster accounts for £16,000 of the £340,000. This is included in the allocations for additional funding for each option. The allocations are illustrated in Appendix 1.

a) The additional funding is allocated £161,000 on pupil numbers, including an

additional lump sum for the Specialist Provision Cluster to address low funding due to number of pupils on roll. The remaining £179,000 is added to the budget available for bids for projects to meet LA priorities in the Education Recovery Plan, for cluster priorities or bids for individual schools causing concern. This has the benefit of fair funding across primary and secondary phases and special schools and provides a substantial budget to support the Education Recovery Plan and the potential of an increase in the number of schools causing concern. Bids can be tailored for specific need including small schools, early years, disadvantaged pupils and those with special educational needs. This is the recommended option.

b) The additional funding is allocated on an equal share for each cluster. This option provides equitable funding and therefore small clusters are not disadvantaged. However, it could be argued that larger clusters do not have a fair share of the funding.

c) The full amount of additional funding is allocated on £2,000 fixed sum plus pupil numbers. This option leaves less funding available for specific improvement work or for schools causing concern.

3. Recommendations

a) The Schools Forum considers the options for allocating additional funding. Option 1 is recommended.

4. Reasons for recommendations

Option 1 is a fair process that provides increased funding for each cluster whilst retaining a significant central budget to allow for ambitious improvement work to support the Education Recovery Plan and to support schools causing concern.

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5. Appendices

Appendix 1 Options for allocations of funding

Cluster NOR Existing Formula Proposed additional funding

Additional Funding Option 1

Additional Funding Option 2

Additional Funding Option 3

Calder Valley 1587 £23,761 £8,159 £42,500 £16,251

East Calderdale 4668 £33,004 £20,115 £42,500 £43,919

Elland 2674 £27,022 £12,377 £42,500 £26,013

North Halifax 6124 £37,372 £25,765 £42,500 £56,994

Secondary 16084 £67,252 £64,417 £42,500 £146,434

Sowerby Bridge 2837 £27,511 £13,010 £42,500 £27,476

Todmorden 1733 £24,199 £8,725 £42,500 £17,562

Special Provision 369 £20,107 £8,432 £42,500 £5,314

Cluster allocation

36076 £260,228

£161,000

£340,000 £339,963

Plus existing funding

£260,228

£260,228

£260,228

Funding for bids £509,125 £348,125 £169,125 £169,162

Total £769,353

£769,353

£769,353

£769,353

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Report to Schools Forum Meeting Date Thursday 29th April 2021

Subject Impact of Allocation of Funding to School Improvement Clusters (half yearly report)

Report Author Connie Beirne

Report purpose

b) To provide members of the Schools Forum with a summary of the impact of funding allocated to each Cluster via the agreed formula. The impact of funding to schools allocated through agreed bids up to and including March 2021 will be reported in November 2021, following evaluation at that point. It has been difficult for some of the bids awarded to be able to meet original agreed deadlines, due to the effect of COVID-19 on schools. This report contains a summary of the accounts provided by clusters (form A4). Full information is on the A4 forms which are available on request – see point 3b.

c) To provide a summary of the impact of funding across Calderdale schools as a whole over the past financial year.

Need for consideration

The effectiveness of use of Dedicated Schools Grant funding in securing school improvement.

Need for decision

b) This report is for information about the impact of school improvement funds.

c) Information is provided to support decision making by Schools Forum about future funding for the self-improving school cluster model in Calderdale.

Contact Officers

Lesley Bowyer – Assistant Director: Education and Inclusion lesley.bowyer@calderdale.gov.uk Connie Beirne - Interim Service Manager for Early Years, School Strategy and Performance connie.beirne@calderdale.gov.uk

Item 7

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Report to Schools Forum

1. Background information and context

g) The Calderdale Partnership School Improvement Board (CPSIB), working with Local Authority officers, reports twice a year to the Schools Forum on allocations made during the year from this fund and on the impact of those allocations.

h) A full breakdown of funding allocations is provided in Appendix 1.

Funding for the financial year 2020-21 was:

Ongoing DSG Funding £364,000

Brought Forward £53,632

Budget £417,632

Funding for the financial year 2021-22 is:

Ongoing DSG Funding £364,000

Additional One-off Funding from DSG Savings

£340,000

Brought Forward £65,353

Budget £769,353

c) As these funds are top sliced from Calderdale’s Dedicated Schools Grant (DSG),

they can be accessed by both maintained schools and academies, through funding allocated to clusters and following appropriately approved bids through the Calderdale Partnership School Improvement Board (CPSIB). However, DSG funding is restricted to Pre-16 pupils, in which case these funds are not available for Post 16 provision.

2. Main issues for Schools Forum

a) There was a carry forward of £53,632 for the financial year 2020-21. In the current financial year after cluster allocations and proposed allocation of additional funding, there is a balance available of £348,125. This will allow for effective resourcing of agreed school improvement activity to support COVID recovery. (Appendix 1).

b) The CPSIB considers each bid against the criteria in the Partnership Framework, with a particular focus on supporting proactive bids that benefit a number of schools and which are supported by evidence-based research. An increasing number of bids presented focus upon addressing staff and pupil health and wellbeing needs due to COVID-19.

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c) A summary of the impact of allocations for funds allocated can be found in Appendix 2. Please contact Sue Finn on sue.finn@calderdale.gov.uk for full details. Impact reports will be presented for bids funded between March 2020 and October 2020 at the Board meeting in July 2021 and bids approved at the March 2021 meeting will be evaluated and reported in November 2021.

d) A summary of the itemised Cluster Finance Reports is included in Appendix 2 for information.

a) As reported in November 2020, eight maintained primary schools were eligible for

the DfE School Improvement Support offer in 2019-20; 1 academy at tier 3, 1 at tier 2 and 6 at tier 1. All eligible schools were able to access 3 days of NLE support, with tier 2 and 3 schools also able to access additional funding.

b) The DfE provided additional support through a School Support Recovery Offer:

COVID19 which provides an initial offer of up to 5 days support from an assigned system leader and their school, delivered flexibly in response to changing needs. 6 schools in total have benefited from this programme since summer 2020. This support has been confirmed for the remainder of the 20/21 academic year and requests for a further 2 schools have been submitted in the Spring term.

c) Of the three individual schools accessing additional funding through bids to the CPSIB in 2019-20, there was one each at Good, RI and Inadequate at their latest inspection. They were successful with bids to support key work to address specific challenges, including for the inadequate school to make rapid improvement during the process of academisation.

d) A programme of improvement work, through clusters and the Calderdale Primary

Development Programme has continued to address key priorities up to the COVID 19 crisis led to schools being required to restrict attendance. The School Effectiveness Service (SES) has worked with Cluster Officers to ensure that work can be adapted and continue during the period of restrictions. Work has also taken place to support schools in curriculum development to address the increased gaps expected to be seen for key groups and also to plan for the missed sequences of learning. These programmes have been highly successful and impact is evident in schools.

e) All schools will have contact from their allocated School Effectiveness Officer in the summer term and appropriate ways of working will be agreed with Band C and D schools to continue the Local Authority’s statutory duty of support, challenge and broker of support.

3. Impact of funding, targets and milestones

a) Almost all schools engage well with the self-improving school cluster model and benefit from joint working and improvement work specific to the needs of the cluster. Consequently, funding from the DSG is having a measurable impact on outcomes for children and young people across the borough.

b) Use of DSG funding enables clusters to be professionally led by a Cluster Lead and

a Cluster Officer (remunerated through cluster funding). As a result, the improvement plans are sharply focused in most clusters to ensure that local priorities

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are addressed, linked to the LA priorities and development plans. The SES provides challenge where plans are not clearly focused.

c) Cluster funding is used to provide support and challenge to schools where concerns

are identified enabling early intervention and an additional level of support prior to any bids being submitted to the CPSIB.

d) The impact of work undertaken by individual schools, clusters and the School

Effectiveness Service (SES) was evident in the 2019 outcomes which improved at almost all headline measures in early years and primary phase, with attainment at the end of Key Stage 2 improving to be in-line with national for all pupils. Primary phase progress measures in Reading and Mathematics were above national and progress in Writing, whilst below national, improved from -1.6 in 2017 to -0.8 in 2019. Outcomes in secondary phase remained consistently strong. Nonetheless, key priorities continued to include closing the gap for disadvantaged children and those with SEND, raising attainment to be at least in line with national at all key stages and ensuring progress at the end of key stage 2 in Writing is at least in line with national.

e) School Effectiveness Officers would usually conduct a detailed analysis of

unvalidated data however, changes to assessment along with statutory guidance that data will not be used for accountability purposes in both 2020 and 2021 means there is no analysis to support evaluations as to the impact of improvement work. The priority for schools, clusters and the School Effectiveness Service has been to support during further national lockdowns due to the pandemic and enable schools to operate effectively leading to the wider opening of schools on the 8th March 2021. Clusters are supporting with the recovery phase however, the ongoing significant and ever-changing challenges faced by school leaders mean that it is still difficult to plan strategic school improvement work.

f) There have been challenges in measuring the impact of work again this academic

year due to the cancellation of statutory assessments from early years through to the end of key stage 2 and of exams at the end of key stages 4 and 5. The Local Authority risk assessment process with regard to school effectiveness will continue to be undertaken as previously in 2020; using all available information and informed by schools’ self-assessments.

g) Ofsted have not yet returned to full inspections, as monitoring visits continue to take

place through to summer term 2021.The proportion of schools judged to be Good or better in Calderdale is below that nationally but it must be noted that schools have not had the opportunity to improve their rating whilst inspections have been paused since March 2020.

h) 82% of Calderdale primary schools were judged to be Good or better at the end of March 2021 compared to 88% nationally, Calderdale ranking 130/150 LAs (up from 142/150 in January 2020). The picture at secondary phase is more positive, with 77% Good or better in Calderdale compared to 76% nationally, rank 71/150 LAs. The special schools and alternative provision are all at least Good and Calderdale ranks 1 for those groups of schools.

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4. Resource implications

a) The funding for the self-improving school cluster model is having an impact on improving outcomes for children and in the ability to respond to changing needs during the pandemic. It is currently funded through DSG which is reducing over time.

b) Savings made through changes to the C&K Careers contract (as presented to Schools Forum in Central Services Report, January 2021) has allowed for additional funding for CPSIB for one year of £340,000.

c) Schools Forum will agree on the means of allocating that additional funding at the meeting on 29 April. It will be recommended that the funding is split between a further £161,000 allocated on pupil numbers to clusters, with £179,000 being available for collaborative working through the Education Recovery Plan and for additional bids for schools in challenging circumstances as a result of additional pressures through the pandemic.

d) The CPSIB approved an additional payment of £2,000 per cluster for one year at the March 2021 meeting to allow for increased workload of cluster officers in response to COVID19. This is included in the proposed increase for cluster allocations 2021-22 shown in Appendix 1.

e) The Specialist Provision Cluster (SPC) receives the smallest allocation of cluster funding due to pupil numbers being low by the nature of the schools. It is proposed that the SPC receives an additional lump sum of £5,000 through the one-off funding to bring its allocation in line with other small clusters.

f) The Board will consider at the July 2021 meeting an increased allocation to the Specialist Provision Cluster to provide the annual training and support programme, rather than the SPC having to submit an annual bid for that funding. The budget will allow for that payment.

5. Recommendations

b) The Schools Forum accepts this report on the allocation of funding to school improvement clusters.

6. Reasons for recommendations

a) Schools have faced unprecedented challenges during the COVID pandemic and the work of clusters and the School Effectiveness Service has been vital in supporting schools to respond to ever changing guidance and situations whilst continuing to focus on the quality of education through remote and face-to-face learning and the safeguarding, health and wellbeing of pupils and staff.

b) Whilst the impact of funding allocation is evident through the excellent response of schools during this period and the improvements already secured (evidenced through Ofsted monitoring visits where all schools have been judged to be taking effective action), further work is required to ensure children in Calderdale achieve at least as well as their peers nationally at all key points and are educated in schools that are at least Good.

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c) There remain inequalities for disadvantaged children and those with SEND which

are expected to have widened during a year of disrupted education. School improvement funding is required to support clusters and schools in closing those gaps.

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7. Appendices

Appendix 1 Calderdale Partnership School Improvement Board

Funding for Financial Year 2020-21 £

On-going Budget £364,000

Balance Brought Forward £53,632

Budget £417,632

Cluster Funding - Allocation 2020-21

Calder Valley (Midgley) £23,377

East Calderdale (Woodhouse Primary School) £33,331

Elland (Cross Lane) £27,199

North Halifax (Christ Church Pellon) £37,660

Secondary (Halifax Academy ) £66,364

Sowerby Bridge (St Mary's J&I Sowerby) £26,239

Todmorden (Castle Hill J&I) £24,952

Special Provision (William Henry Smith) £20,317

Total £259,439

Bids Agreed July 2020

SES (Part 1 - Curriculum L/ship) £7,200

SES ( Part 2 - Transition) £9,900

Total £17,100

Bids Agreed October 2020

North Halifax £6,600

Specialist Provision £4,920

Total £11,520

Bids Agreed December 2020

SPC £9,200

ECLC £3,750

School Effectiveness £7,200

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Total £20,150

Additional Bid - Contribution to Devices £10,000

Bids Agreed March 2021

ECLC £22,200

St Augustine’s £2,300

Sowerby Bridge £8,970

David Kirk – revise |CPSIB forms £600

Total £34,070

Total all funding £417,632

Total Allocations £352,279

Balance Carried Forward £65,353

Funding for Financial Year 2021-22 £

On-going Budget £364,000

Additional one-off funding from DSG savings £340,000

Balance Brought Forward £65,353

Budget £769,353

Cluster Funding - Allocation 2021-22 Existing Formula

Proposed additional funding

Calder Valley (Midgley) £23,761 £8,159

East Calderdale (Woodhouse Primary School) £33,004 £20,115

Elland (Cross Lane) £27,022 £12,377

North Halifax (Christ Church Pellon) £37,372 £25,765

Secondary (The North Halifax Grammar) £67,252 £64,417

Sowerby Bridge (St Mary's J&I Sowerby) £27,511 £13,010

Todmorden (Walsden St Peter’s) £24,199 £8,725

Special Provision (William Henry Smith) £20,107 £8,432

Total £260,228

£161,000

Total all funding £769,353

Cluster Formula allocations – existing formula £260,228

Proposed additional Cluster allocations £161,000

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Balance available £348,125

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Appendix 2 – Impact of Allocation of Funding (these will be re-evaluated in light of no statutory assessments) – Impact reports to CPSIB July 2021

Bids Agreed July 2020 – Oct 2020

SES (Part 1- Curriculum L/ship)

£7,200

SES (Part 2 - Transition) £9,900

North Halifax

£6,600

Special Provision £4,920

Calder Valley Cluster

Focus Impact

Priority 1: Leadership To continue to develop leadership at all levels across the cluster

September 2020 to February 2021

• CVC colleagues have supported each other through the pandemic. Heads have found the informal support they have given each other invaluable during this challenging time, including the informal CVC WhatsApp group. Heads have supported colleagues new in their roles. For example, the acting principal has thanked colleagues for supporting her over the last two terms, the new executive head has been liaising with the cluster leader to develop her knowledge of the locality and cluster. The early years and SEND networks were very well attended and enabled leaders to share their work, including blended learning and supporting vulnerable pupils. To further develop the early years leaders, the cluster officer delivered a training session with a focus on the Education Inspection Handbook. Due to the current demands on teachers, the maths network has not yet met and there is currently no English network. To share effective strategies and practice, leaders have gathered, and collated summary documents of strategies being used for remote learning, health and wellbeing; these have been distributed across the cluster.

• End of year - Senior leaders feel that they have been well supported working

collaboratively with cluster colleagues during the global pandemic - Middle leaders further develop skills leading their networks across the

cluster working collaboratively - Senior leaders provide effective mentoring and coaching to middle

leaders - Subject Leadership within schools continues to develop and pupils

access a high quality learning experience through a quality curriculum

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Priority 2: Health and Well being: To continue to support the health and well being of staff and pupils

September 2020 to February 2021

• Schools received an allocation of £600 to support additional health and wellbeing needs of pupils.

• To share effective strategies and practice, two heads gathered and collated a summary of what schools were doing to support health and wellbeing, this was shared across the cluster.

• Some additional resources have been purchased with this funding, for example in one school pupils benefitted from journals they were able to purchase to follow on from a session by Luke Ambler who the school commissioned to work with year 5 and 6; one school commissioned music therapy.

• Two heads gathered views about the transition process in 2020, they presented the cluster at the LA conference.

End of Year Internal anecdotal evidence demonstrates that staff and pupils have been well supported Positive outcomes from the annual EHNA (Electronic Health Needs Assessment)

Priority 3: Learning: To continue to support pupils to achieve well; identifying and teaching gaps in learning and teaching the curriculum through blended learning including remote

September 2020 to February 2021

• Schools received an allocation of £400 to contribute to some additional resources for remote education.

• To share effective strategies and practice, two heads gathered and collated a summary of what schools were doing in the first lockdown and blended learning on full opening, this was shared across the cluster.

• Some additional resources have been purchased with this funding for example digital devices, workbooks to support White Rose maths recorded sessions, reading books, CGP revision books.

End of Year -Outcomes to be at least broadly in line with National -Schools resume full curriculum no later than summer 2021

Priority 4: Vulnerable pupils: To support vulnerable pupils to access the curriculum and achieve well

September 2020 to February 2021

• Schools received an allocation of £200 to support additional resources for vulnerable pupils.

• Heads report the positive impact of being able to commission Powerhouse Boxing, opportunities for Forest School activities, making woodland willow stars and some additional hours for teaching assistants to support vulnerable pupils.

End of Year - Ofsted inspections recognise good quality provision for vulnerable

pupils - School Leaders demonstrate and share with colleagues the positive

impact of their work on pupils’ achievement

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Todmorden Cluster

Focus Impact

Cluster Priorities 1. Ensure a successful return to school for all staff and pupils: identify gaps in learning and address with effective intervention and quality first teaching to enable children to catch up and progress; provide support for social, emotional and behavioural needs on return to school

The cluster has, had a change of Headteacher Lead, during the autumn team, as Janet Leggett, has now moved Castle Hill school to the Calder Valley cluster. Emma and Esther - Co-heads from Walsden St. Peters primary, have now taken up this lead. An appointment of Jackie Nellis as Cluster Officer has taken place in March 2021. Therefore, an impact report will be available to the Partnership Board at their next meeting in July 2021

2. Development of a blended learning curriculum; ensure children have access to high quality remote learning resources in the event of isolation

3. Support the progress of NQTs and ITT students throughout the cluster towards full QTS

25

Elland Cluster

Focus Impact

Cluster priorities were agreed : Attainment, Progress, Emotional health and well being, evaluation by Middle leaders including ‘deep dive’ strategies and Recovery Curriculum

* to support the

wellbeing of pupils * to help pupils to

settle back into school

* to provide a wide

range of opportunities for pupils to re-engage with their learning, so that lost time can be recaptured and rapid progress can be made

* to enhance the quality of provision for and to raise standards of achievement in writing and

* to continue to develop the ’Intent’, ‘Implementation’ and ‘Impact’ elements of the ‘New Curriculum

- During the Autumn term’s Cluster meetings (Standing Item on each agenda is ‘progress towards meeting own SDP outcomes’) all schools reported that; * generally, pupils had settled well into school * planning for and assessment of needs were progressing well * curriculum planning and adjustments were becoming effective * strategies to address mental health and wellbeing were effectively being implemented * phonics attainment was good ‘My Voice Matters’; This programme has been universally acknowledged as a significant contribution to pupils’ re-engagement, personal and social development and achievement in writing. By the end of the programme, July 2021, approximately 50% Key Stage 2 pupils will have experienced the opportunities of involvement with the ‘Artists in Residence’. Responses to the ‘My Voice Matters’ programme from pupils, staff and the Artists in Residence. Pupils: Exciting; A different way of teaching us; Something to look forward to; The best Y6 teacher; I know we’re learning, but it doesn’t feel like it: I never liked poetry but I do now Staff; We have had our first session today with Winston and Paul and it was great! The children loved it and were incredibly engaged. The standard of work produced was great too along with the questioning, answers, understanding and spontaneity.

Our Year 6 had a wonderful morning- thank you 🙂

For the first time in my career I have seen pupils really excited by poetry. Thank you. All the children really enjoyed your lesson, it was lovely for them to have something a little different compared to their usual home learning. I cannot thank you enough for the work you've done. The children have absolutely loved it - it's really boosted engagement on our online platform. The contribution to part 1 of ‘My Voice Matters’ blew me away today. Thank you for all that you do. You are inspiring a generation of young poets! Amazing!!!! The children were SO engaged, …… was fab! I first walked in when he was stood on a chair reading an ode to a lemon - and he had them eating out of the palm of his hand! Which is no mean feat with our lovely 6’s. The flexibility is really a huge benefit to the programme, both he and the classroom staff were loving that idea and the children have really been able to choose. The children produced a range of poetry: concept poetry, spoken poetry, spiral poetry, improvisations and macaronic poems, to name a few. The children took pride in their work, enjoyed producing written outcomes and I believe, their skill in writing poetry as a genre, has improved overall. Paul’s upbeat, passionate and confident delivery of the sessions resulted in a classroom of children eager to become musicians.

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North Halifax Cluster

Focus Impact

Cluster Priorities 1. Supporting smooth transition (As schools return to full opening) to ensure the well being of pupils, staff and parents so that learners make good progress

Every school remained open for the vast majority of students (minimal bubble/school closures) and almost all pupils reconnected with learning up to the point of the second lockdown but learning gaps are exceptionally wide for this large, cluster group of disadvantaged learners. Lesson outcomes for all students underpinned by effective recovery planning through access (for a large number of families) to a full range of pastoral and academic support. Stage 1 of data collection complete and interim report available for scrutiny. This is to be discussed at the cluster meeting 16.03 21 and next steps of research identified. Level of disadvantage confirmed to be extreme (using deprivation indicators). SEN provision continued to improve in almost all schools as a result of engagement with SPC offer and sharing of practice/pedagogy (SEND, EY and science provision with greatest impact (from exceptionally low AOE) through the networks. All available evidence/reports forwarded. Key, targeted schools signposted to relevant reports and national/regional reports/actions Subject leaders’ aware of curriculum evidence research such as:

• Leadership Matters 3.0 (Andy Buck)

• The Curriculum: Gallimaufry to Coherence (Mary Myatt) Sequential planning complete in almost all schools. Content is on each school website. Pupils have been involved in this. Leaders confirmed that all additional support in place to support ECTs. All NQTs accessed LA support network.

27

2. Sustain effective leadership and management at all levels across cluster schools

Leaders have developed and shared a suite of resilience strategies to protect their own well-being and that of staff. A governors’ workshop was delivered (12/19 schools) to ensure that governors were aware of the issues risking HT well-being and sharing of strategies to mitigate. Further work is being commissioned from Rezina Kelly. Support for monitoring of catch-up funding commissioned to support HT workload. All schools had remote learning policy in place by the end of October, shared on the school web-site. These are referenced in Business Continuity Plans, updated in the short-term as an appendices full review of each school’s BCP. All schools had plans in place to return to full curriculum implementation by the summer target date, thwarted by the second national lockdown. New heads were funded by the cluster to attend the new HT network (LA). 3 schools (3 days) accessed cluster support to date. All SEND leaders confirmed good quality and that content has improved school provision and assessment in cluster schools. Progress now evidenced in smaller steps, crucial for the large majority of vulnerable learners in the cluster.

Sowerby Bridge Cluster

Focus Impact

Cluster Priorities 1. Supporting smooth transition (As schools return to full opening) to ensure the well being of pupils, staff and parents so that learners make good progress

Every school remained open for the vast majority of students (minimal bubble/school closures) and almost all pupils reconnected with learning up to the point of the second lockdown. Lesson outcomes for all students underpinned by effective recovery planning through access to a full range of pastoral and academic support. SEN provision continued to improve in almost all schools as a result of engagement with SPC offer and sharing of practice/pedagogy with greatest impact through the SB networks. Some schools accessed Education Psychology support (cluster commissioned but funded from ISBs). Bid for Rainbows training submitted to PB to become trauma and counselling excellence hub. All available evidence/reports forwarded. Subject leaders’ aware of curriculum evidence research such as:

• Leadership Matters 3.0 (Andy Buck).

• The Curriculum: Gallimaufry to Coherence (Mary Myatt). Sequential planning complete in almost all schools. Content is on each school website. Pupils have been involved in this. Leaders confirmed that all additional support in place to support ECTs. All NQTs accessed LA support network.

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2. Sustain effective leadership and management at all levels across cluster schools

Leaders have developed and shared a suite of resilience strategies to protect their own well-being and that of staff. A governors’ workshop was delivered (13/18 schools) to ensure that governors were aware of the issues risking HT well-being and sharing of strategies to mitigate. All schools had remote learning policy in place by the end of October, shared on the school web-site. These are referenced in Business Continuity Plans, updated in the short-term as an appendices full review of each school’s BCP. All schools had plans in place to return to full curriculum implementation by the summer target date, thwarted by the second national lockdown. All completed. New heads were funded by the cluster to attend the new HT network (LA). 4 schools (5 days) accessed cluster support to date. Leadership conference could not go ahead due to physical distancing restrictions still in place.

East Calderdale Learning Cluster

Focus Impact

Cluster Priorities 1. Supporting smooth transition (As schools return to full opening) to ensure the well being of pupils, staff and parents so that learners make good progress

Every school remained open for the vast majority of students (minimal bubble/school closures) and almost all pupils reconnected with learning up to the point of the second lockdown. Schools are aware of LA criteria and now await further information. Lesson outcomes for all students underpinned by effective recovery planning through access to a full range of pastoral and academic support. SEN provision continued to improve in almost all schools as a result of engagement with SPC offer and sharing of practice/pedagogy with greatest impact through the ECLC network. Bid for Forest School training submitted to PB to become Forest Schools’ excellence hub to narrow learning gaps. Subject leaders’ aware of curriculum evidence research such as:

• Leadership Matters 3.0 (Andy Buck)

• The Curriculum: Gallimaufry to Coherence (Mary Myatt) Sequential planning complete in almost all schools. Content is on each school website. Pupils have been involved in this. Leaders confirmed that all additional support in place to support ECTs. All NQTs accessed LA support network.

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2. Sustain effective leadership and management at all levels across cluster schools

Leaders have developed and shared a suite of resilience strategies to protect their own well-being and that of staff. A governors’ workshop was delivered (13/18 schools) to ensure that governors were aware of the issues risking HT well-being and sharing of strategies to mitigate All schools had remote learning policy in place by the end of October, shared on the school web-site. These are referenced in Business Continuity Plans, updated in the short-term as an appendices full review of each school’s BCP All schools had plans in place to return to full curriculum implementation by the summer target date, thwarted by the second national lockdown 3 schools accessed cluster support to date There is a budget reserve to support this work when key schools are jointly identified by the LA in partnership with ECLC – awaiting LA report

SPC Cluster

Focus Impact

Cluster Priorities

1. Supporting smooth transition to ensure that priorities from the last academic year are successfully accomplished to ensure the well-being of pupils, their families and staff, so that students on all learning pathways continue to make good progress

Every school remained open for the vast majority of students (minimal bubble/school closures) despite the proportions of staff required to shield and the needs and vulnerabilities of our students and despite significant staff anxiety when vaccinations were not (unliked other LAs) authorised for staff in special schools until February 2021. Schools maintained adequate stocks of PPE due to successful bid to the Partnership Board. Transport systems adapted to support attendance. Feedback from DSLs attending SPC safeguarding network evidences that 100% feel it has supported their work in SPC schools. Lesson outcomes for all students underpinned by effective recovery planning through access to a full range of personalised pathways, supported by evidence-based research of impact of therapies used to determine possible training.

Specialist TRG established within the West Yorkshire Maths Hub ensuring mastery is embedded throughout SPC maths curriculum. Reading leaders’ audit established (wider than phonics) to enable bespoke specialist ‘deep dives’ in summer term. ITT model developed to the point of planning delivery/professional studies content for implementation of a ‘hybrid’ apprenticeship model from July 2021 – 3 apprentice trainees ready to access, reflecting effective early talent management and succession planning.

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2. Continue to provide high quality outreach work to support SEND leaders in mainstream schools through training programmes for staff and direct work with pupils, in order to improve SEND provision and leadership across the Local Authority

Effect of Stress on Learning CPD programme attended by leaders/teachers from 56 primary schools, 2 secondary schools and 2 special schools. Input and pedagogical practice then discussed in mainstream clusters/SEND networks. Consequently, the majority of SEND learners have benefitted, and continue to benefit from, universal training on implementing a recovery curriculum and the stress if lockdown on learning. Support surgeries extended to monthly rather than half termly, increasing capacity three fold. All places for Nov/Jan/Feb/March fully booked. 100% feedback from client schools say advice was strong. Randomised subsequent sampling shows almost all learners referred to surgeries made progress in the specific area of referral and none were at risk of exclusion. Exact nature of issues/advice at surgeries analysed to inform development of spring and summer term offers, thus avoiding future critical concerns:

• Building Resilience

• Importance of Teaching Effective Behaviour for Learning

• Secondary SENDCo network development

• Secondary TA training/interventions. Face to face audits could not take place but schools furnished with simple audit tools, to be further developed by the LA ahead of a ‘re-launch’ of the SEND network (Ben Allchin).

Secondary Cluster

Focus Impact

Secondary report available on request from Sue Finn sue.finn@calderdale.gov.uk

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Report to Schools Forum Meeting Date

29 April 2021

Subject

School Balances

Report Author

Jane Davy

Report purpose

To provide Schools Forum with the latest financial projections for maintained schools for the financial year 2020/21

Need for consideration

Schools Forum to consider and give a view.

Need for decision

N/A

Contact Officers

Jane Davy-LMS Finance Manager Jane.davy@calderdale.gov.uk 01422 393543

Item 8

32

Report to Schools Forum

1. Background information and context

a) All schools hold revenue balances at the end of each year to allow for unforeseen events and emergencies, and in some cases to smooth out the effects of changes in school rolls, changes to staffing structures and one-off expenditure.

b) The Audit Commission has previously monitored the overall levels of school

balances nationally and recommends schools maintain balances of no more than 5% of planned budget in secondary schools and 8% of planned budget in primary and all special schools. Calderdale agreed the introduction of its balance control mechanism in September 2010.

c) This report covers Calderdale’s 58 maintained schools (1 through school, 1

secondary, 53 primary and 3 special schools) and excludes academies.

2. Main issues for Schools Forum

a) At the end of the 2019/20 financial year, total school balances in Calderdale (excluding academies) were £6.37 million: primary schools £5.32million, secondary schools - £0.351 million and special schools £1.40 million.

b) In setting their 2020/21 school budgets, maintained primary schools planned to

reduce their balances by the end of the financial year to £4.14 million, maintained secondary schools planned to reduce their deficit balances to £0.1 million, and special schools planned to have balances of £1.13 million. This would give total planned balances of £5.37 million.

c) The spring term monitor shows maintained primary schools are projecting to

have balances at the end of the year of £6.264 million, maintained secondary schools are projecting surplus balances totalling £0.313 million and special schools are projecting £ 1.109million. This would give total projected balances of £7.686 million at the end of March 2021.

d) The spring monitor shows 36 schools (34 primary and 2 special schools)

projecting balances for 2020/21 above the recommended thresholds, 21 primary schools and 2 special schools’ projections exceed 11%. 32 of the schools were also above recommended thresholds at the end of the 2019/20 financial year.

e) The balance control mechanism currently remains in place. However, this has

been suspended for this current financial year due to the pandemic and the report is to update School Forum on school balances.

f) Overall balances increased during 2019/20 and, based on spring term monitors,

school balances will increase during 2020/21. However, it has to be noted that many schools will have unspent ringfenced grants in their balances for e.g. Sports Premium and COVID Catch Up Grant which will have temporarily inflated their year-end position.

33

g) The current monitoring statements received from schools show 4 schools fit the definition of close to deficit or in deficit (3 primary schools and 1 Secondary school). At the time of writing the report no school is currently in deficit.

h) A summary of schools’ balances is shown in Appendix A.

3. Recommendations

• The current projections provided by schools are noted.

• A further update is provided in June 2021 based on final outturn.

4. Reasons for recommendations

To enable Schools Forum to give a view on maintained school balances.

5. Impact of funding, targets and milestones No impact unless clawback mechanism is implemented.

6. Resource implications

No Impact unless clawback mechanism is implemented.

34

Appendix A

School Name Spring Term Monitoring

Revised forecast

Year End

Balances

£ %

PRIMARY SCHOOLS

All Saints' CE (VA) J & I School 107,299.16 12.03%

Ash Green Primary School 419,554.00 15.41%

Bailiffe Bridge J & I School 128,150.90 14.32%

Barkisland CE (VA) Primary School 56,093.00 6.39%

Carr Green J, I & N School 31,722.00 2.10%

Castle Hill J & I School 165,991.00 13.91%

Central Street Infant & Nursery School 137,773.00 29.66%

Christ Church (Pellon) CE (VC) Primary School 166,313.00 13.53%

Christ Church CE (VA) Junior School (Sowerby

Bridge) 51,047.26 6.92%

Cliffe Hill Community Primary School 64,615.81 5.22%

Colden J & I School 55,684.80 10.88%

Copley Primary School 133,741.15 12.26%

Cornholme J, I & N School 30,376.74 2.94%

Cross Lane Primary & Nursery School 146,677.76 8.88%

Elland CE (VA) J, I & N School 113,469.92 10.38%

Ferney Lee Primary School 85,318.98 7.26%

Hebden Royd CE (VA) Primary School 85,265.00 17.25%

Heptonstall J, I & N School 20,740.03 4.38%

Holywell Green Primary School 71,844.75 7.30%

Lee Mount Primary School 63,390.00 3.50%

Ling Bob J, I & N School 254,180.00 12.74%

Longroyde Junior School 85,816.93 4.56%

Luddenden CE School 72,942.04 8.58%

Midgley School 127,109.00 24.80%

Moorside Community Primary School 264,903.26 17.66%

New Road Primary School 159,538.00 19.55%

Norland CE (VC) J & I School 133,693.63 25.63%

Northowram Primary School 154,083.16 8.02%

Old Town Primary School 45,002.00 9.12%

Parkinson Lane Community Primary School 596,006.00 20.22%

Ripponden J & I School 92,020.00 10.16%

Riverside Junior School 218,197.00 26.72%

Salterhebble J & I School 31,757.67 3.34%

Savile Park Primary School 201,320.79 8.62%

Shade Primary School 55,684.80 5.92%

Shelf J & I School 24,142.25 2.11%

St Andrew's CE (VA) Infant School (Brighouse) 59,552.00 8.31%

St Andrew's CE (VA) Junior School (Brighouse) 239,984.00 21.91%

St Augustine's CE (VA) J & I School 48,873.73 5.56%

St Joseph's Catholic Primary School (Brighouse) 75,114.52 7.73%

St Joseph's Catholic Primary School (Halifax) 128,624.00 13.85%

St Mary's Catholic Primary School (Halifax) 71,605.00 5.02%

35

St Mary's CE (VC) J & I School (Sowerby Bridge) 139,008.76 28.10%

St Michael & All Angels CE Primary School 48,292.0 5.02%

St Patrick's Catholic Primary School (Elland) 11,302.00 1.82%

Stubbings Infant School 110,618.0 32.07%

Todmorden CE (VA) J & I School 109,859.0 9.10%

Triangle CE (VC) Primary School 94,179.91 10.85%

Tuel Lane Infant School 65,762.01 10.73%

Walsden St Peter's CE (VC) Primary School 80,691.12 10.24%

Warley Town School 82,056.16 13.26%

Withinfields Primary School 44,797.06 2.65%

Woodhouse Primary School 202,176.00 11.39%

TOTAL PRIMARY SCHOOLS 6,263,960.13 10.69%

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School Name Spring Term Monitoring

Year end balances

£ %

SECONDARY/THROUGH SCHOOLS

The Calder Learning Trust 303,735.00 4.21%

Todmorden High School 9,121.39 0.18%

TOTAL SECONDARY SCHOOLS 312,856.39 2.53%

0

School Name Spring Term Monitoring

Year end balances

£ %

SPECIAL SCHOOLS

Highbury School 162,769.00 7.33%

Ravenscliffe High School 626,057.00 15.38%

Woodbank SchoolJane 320,771.00 18.26%

TOTAL SPECIAL SCHOOLS 1,109,597.00 13.79%

2

TOTAL ALL SCHOOLS 7,686,413.52 9.73%

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36

Report to Schools Forum Meeting Date

29 April 2021

Subject

Use of 2021/22 High Needs Block – Dedicated Schools Grant (DSG)

Report Author

Lesley Bowyer – Assistant Director Education and Inclusion Michael Benn – Senior Finance Officer

Report purpose

To inform Schools Forum members as to the Dedicated Schools Grant (DSG) High Needs Block allocation for 2021/22 along with an overview on how this funding is to be utilised.

Need for decision

Schools Forum is asked to note the content of the report, the High Needs funding for 2021/22 and its proposed use.

Contact Officers

Lesley Bowyer – Assistant Director Education and Inclusion Lesley.bowyer@calderdale.gov.uk Michael Benn – Senior Finance Officer michael.benn@calderdale.gov.uk

Item 9

37

Report to Schools Forum

1. Background information and context

1.1 Local authorities are required to advise their school forums on the proposed use of the High Needs Block (HNB) funding.

1.2 The operational guide sets out restrictions on how authorities can spend their

allocations, and that authorities have flexibility to move money to and from their High Needs block into and from other DSG blocks if they wish.

1.3 The High Needs funding system supports provision for children and young people with special educational needs and disabilities (SEND) from their early years to age 25, enabling both local authorities and institutions to meet their statutory duties under the Children and Families Act 2014.

High needs funding is also intended to support good quality AP for pre-16 pupils who, because of exclusion, illness or other reasons, cannot receive their education in mainstream or special schools. The High Needs Funding Block provides local authorities with resources for place funding and top-up funding for institutions, and funding for high needs services delivered directly by the authority or under a separate funding agreement with institutions, as permitted by regulations.

1.4 The use of High Needs DSG funding is very specific. Attached in Appendix 1 is an

extract from the Section 251 regarding the uses of the High Needs funding. Section 251 is part of the Apprenticeships, Skills, Children and Learning Act 2009.

2) Funding Allocation 2.1 In December 2020 the total 2021/22 High Needs funding allocation for Calderdale

was announced as £25,847,474. The amount for 2020/21 was £22,875,131, giving an increase in 2021/22 of £2,972,343.

2.2 The Council’s overall allocation is top-sliced to fund pupils directly funded by the

ESFA for Post 16 pupils, pre 16 pupils in Academies and deductions for place led funding in Academies. This element of funding is then allocated direct to schools/academies/colleges via the EFSA as follows in Table 1 below: Table 1: Funding allocated for top slice elements

Provision 2021/22 top slice

FE Places (16+) 130 places @ £6k (college) Academy PRU Places (80@ £10K) SEN units and pre-16 Academy pupils

£1,800,000

TOTAL £1,800,000

2.3 The number of placements used to define funding is based on the annual Place change notification return.

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2.4 This leaves £24,047,474 available to be spent by the Directorate compared to £21,067,000 in 2020/21, an increase of £2,980,474.

2.5 For the purposes of the report this is categorised into 4 specific areas

a) Special Educational Needs (SEN) b) Special Schools c) Specialist Inclusion Services d) Other

2.6 Table 2 below summarises how the funding is allocated in 2021/22 across these

are 4 areas

Table 2 – 2021/22 High Needs Block Requirement

2.7 The High Needs Block is in a positive position due to considerable work in 2020/21

to reduce the spending on extra-district places along with an increase in funding in 2021/22. Consequently, it has been possible to increase the top-up funding for pupils in mainstream schools by 10%, allow for an increase in special school places and a contingency to allow for increased services in response to the SEND review. Special Schools top up has been increased to include pay and pensions grants and consultation is underway with Special School Heads to review top up funding.

3) Main issues for Schools Forum

3.1 High Needs Commissioned Places

3.1.1 From September 2020 there were 385 commissioned places in maintained special schools, including Ravenscliffe Spring Hall Post 16 provision. The number reflects admissions at phase transfer stages (Reception, year 6-7 and Post 16 and in year transfers from mainstream schools and children moving into authority). This is an increase of 28 from 357 in September 2019.

3.1.2 Capacity at Wood Bank has increased in Spring 2021 with the opening of the new block.

3.1.3 Table 3 below shows the funding required based on planned places (the Schools retain any under/overspends).

Area of Spend 2021/22

Funding Requirement

Special Schools £8,772,500

Special Educational Needs (SEN) £11,600,000

Specialist Inclusion Services £2,912,000

Other £763,000

Total £24,047,500

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Table 3: Special Schools High Needs Funding requirement

Schools (High Needs) 2021/22

Funding requirement

Primary Special Schools (Inc new provision Wood Bank) £4,209,400

Secondary Special school £4,113,100

Contingencies:

£450,000

Special schools - 14 places Primary to Secondary £150,000

New Growth - Changing rolls £300,000

TOTALS £450,000 £8,772,500

3.1.4 The allocation assumes a level of contingency of £450k for growth in Special

Schools.

3.1.5 Table 4 below shows the comparative growth from 2020/21 to 2021/22. It is assumed this will continue and an additional £150k is anticipated to be required to support the changes in roll in Sept 2022.

Table 4 Summary of place growth 2020/21 to 2021/22

Settings 2020/21 2021/22

Increase

Primary 169 174 5

Secondary 188 211 23

Totals 357 385 28

3.1.6 A further £300,000 contingency is identified to fund changing needs and higher

numbers.

3.1.7 Places, in line with ESFA regulations, continue to be funded at £10,000 per place plus individual top up funding (see section 3.3).

3.1.8 In addition there are currently 80 commissioned places at Whitley AP Academy. There are 9 commissioned places at Central Street Key Stage 1 ASD Resource Provision, 6 commissioned places at Cliffe Hill Key Stage 2 ASD Resource Provision and a further 10 places at the Key Stage 3 & 4 ASD Resource Provision at Trinity Academy Sowerby Bridge.

3.1.9 The Highbury/Copley Satellite provision opened in September 2019 and continues to be at capacity with 10 pupils. This is block funded at £150K with additional top-up through individual EHC Plans (section 3.3). Feedback has been very positive in relation to it providing an alternative provision with the benefits of a special school place combined with those of a more mainstream approach and academic opportunity.

3.1.10 Additional work is underway for strategic special school place planning and with the commissioning of an external review of alternative provision, including for Social Emotional and Mental Health (SEMH) needs. Funding has been allocated to enable

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a response to that work to ensure sufficiency of places, a suitable range of AP to meet children’s needs and SEMH support for mainstream schools.

3.2 Education, Health & Care Plans

3.2.1 In line with the national picture there has been a continued increase in the number of children & young people in Calderdale with an Education, Health & Care (EHC) plan.

3.2.2 There are 1567 active EHCP in Calderdale, with 20 placed out of Authority (1587 total) as of 20/04/21.

3.2.3 A further 136 are currently within the 20 week EHCA/P process, having progressed through moderation panel as of 20/04/21.

3.2.4 63 new EHCP have been issued in 2020/21 since requests that began their 20

week process through August 20. 31 Early Years (including reception), 27 Primary, 5 Secondary.

3.2.5 The highest proportion of new EHC plans are for Early Years children (49%).

‘ 3.3 Special Educational Needs (SEN)

4)

3.3.1 Special Educational Needs includes the SEN Assessment & Support Team, Top ups to schools, academies and the Alternative Provision Academy, payments to out of area and independent Special Schools and SEN support provision.

3.3.2 Table 5 below shows the funding required in 2021/22.

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Table 5 – SEN - High Needs 2021/22 Funding requirement

3.3.3 SEN Team - £650,000

Funding is required to support the assessment and coordination of SEN support on behalf of the Directorate. The £650k reflects both the funding required for the Service Manager (SEN), the existing SEN Team and additional funding necessary to meet the continuing increase in SEN numbers. A review of the existing staffing establishment will be carried out to confirm future funding requirements.

3.3.4 Case Officers/Local Offer £100,000

Provision has been increased to provide more support to schools for SENCos and for pupils at SEND Support and to ensure the Local Offer is provided.

3.3.5 SEN Development Fund - £218,000

Funding allocated to support the development of additional services or provision coming from recommendations of the SEND Review.

3.3.6 Top Up Funding - £4,650,000

a) SEN High needs - £3,600,000

Specialist Educational Needs 2021/22 funding requirement

SEN Assessment & Support Team £650,000

SEN Case Officers/Local Offer £100,000

SEN Development fund £218,000

SEN High needs top ups to school EHC £3,600,000

Growth provision – EHC Plans top up £450,000

AP Academy – Top Up £600,000

£4,650,000

School based ASD – Sowerby Bridge £70,000

New ASD Unit – Rastrick £115,000

Highbury Satellite provision £175,000

New Primary Autism Unit £120,000

Secondary Nurture Provision £52,000

EHC Support £1,400,000

Special/Extra District £3,700,000

SALT Contract £250,000

Hard to Place SEN Support £100,000

TOTAL £11,600,000

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This is based on the current number EHC Plans as at January 2021 and a proposed increase of 10% in rates reimbursed to schools/academies. Top-up funding is the funding required, over and above the core funding a setting receives, to enable a pupil or student with high needs to participate in education and learning.

Top-up funding for pupils in mainstream schools will be increased by 10%, with effect from the new financial year 2021/22.

Top-up funding for pupils in special schools is being reviewed in consultation with Headteachers.

b) Top Ups Growth Provision - £450,000

It is estimated that a further £450k growth for top ups will be required. This is based on the number of children with EHC plans in primary & secondary settings (including Academies). In 2021/22 this is likely to increase.

Table 6 - Number of EHC Plans

Setting 2019/20 2020/21 Increase

Primary 340 406 66

Secondary 238 264 26

Totals 578 670 92

c) Alternative Provision Academy - £600,000

There is a contract in place for 80 places. In the light of these not being fully occupied all year the Top up payment is set lower than 80 places at 70% occupancy.

3.3.7 School based ASD – Sowerby Bridge - £70,000

This has been set in line with the existing SLA with Trinity Academy Sowerby Bridge for the ASD Provision.

3.3.8 New ASD Unit – Rastrick - £115,000 It is assumed that funding will be required for the new ASD unit at Rastrick High School from September 2021 for places, tops up and a teacher post. Funding in 2021/22 is only a part year effect.

3.3.9 Highbury Satellite provision - £175,000

This has been set in line with the existing SLA.

3.3.10 New Primary Autism Unit - £120,000 Provision has been made to establish a new Autism Unit for the Primary Sector.

3.3.11 Secondary Nurture Provision - £52,000

This is the contracted provision at Ryburn (£20k) and Brighouse (£32k).

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3.3.12 EHC Support - £1,400,000

EHC Support is mainly Post 16 College provision for young people with EHC Plans and bespoke packages of support (including music therapy, horse riding, activities & sports). Post 16 College provision has remained relatively stable in 2020/21 but a small element of growth is assumed for 2021/22. This is a more cost effective & local based service provision compared to being placed in more specialist residential settings. There has been a significant increase in the provision of bespoke packages with spend increasing from £211k in 17/18 to £520k in 2019/20 so an additional £600k was allocated in 2020/21 to accommodate existing commitments & growth. However, in 2020/21 this £600k was not required in full due to management action and the impact of COVID, therefore the allocation for 2021/22 will be £100k lower than in 2020/21. There is also a requirement to fund Specialist equipment & loan store, mediation, OT support and other one –off special support.

3.3.13 Special/Extra District - £3,700,000

This funds children being accommodated in special, independent and private provision both within Calderdale and out of area rather than in our own maintained or special schools. The 2020/21 funding requirement (£4m) was based on the existing 135 children in receipt of this type of provision and an assumed growth of 10 new children. However, in 2020/21 the £4m funding allocated was not required in full due to management action therefore the allocation for 2021/22 will be £300k lower than in 2020/21.

3.3.14 SALT Contract- £250,000

This is the value of the existing commissioned service allowing for small increase. 3.3.15 Hard to Place SEN Support £100,000

In 2020/21 £120,000 funding was earmarked to enable the Directorate to meet the needs of pupils who do not have an EHCP but the Council has a statutory duty to put in place an alternative provision when required. This was not spent in full in 2020/21 therefore the 2020/21 allocation has been reduced.

3.4 Specialist Inclusion Services 3.4.1 This includes the Specialist Inclusion Service, Early intervention locality team,

Vulnerable Children’s Team, SENDIASS and the Medical Needs Team. 3.4.2 Table 7 below shows the funding required in 2021/22.

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Table 7 – Specialist Inclusion - High Needs Funding requirement

3.4.3 The £2.912m is required to support the following areas:

i) Specialist Inclusion Service – £2m

Funding is required to support the ASD Team, Resource Technicians and the Sensory Team. A review of this Service is required to fully understand the staffing requirements to meet current demand.

ii) Vulnerable Learners - £63,000 Part funds Service Manager Vulnerable Learners post

iii) Medical Needs Team - £147,000 The team of 1fte Manager & 3fte Teachers

iv) Vulnerable Children -£70,000 Currently working in Medical Needs team, role will become substantive member of Medical Needs Team.

v) SENDIASS - £60,000 This is funding the Calderdale contribution to the Joint Service with Kirklees and reflects the additional funding required for the recent approved regrading.

vi) Early Years Inclusion - £500,000 There is £500k earmarked from High Needs for inclusion work in Early Years.

There has been an increase in spend in 2019/20 on services to 2 year olds with

low & emerging needs and services to 2, 3 & 4 year olds who are in receipt of

EHC Plans. An additional £150k is reflected in the 20/21 requirements.

3.5 Other

3.5.1 Funding has been allocated to support SEN Management information systems,

overhead costs of providing the High Needs services and support for young people with SEND to make a positive transition to adulthood, including paths to employment, good adult health, independent living and participating in society.

3.5.2 £763,000 High Needs funding is required to support the Other category and is show

in Table 5 below.

Specialist Inclusion 2021/22 Funding

requirement

School related statutory functions £50,000 Specialist Inclusion Service £2,000,000 Vulnerable Learners Service £62,000 Medical Needs Team £170,000 Vulnerable Children £70,000 SENDIASS £60,000 Early Years Inclusion £500,000

TOTALS £2,912,000

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Table 5 – Other Services - Use of High Needs

Other 2021/22 Funding

requirement

Capita One £10,000

Investigation of New IT system £100,000

Commissioning Team £43,000

Disabled Children’s Team £110,000

Running Costs - Overheads £500,000

TOTALS £763,000

3.5.3 The £763k is required to support these areas detailed below:

i) Capita One - £10,000

The Capita One system provides information across Education, Early Years, Youth and Social Care. £10k is required for the element of Capita One used for High Needs areas.

ii) Investigation of new IT system - £100,000

The SEN Service Manger identified savings in 20/21 to enable resources to introduce a new IT system for the provision and maintenance of EHCPs. It is to complement the SIMS system already in schools and improve access for parents.

iii) Commissioning Post - £43,000

Funding is required for 1fte post 18 Development Officer within the Integrated Commissioning Unit to support young people with SEND to make a positive transition to adulthood, including paths to employment, good adult health, independent living and participating in society.

iv) Disabled Children’s Team - £110,000

Funding is required to fund the existing 2.5fte Occupational therapy posts. v) Overheads - £500,000

Funding is required to offset the Council overhead costs of providing the above services. These services include building costs, legal cost, commissioning/contracting costs, finance and HR/payroll costs etc.

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4. Recommendations Schools Forum is asked to note the content of the report and support the

recommended use of the High Needs funding envelope for 2021/22.

5. Reasons for recommendations

Contained in this report.

6. Impact of funding, targets and milestones Contained in this report.

7. Resource implications

Contained in this report.

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8. Appendices Appendix 1

Extract from Section 251 ( Apprenticeships, Skills, Children and Learning Act 2009) Guidance – Use of High Needs Budget

Top up funding – maintained schools:

The planned expenditure on top-up funding for maintained schools, including pupil referral units (PRUs). Top-up funding is paid to schools for pupils with high needs in mainstream classes, in special units and resourced provision attached to mainstream schools, in special schools and in PRUs and in sixth forms. Top-up funding is usually administered directly by local authorities from a central high needs budget. Where such funding has been devolved to schools for them to decide what to pay other schools (for example, when a school pays top-up funding for a pupil it places in a PRU), this funding should also be included.

Top up funding – academies, free schools and colleges:

Top-up funding is paid to academies for pupils with high needs in mainstream classes, in special units and resourced provision attached to mainstream academies and free schools, in special academies and free schools in alternative provision academies and free schools, and in academy and free school sixth forms. Top-up funding for students with high needs in further education colleges, sixth form colleges and local authority post-16 provision should also be included in this line, in the post-school column. Top-up is usually administered directly by local authorities from a central high needs budget.

Top-up and other funding – non-maintained and independent providers:

The planned expenditure on top-up funding for non-maintained special schools, and planned expenditure on pupils with SEN statements or education, health and care (EHC) plans at independent schools, including pupils in sixth forms.

Additional high needs targeted funding for mainstream schools and academies:

The planned expenditure from the authority’s high needs budget which is given to mainstream schools and academies to ensure that they have enough funding to meet additional support costs up to £6,000 for pupils with SEN, where they cannot reasonably do this out of their budget share. Local authorities were asked to give more detailed information about such targeted funding in their APT return. More information on the APT is available.

SEN support services:

Include the costs of non-delegated centrally retained specialist SEN support services for pupils with or without statements or EHC plans, whether supported directly by the local authority or commissioned by them. This will include services for visual, hearing and physical impairment, specific learning difficulties, speech, language and communication, profound and severe learning difficulties, and autism. You should include:

• Costs of these services for 0-5 year olds.

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• Costs of providing these services to home educated children. • Costs of early years SENCOs who are centrally managed across a number of early years providers.

Hospital education services:

hospital education is defined in the regulations as education provided at a community special school or foundation special school established in a hospital (usually called a hospital school), or under any arrangements made by the local authority under section 19 of the Education Act 1996 (normally provision in PRUs or services centrally managed by the local authority, where the child is being provided with such education by reason of a decision made by a medical practitioner).

Only include expenditure on hospital education services. It should include both services made available to children and young people resident in the local authority’s area and services made available to those who are in the area because that is where they are receiving their health care. It should also include expenditure on the local authority’s pupils who are receiving their education from an independent hospital education provider.

Other alternative provision (AP) services:

include planned expenditure on AP services provided directly or commissioned by the local authority. This may include funding for home educating parents. Also include funding for AP providers other than PRUs, AP academies and AP free schools. Include funding for commissioned services delivered by PRUs, AP academies and AP free schools, but exclude any funding for places at these AP providers (which should instead be included in line 1.0.1 and specified in table 2) and any top-up funding in respect of pupils at these providers (see lines 1.2.2 and 1.2.3).

Support for inclusion:

•Collaboration between mainstream and special schools and primary and secondary schools to enable children with special educational needs to take part in mainstream activities. •Devolved expenditure for the integration of children from specialist to mainstream settings and the provision of discrete services or projects to promote such integration, such as commissioned outreach services. Do not include recharges or the cost of monitoring SEN provision.

Special schools and PRUs in financial difficulty:

include expenditure on assisting special schools and PRUs in financial difficulty. Therapies and other health related services:

include costs associated with the provision or purchase of speech, physiotherapy and occupational therapies. Include any expenditure on the provision of special medical support for individual pupils which is not met by a Primary Care Trust, National Health Service Trust or Local Health Board.

T:\PA's\AD Education and Inclusion\Meetings\Schools Forum\2021\20210429\20210429-Schools Forum Agenda - draft.docx

Schools Forum

Work Programme 2020/21

Prepared by

Lesley Bowyer, Interim AD Education and Inclusion

Richard Morse, School Organisation and Access Manager

T:\PA's\AD Education and Inclusion\Meetings\Schools Forum\2021\20210429\20210429-Schools Forum Agenda - draft.docx

Meeting date Venue Reports Deadline for papers

12 November 2020 Virtual • Forum Constitution and Terms of Office– Jeannine Houshmand - verbal

• Allocation of funding to school improvement clusters – half yearly impact report – Lesley Bowyer

• School funding update (including growth funding) – Jane Davy

• Scheme for financing maintained schools – Jane Davy

• Clawback mechanism update – Jane Davy

• Work programme

14 January 2021 Virtual • Early years block provision, central spend – Martyn Sharples

• Schools funding update – Jane Davy

• Growth funding 2020/21 and 2021/22 – Jane Davy

• Schools balances – Jane Davy

• De-delegation including Union facilities – Michael Benn

• Central Spend on High Needs Block provision including arrangements for commissioned places for pupils with Special Educational Needs - Janet Green

• Review of services to schools – Michael Holgate

• Good Practice and Self-Assessment – Jeannine Houshmand - verbal

• Work programme

4 January 2021

29 April 2021 Virtual • Allocation of 2021/22 Central Service Schools block (CSSB) central spend – Steve Drake

• Allocation of Funding to School Improvement

• Clusters (half year report) – Connie Beirne

• School Balances – Spring Monitor – Jane Davy

Decision Decision Information

19 April 2021

T:\PA's\AD Education and Inclusion\Meetings\Schools Forum\2021\20210429\20210429-Schools Forum Agenda - draft.docx

Meeting date Venue Reports Deadline for papers

• Central Spend on High Needs Block provision including arrangements for commissioned places for pupils with Special Educational Needs – Steve Drake

• Falling Rolls verbal – Jo Buckley

• Future Meetings

• Work programme

Information Consultation Information Information

24 June 2021 Virtual • Schools Balances 31 March 2020 – Jane Davy

• Schools 3 Year Budget Plans – Jane Davy

• Scheme for Financing Schools – Jane Davy

• Schools Forum Self Assessment – Jeannine Houshmand

• Falling Rolls report – Jane Davy

• Work programme

Information Information Decision Decision information

14 June 2021