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MONMOUTH SCHOOLS CLUSTER PROJECT

STRATEGIC OUTLINE CASE

For Monmouthshire County Council 21

st Century Schools programme.

November 2013

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Contents Page. 1.0 Executive Summary.

1.1 Introduction. 1.2 Strategic case.

1.2.1 The strategic Context. 1.2.2 Case for change.

1.3 The Economic case. 1.3.1 The long list. 1.3.2 The preferred way forward. 1.3.3 The short list.

1.4 The Commercial case. 1.4.1 The procurement strategy. 1.4.2 Risk analysis.

1.5 The Financial case. 1.5.1 Summary of financial appraisal 1.5.2 Overall affordability and balance sheet treatment.

1.6 The Management case. 1.6.1 Project management arrangements. 1.6.2 Gateway review arrangements.

1.7 Recommendation. 2.0 Introduction to Strategic Outline Case.

2.1 Project purpose. 2.2 Brief history of the process to date. 2.3 Band A projects.

3.0 The strategic Case

3.1 Key principles. 3.2 Strategic context – Band A requirements. 3.3 Organisational overview. 3.4 The Monmouth Schools Cluster in context. 3.5 Estyn inspection of education services in Monmouthshire. 3.6 Educational business strategy. 3.7 Monmouthshire County Councils Secondary Schools. 3.8 Other organisational business strategies. 3.9 Investment objectives. 3.10 The existing arrangements – Monmouth School. 3.11 Education briefing sessions with the schools team. 3.12 The Monmouth School Cluster. 3.13 Business needs. 3.14 Potential business scope and key service requirements. 3.15 What are the benefits, risks and dependencies.

3.15.1 Main benefits criteria. 3.16 The risks. 3.17 The constraints. 3.18 Dependencies. 3.19 Benefits – overall conclusion

4.0 The Economic Case

4.1 Introduction. 4.2 Critical success factors. 4.3 The long list options and SWOT analysis.

4.3.1 The Long list

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4.4 SWOT Analysis. 4.4.1 Scoping options. 4.4.2 SWOT analysis.

4.5 Recommend a proposed way forward- the shortlist. 4.6 Indicative capital, income and revenue costs for each of the shortlisted

options. 4.6.1 Backlog of Maintenance costs.

4.7 The economic case summary. 4.8 The economic case – overall conclusion.

5.0 Commercial Case. 5.1 Required services. 5.2 Potential for risk transfer. 5.3 Proposing charging mechanisms 5.4 Proposed contractual length. 5.5 Proposed key contractual clauses. 5.6 Personal implications. 5.7 Programme strategy and implementation – the Monmouth Schools

Programme. 6.0 The financial Case.

6.1 Financial Expenditure. 6.2 Phasing of Capital Costs.

7.0 The Management Case. 7.1 Introduction 7.2 Programme Management Arrangements. 7.3 Roles and Responsibilities. 7.4 Programme Board Terms of Reference 7.5 Outline project reporting structure. 7.6 Outline Project Plan. 7.7 Project Milestones 7.8 Use of Special Advisors 7.9 Gateway Review Arrangements.

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1.0 Executive summary

1.1 Introduction

This Strategic Outline Case (SOC) seeks approval to invest an estimated £37 (£36.9) million in the proposed redevelopment of the Monmouth Schools Cluster in Monmouthshire. The investment includes the full redevelopment of Monmouth Comprehensive School and targeted works to support transformational change in the 8 cluster primary schools. The works to the primary schools includes the redevelopment of the existing schools environments to create new inspirational, creative and transformational learning and teaching opportunities inclusive to all, schools that reinforce our strong vision for raising standards of achievement and attainment throughout Monmouthshire.

1.2 Strategic Case

1.2.1 The Strategic Context

The strategic drivers for this investment and associated strategies, programmes and plans are as follows:

To raise standards of achievement and attainment by meeting the vision for learning and teaching in Monmouthshire.

To provide learning and teaching environments that are fit the 21st Century.

To invest in the future of our children and young people.

To manage surplus places within the area of Monmouth

To improve inefficiency of our current educational estates.

To support change management within education and provide efficiencies in delivery.

To be an important catalyst in the regeneration of the Monmouth area and the development of better life chances for all.

The proposed £37 million investment in our education provision will realise these needs.

1.2.2 The Case for Change Education is a key priority for the Council and from this we have identified the following Investment Objectives:

To improve educational standards throughout Monmouthshire.

To provide an appropriate learning and teaching environment for all users that meets the needs of the 21st Century and beyond.

To reduce surplus places within the Monmouth area and reduce inefficiencies.

To reduce on going life cycle costs through challenging the use and management of the building.

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To reduce costs of an inefficient and aging school estate.

To introduce real management change and efficiencies in improved educational delivery and management of the schools estate.

To successfully deliver all the recommendations for improvement identified in MCC Estyn Inspection report of 2012.

1.3 Economic Case

Key critical success factors for the programme were developed at an “options

appraisal workshop”. The critical success factors were aligned to the

investment objectives for the project to evaluate the list of possible options.

CSF 1: An inspirational learning and teaching environment is delivered that

improves standards of achievement and attainment.

CSF 2: Improved participation of the community in learning and leisure.

CSF 3: A culture of on-going educational innovation and research that

provides a holistic fit and synergy with other key strategies of the Council.

CSF 4: Reduced revenue costs throughout education through innovative

working practices and pedagogies that also enhance learning.

CSF 5: Achievability. The ability to deliver the programme.

CSF 6: Affordability and sustainability of the programme.

1.3.1 The Long List

The evaluation undertaken to determine the long list of options was

undertaken in accordance with how well each option met the investment

objectives and critical success factors.

The following options are to be considered:

1. Do nothing

2. Do minimum

3. Extension and alteration scheme

4. New build on the existing site

5. New build to incorporate leisure facilities

6. New build on new site – this option was immediately discounted as

MCC has no surplus land available within the area.

1.3.2 The Preferred Way Forward There were 5 options on the long list which are all possible. However, given the educational and economic design, to do nothing is not an option and therefore is only included as a basis for comparison.

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Following the evaluation set against the investment objectives and critical success factors, the outcome showed that Options 3 and 4 should be given further consideration. 1.3.3 The Short List

Option 3 – A Secondary Extension/Alteration Scheme with Transformational

adaptations to the feeder primary schools.

Option 4 – To provide a Secondary new build with Transformational

adaptations to the feeder primary schools.

1.3.4 Indicative Economic Costs

SCHEME NAME

2014/15 2015/16 2016/17 2017/18 2018/19 TOTAL

Monmouth

Cluster

£2,300,000 £9,100,000 £4,700,000 £1,075,000 £325,000 £18,000,000

£1,736,500 Match Funding from WG

£10,311,000 Match Funding from WG

£4,627,500 Match Funding from WG

£500,000 Match Funding from WG

£825,000 Match Funding from WG

£18,000,000

£4,036,500 £19,411,000 £9,327,500 £1,575,000 £1,150,000 £36,000,000

1.4 Commercial Case

Monmouthshire has considered various procurement options and the

conclusion of the exercise is that we should be procuring this scheme through

the South East Wales Procurement Framework (SEWSCAP).

1.4.1 Procurement Strategy

Monmouthshire County Council (MCC) will utilise the SEWSCAP framework

to deliver this programme of schools improvement. In readiness to deliver,

MCC have prepared all the relevant documentation and are in a position to

engage the framework contractors in the detailed development and delivery of

this programme.

1.4.2 Risk Analysis

The main risks associated with the scheme are as follows:

Welsh Government (WG) funding is not secured due to poor Business Case submission or a change in WG policy.

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The Change Management Programme is not effective in delivering the educational outcomes.

The budget will not deliver the schools programme due to time slippage, change in economic climate or inflation.

Existing service infrastructure not being adequate for the proposed development.

Unable to deliver all the recommendations for improvement highlighted in MCC Estyn Inspection.

Full planning consent may not be approved.

The cost of achieving BREEAM excellent may not be achieved within the funding levels.

The number of NEET students will not reduce and standards will not rise quickly enough.

Failure to meet key targets/investment objectives, adversely affecting skills and employment opportunities.

Political change in MCC or/and WG. A number of risks have already been mitigated:

MCC political approval has been achieved for the schools programme.

Detail investigations, studies and feasibilities on all schools sites have been undertaken. All risks have been identified and managed through a project risk register.

An extensive school and community engagement/ consolation programme has been undertaken to inform this proposal. One of the key outcomes was a very high level of support for the transformation of the Monmouth Schools Cluster and the opportunities for the regeneration of the Monmouth area.

Financial risk has been mitigated by MCC earmarking and ring fencing its 50% match funding, totalling £18.0million.

1.5 Financial Case

1.5.1 Summary of Financial Appraisal

The indicative capital costs are £36 million

1.5.2 Overall Affordability and Balance Sheet Treatment

MCC has already secured its 50% match funding (£18.0million) and has earmarked funds in its accounts. The project has been assessed positively under HM Treasury guidance and will be on balance sheet.

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1.6 Management Case

1.6.1 Project Management Arrangements

This proposal is the 1st priority of MCC‟s in delivering its 21st Century Schools Programme, which is designed to transform teaching and learning opportunities for Monmouth and its community.

These details are set out in the Strategic Outline Programme (SOP) for MCC, which was submitted to WG in December 2010, plus the revised SOP bid in November 2011 and subsequent paper in September 2012. MCC know the importance of a successful delivery of this programme and have set up a dedicated 21st Century Schools Team to manage, monitor, report and deliver this programme. MCC are confident that we are ready to deliver this transformational schools programme.

1.6.2 Gateway Reviews Arrangements

The first Gateway Review has been arranged for December 2013.

1.7 Recommendation

Due diligence has been undertaken by MCC for this element of the 2Ist Century Schools Programme and as an authority are recommending proceeding with the Monmouth Cluster Project in accordance with the WG bid approved sum of £37m.

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2.0 Introduction Purpose of the Strategic Outline Case The purpose of this Strategic Outline Case (SOC) is for the redevelopment of the Monmouth Cluster Schools. This SOC seeks approval for a capital investment of £37m to proceed to the next stage of the approvals process in the re-development of Monmouth School (secondary school - 1600 pupils Inc. sixth form provision) and targeted alterations to the existing 8 primary feeder schools estates, in order to provide inspirational and transformational 21st Century learning and teaching environments which are not only inclusive for all but will benefit the whole community of Monmouth as well as deliver the vision for learning and teaching for Monmouthshire. The Monmouth cluster model emphasises the importance to us of

collaborative and supportive working throughout education, creating increased

opportunities to develop and share “good practice” as well as enrich the

opportunities for enhanced, integrated and holistic learning and teaching

throughout. The schools within the Monmouth area will be seen as

“educational hubs” that deliver an education provision that is truly fit for the

future, building on community cohesion as well as contributes to the economic

regeneration of the area. More importantly, it will allow MCC to provide every

child and young person with the tools and opportunities that they need to raise

their aspirations, achievement and better overall life opportunities.

The business case is not simply a vehicle for gaining approval for a scheme. It is an approach that enables decision makers and other interested parties to ascertain whether a scheme;

is supported by a robust case for change that provides strategic synergy and meets the recommendations of the Estyn Report – The Strategic Case

optimises value for money – The Commercial Case

is commercially viable – The Economic Case

is financially viable – The Financial Case

is achievable – The Management Case The initial phase, the Strategic Outline Programme (SOP) has already been completed and was approved by Cabinet in November 2011. Monmouth Comprehensive School Cluster was identified as being one of the real priority projects in the programme. The SOP set out Monmouthshire‟s long term investment objectives and a programme to bring all of our school environments up to the standards required for 21st Century learning and teaching. Our determination is to achieve a fundamental shift in standards (in line with the Estyn Report) of educational achievement with the importance focused upon more inspirational and transformational learning and teaching strategies, using flexible, agile and

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future proofed environments rich in accessible technology that fosters real independent and personalised learning for all. Of equal importance is the need for appropriately designed whole school environments which are flexible, adaptable in design to support and facilitate new and future methods of learning and teaching to flourish. We see the new and exciting pedagogies integrated with technology rich learning environments as key drivers for real change. Through this programme we will realise real and measurable efficiencies and savings in the management, educational delivery and running of our school estates. Since submitting the revised Strategic Outline Programme in 2011

Monmouthshire 21st Century Schools team have undertaken a significant

amount of research and development in determining and defining its

overarching vision for 21st Century learning and teaching, what it looks like

and the positive impact it will have on the life chances of children and young

people.

One of the key outcomes that came out of this research was that it is essential

that we adopt a strategic view in delivering our needs and those of children

and young people, a key outcome of our recent Estyn Report. From

discussion with our WG colleagues around this need, a revised paper was

formally submitted to the Welsh Government in September 2013, outlining the

proposed changes to our Band A proposals originally submitted by

Monmouthshire County Council in The Strategic Outline Programme of 2011.

To achieve these revised requirements we recognise that a real step change

was required in our thinking to ensure that we delivered real and achievable

transformation to our learning and teaching environments in both primary and

secondary phases, this to ensure, promote and support the following key

outcomes:

A cluster wide IT strategy and learning platform that promotes knowledge

share and good practice. Development and implementation of technology

enrich an environment that supports personalised models of learning and

teaching.

Curriculum enriched environments that facilitate easy access and

empower all children and young people to develop knowledge, skills and

attributes for effective lifelong learning and employment.

To empower teachers to deliver a creative and immersive curriculum

within an ICT enriched engaging and supportive environment.

To attract and retain high quality teachers and teaching staff.

To actively plan, manage and support children and young people‟s

transitional journey through education, ensuring all reach their full

potential.

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The development of all our schools as inspirational learning campuses

inclusive of all and where the school is at the heart of the community it

serves.

Our schools to be the beacons of a community‟s success and future

prosperity.

The school environment seen as a resource for the community and the

community it serves is a resource for the school. Achieving an enrichment

of life chances, sharing of expertise as well as providing provision and

facilities for all.

An efficient cost effective whole schools estate.

We recognise that there is a real need to narrow the gap between Key Stage

2 and 3 results and see that through the schools cluster model that we can,

through a collaborative, supportive and engaging environment, achieve all

these key measures of success that underpin our vision for Monmouthshire

21st Century Schools.

Transitional change and its material effect on the learning and teaching of

children and young people was a key issue that was raised in our series of

public engagement/workshop sessions. The outcome of this consultation

process was the development and incorporation of the “transformational

initiative” specifically designed for the Monmouth Primary cluster schools. This

initiative will provide the strategic approach that is required to successfully

manage this change as well as clearly setting out how this programme of

school development is to raise standards of achievement and attainment.

One of the key outcomes from this review and vision scoping is that there is

no requirement to issue or initiate any statutory closure procedures. MCC are

ready to deliver this programme.

2.1 Project Purpose The Monmouth Schools Cluster Project recognises the importance of linking the investment with the wider community regeneration initiatives, ensuring that the schools are a fundamental contributor to raising the aims and aspirations of the community as a whole and for the local economy to thrive and prosper. As part of this programme we will actively engage with all key stakeholders of the school, community groups and the business environment in the creation of an educational offer (vocational as well as academic) which enriches the prospects of all as well as provide a school environment that can be effectively utilised by its wider community 24 hours a day, 7 days a week. The strategic drivers for this investment and along with associated strategies are set out within Monmouthshire‟s Single Integrated Plan 2013 -17 and the Council‟s Improvement Plan 2013-16. By undertaking this re-scoping exercise

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we have been able to align and integrate our educational vision with the overall needs and aspirations of the Monmouth community and its regeneration strategy. In essence our shared vision will:

Raise standards of achievement and attainment by meeting the vision for 21st Century learning and teaching in Monmouthshire.

To manage surplus places within the area of Monmouth and ensure that the school environment is focused on raising the aspirations of the children and young people.

To improve inefficiencies throughout the service offer, both financial and non-financial. Achieved by the use of an inspirational and creative curriculum, modern flexible / adaptable learning and teaching environments, effective streamlining of services, sustainable low energy low maintenance solutions for our schools estates and change management strategies.

To be a key catalysis in the regeneration of the Monmouth area. The SOC is part of the second stage of Monmouthshire‟s response to meeting the requirements of the Welsh Government (WG) which are to

Transform the education provision throughout the County.

Raise standards of achievement and aspirations for all.

Reduce the number of surplus places.

Raise life chances for all within the community. The 21st Century Schools investment objectives were:

To ensure that the School Estate in Wales comprises facilities that are

in good condition and suitable for the delivery of 21st century education

to young people across Wales.

To address issues of the location, capacity and appropriateness of

educational facilities across Wales, providing solutions that enhance

educational outcomes and inclusivity.

To support the raising of educational standards and outcomes for

young people and to act as a catalyst for changes in practice that

contribute to this.

To create a generation of schools in Wales that inspires pride in their

users and resources for their communities.

To reduce the carbon footprint of the Welsh school estate and improve

the sustainability of school buildings and their operation.

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In addition to the above we could also comment on how this programme will

meet the Welsh Governments agenda for 21st Century Schools:

Improve educational outcomes and provision –. To provide

individualised and personalised educational pathways for each and

every child and young person. To raise aspirations and life chances for

all. To provide the tools and environments that good teachers can be

attracted to and retained within our schools (Estyn Report).

Make the schools fit for purpose - by providing more flexible, ICT

enriched, inspirational and transformational 21st Century teaching and

learning environments which are inclusive to all.

Develop community facilities – To provide facilities and services that

are tailored to the needs of the community that the schools serve.

Development of co-located facilities – Where possible develop links

with local services and facilities to achieve an enhanced educational

offer of real value to the school and the community it serves.

Provide personalised education and development – With the use of a

creative and engaging curriculum offer fully integrated into a

personalised pupil plan (that develops as the child progresses). ICT

enriched offer which allows personalised access to the pupil plan at

anytime and anywhere.

Recruitment and retention of a highly skilled and motivated workforce –

Provision of a 21st Century teaching and learning environment which is

inspirational, supportive and creative. A management structure in

which individuals can progress where creativity, skills and achievement

are recognised.

Sustainability – Use of new modern low carbon, low energy building

and technology strategies. Flexible and agile educational environments

that can respond efficiently and effectively to changing educational and

user needs. Low maintenance and robust environments which can be

easily and cost effectively managed.

Efficient school organisation – Change management through the

delivery of new transformational teaching and learning environments,

creative curriculum strategies and use of ICT enriched environments.

Effective use of resources – surplus places, VFM, reduction of backlog

maintenance. Provision of new modern efficient and effective

educational environments and infrastructure.

Transformation for all -Through change management, knowledge

share, creative curriculum offer, modern technology and creative

educational environments.

Improve basic skills – Development of a personalised pupil plan and

management of the whole educational journey of the child or young

person. Provision of flexible and agile learning and teaching

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environments which are supportive to the individual‟s needs and

development profile.

Reduce NEETs – By making the whole educational experience of

pupils and young people engaging, supportive, relevant and

aspirational. Realistic in raising life chances.

Use of effective ICT- Provision of an ICT enriched whole school

environment which is intuitive, responsive to all users‟ needs and

requirements both inside and outside the school environment.

2.2 Brief history of the process to date

The first stage of the process was the submission of the Strategic Outline Programme (SOP) which has been approved in principle by WG. This outlined details of the overall bid for Band A – period 2014/15 – 2018/19. Since the submission and approval of the SOP, Monmouthshire has reviewed its priorities, in line with the £81.5 million programme that has been agreed, in principle, as detailed above. Through a detailed and extensive consultation process it has been confirmed that the following projects should remain in Band A (see below). The remainder will be considered in subsequent funding streams. As discussed previously in this SOC a short paper was submitted to WG outlining the reasons why our thinking has changed regarding the scope of the programme. These changes were agreed in principle by WG as the basis to develop our current proposal. 2.3 Band A projects

1500 Place replacement School on the Caldicot School site, plus the inclusion of a limited programme of educational environment enhancements and life cycle initiatives in the primary feeder schools.

1600 Place replacement School on the Monmouth Comprehensive School site, plus the inclusion of a limited programme of educational environment enhancements and life cycle initiatives in the primary feeder schools.

210 place School to replace the existing Raglan Primary School. (This project has received approval to proceed following the successful submission and approval of a Business Justification Case.

Contribution towards a South East Wales solution to create additional Welsh Medium Secondary provision by September 2016.

Monmouthshire CC is in a position to deliver on all of the above projects, as no statutory closure procedures are required.

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3.0 The Strategic Case Introduction This SOC is specifically focused on the redevelopment of Monmouth Comprehensive School (679 4060) and in addition essential transformational adaptations to its feeder primary schools. This programme is an integral part of our 21st Century Schools Programme, improving standards (Esyn Report) and a key catalyst to the regeneration of the Monmouth community. Our agreed vision for 21st Century learning and teaching in Monmouthshire follows a lengthy internal review, a structured series of consultations and engagements with school leadership teams, pupils, communities, service providers, businesses leaders as well as a series of visits to educational establishments across the UK to observe best practice in delivering a curriculum that is suitable for the 21st Century and beyond. We have also undertaken global research which has influence in developing our approach to this 21st Century Schools agenda. In addition to this, MCC has always undertaken robust Post Evaluation Exercises on each of our completed schools projects to ascertain how they have impacted on raising standards of achievement and attainment. The Education Impact Model Initiative which was pioneered by MCC will be used to ensure that our 21st Century Schools programme is delivering the desired outcomes. 3.1 Key Principles We aim to:

Promote truly sustainable design solutions and safe and secure teaching and learning environments in the design/adaptations of new/refurbished schools by using low carbon, low energy strategies and by achieving a BREEAM excellent standard and achieving an EPC rating of A.

Promote effective procurement and strong project management in the provision of school building projects through collaborative action between Local Authorities, via the SEWSCAP (South East Wales School Capital) Framework.

Providing a low cost, low maintenance schools estate.

Demonstrate a link between the allocation of funding for capital investment in schools and effective and deliverable strategic planning, based upon our asset management plan and assessment of demand of school places.

Promote schools as a focus and a resource for the local community by providing opportunities for an extended school day provision.

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The Government of Wales Act 2006 set out the Welsh Assembly Government‟s objectives regarding the implementation of sustainable development in construction and service contracts. Sustainable development embraces such goals as improving the environment, building stronger communities, reducing social exclusions and poverty and the development of the economy, in essence the positive development of life chances for all. MCC, wish to give effect to objectives relating to social inclusion and employment and recruitment of the long-term economically inactive. The document “Community Benefits, Delivering Maximum Value for the Welsh Pound” was published in March 2010 and explains what Local Authorities are doing to get value for money and to obtain visible benefits for local people from all the services they provide. The document identified six key components that assist elected members in delivering the wishes and aspirations of local people:-

Procurement is viewed as a key driver for delivering the organisations sustainable development commitments.

The Authority is striving to develop a vibrant Welsh economy capable of delivering strong and sustainable economic growth by providing opportunities for everyone in Wales. Development means ensuring that our actions contribute in the round to social, economic, building stronger communities, reducing social exclusion and poverty and encouraging the development of the economy. The Authority‟s commitment to deliver “community benefits” outcomes from their procurement activity is designed to ensure that wider social and economic issues are taken into account when spending public money. The intention is to achieve the very best value for money in the widest senses.

Tenderers are required to complete the attached Community Benefits Targeted Recruitment and Training Pro-forma Method Statement as part of their tender which will form part of the contract.

The contractor will meet with the following requirements:

1. Any employment opportunities newly created or as part of general recruitment churn, will be offered to people who are unemployed and are registered with an unemployment benefit agencies.

2. Record and report on sustaining existing Work Force and map local

proximity to within LA range.

3. Record and report on any other employment initiatives involved in,

such as Jobs Growth Wales, Apprenticeships, ESF Funded projects

etc.

There are a variety of methods by which community benefits can be achieved, through direct employment, use of Jobs Growth Wales opportunities, traineeships, and traditional apprenticeships and shared

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apprenticeship opportunities where available. Traditional and shared apprenticeship opportunities can be identified through Construction Skills and are delivered in South East Wales via Y Prentis. Information relating to other training methods can be accessed by contacting via MCC in the first instance that will coordinate support by linking directly with a number of welfare to work agencies to access the most appropriate provision.

Notwithstanding the requirements to implement the Community Benefits Plan submitted as part of the SEWSCAP framework, there will be specific requirements identified for this project.

As part of the Welsh Government and SEWSCAP commitment to Community and Sustainable Benefits, a Measuring Tool has been developed which the appointed Contractor will be required to complete and submit to the Employers Agent at the completion, mid-point and on completion of this Project. The measuring tool has been issued to all SEWSCAP Contractors but can be re-issued if necessary.

The tenderers are required to provide their updated Community Benefits Plan at tender stage for information purposes. The Plan will be reviewed during the pre-construction stage so that clear targets are agreed for monitoring over the duration of the contract.

All the above support the strategic drivers for this investment, which are

To assist in the regeneration of the Monmouth area and provide employment opportunities through the programme.

To raise standards of achievement and attainment by meeting the vision for 21st Century learning and teaching in Monmouthshire.

To manage surplus places within the area of Monmouth

To improve inefficiencies in the running and maintaining of the whole schools estate by the provision of new zero carbon, low energy, sustainable and future proofed schools estates.

To deliver all the recommendations for improvement as highlighted in the recent Estyn Inspection.

The aim of the Monmouth Cluster Schools Project is to raise standards of achievement and aspiration within all the schools and the communities they serve and we are confident that this can be fully realised if we deliver a programme that:

Is focussed on preparing and supporting all children and young people to be good citizens, ready for the rigours of 21st Century living, learning and workplace.

That the educational environments are not only inspirational and creative but are safe and secure for all.

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Reflects an inclusive, supporting and welcoming ethos.

Include creative and inspiring internal and external spaces throughout the school campus that appeals and engages a range of intergenerational users.

Environments that excites and inspires creativity and a desire of individuals to reach their full potential.

Optimises the opportunities for practitioners and service providers to observe new and best practice in real time.

Supports the development of new pedagogy, enables collaborative working and captures real time learning and teaching in support of professional development.

A platform where good practice and support can be offered to all.

Include adaptable, flexible and agile spaces that are future proofed to accommodate new models of school organisation and pedagogy.

Include immersive and flexible learning spaces that can expand and contract to cater for different group sizes and activities easily and effectively.

Are highly visible interactive learning environment with glass walls to support the sharing of good practice and passive supervision.

Provide an appropriate change management programme for all staff.

An environment that attracts and maintains the best teaching and support staff.

Flexible use of furniture solutions to provide differing teaching and learning environments.

An environment that is ICT rich, in line with Welsh Government recommendations.

Whilst doing this, we aim to embrace new methods of construction to achieve a zero carbon, high energy efficient sustainable school campus which will be an exemplar programme of creativity and innovation for all to learn from. This approach to achieving a truly sustainable schools estate / campus will in turn result in additional long term economies with reduced running and maintenance costs along with extended potential use. The programme will also reduce 100 surplus places within the area by reducing the capacity of the school, aligning to the Welsh Government target of below 10%. The new build will maximise the use of learning spaces with a reduction of circulation areas and will also create areas that can be used in a variety of formats to the benefit of the students and community. From the outcome of the studies and consultations it has been agreed with all services at MCC that the best solution for the Monmouth Cluster is to re-build the new secondary school at a capacity of 1600 (based upon current and projected future pupil intake). These projections currently do not take into account any future housing development sites, the “Local Development Plan” have zoned areas for residential development (within the school catchment zone) however no applications or consents have been granted. If in the future these sites materialise the Authority would actively seek Section 106 contributions for additional educational primary and secondary facilities which

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will be required. Design solutions will be developed to accommodate, if required in the future, simple and well considered extensions. The demands of those leaving full time education at the earliest opportunity is currently high and there is no evidence that this will change. MCC recognises that there is a need to change this trend and to provide all children and young people, through education, a number of potential pathways into fulfilment through employment and social interaction. We believe that through this programme we can ensure that all children and young people really do aspire and reach their full potential within society. Monmouthshire recognises that it needs to provide better and more focussed 21st Century learning and teaching environments that are appropriately designed and equipped to allow our children and young people to have the best opportunities to learn both individually as well as collaboratively. The Monmouth Cluster Project is intended to take this agenda forward and to enable our young people to be better placed for modern/entrepreneurial employer needs and the demands of a modern multicultural society. It will also skill them though personal development plans to be ready for the right employment challenges that they will face in their future, fulfilling their own individual needs as well as enriching and sustaining the local economy and community. 3.2 The strategic context – Band A requirements. Monmouthshire‟s 21st Century schools programme as outlined is innovative, transformational, ambitious, deliverable and affordable, a real outcome of meeting WG vision for 21st Century School. The programme, as detailed in the SOP (December 2010) together with the revised Band A Submission (November 2011) have been endorsed by MCC Cabinet and full Council and approved in principle by WG. Monmouthshire CC has subsequently submitted additional changes to its Band A proposals to WG in October 2013, which supports our / their strategic vision for 21st Century learning and teaching and is ready for political approval in October 2013 (MCC). The overall aim of Monmouthshire‟s programme is to transform the educational opportunities for all learners and to raise standards through the provision by providing improved learning and teaching environments. There is no doubt that the benefits to be realised from the programme will be substantial improvements in educational standards and pupil outcomes as well as massive improvements in the condition, suitability and sustainability of all schools estates. These outcomes and ability to deliver will no doubt complement all the key objectives within the WG‟s 21st Century Schools programme as well as a number of wider strategic educational and community agendas. The SOP already submitted also underpins other key policy and strategy themes/ agendas for education as set by WG. The purpose of this section is to explain and interpret how the scope of the proposed project by Monmouthshire CC fits within the existing business and educational strategies of the WG. This section provides a compelling case for

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change, in terms of the existing and future educational, operational, management and wider community needs (and associated sensitivities), fused together local with national objectives local policy drivers. Building on our strengths, Monmouthshire will continue to raise the aspirations and achievements of children and young people as well as the wider community. In particular we understand the need to develop school estates to meet changing needs as well as a positive catalysis for local regeneration. The provision of an innovative, transformational education offer along with, training, leisure and extended services will go a long way to providing a total community facility all within one site.

We are convinced and committed to this innovative programme and believe that it will deliver improved measureable educational outcomes and positively provide long term employment and social prospects for all.

We know that ICT has a very important part to play in the development of the programme. The strategic plans, developed with the schools communities and in line with government objectives provide a virtual platform which will support and promote real and tangible transformation schools, which will be also designed to assist and support improvement in life opportunities to the wider community.

3.3 Organisational overview Monmouthshire is essentially a rural county, with four main town areas of Caldicot, Chepstow, Abergavenny and Monmouth. Neighbouring authorities are Powys, Herefordshire, South Gloucestershire, Blaenau Gwent, Torfaen and Newport. The total area within our boundaries is 85,000 hectares, or 850 square kilometres. The population at the last midyear estimate in 2012 stood at 91,659.0 Our county has a high rate of employment with around 41,700 employed people at the end of 2013 with 10,700 in the Public Sector and 30,600 in the private sector. 33.9% of these are in managerial and professional occupations against a national average of 27.3%. However, these figures mask some real challenges that our approach attempts to address in a coherent and fundamental way. We have some significant areas of deprivation. The Census data for 2011 shows that among the 58 community divisions identified in The Welsh Index of Multiple Deprivation, 22% of them are in the 50% most deprived wards in Wales. The Joseph Rowntree report confirmed the challenges arising from rurality. The challenge for the Council is to ensure that Monmouthshire residents can access services as locally as possible and that the Authority can deliver services to dispersed communities, we see our schools as one of the opportunities to do this. Importantly, the latest data available in 2011 shows that the average gross weekly earnings in Monmouthshire are £493.80, significantly lower than the national average of £519.40. We also know from analysis of the all Wales data that within this imbalance of wages, one

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consequence is the difficulty for residents of achieving home ownership. The Land Registry data for January 2013 shows that the average house prices in Monmouthshire were £171,313 where the Welsh average was £116,442. We also know that the housing provided by registered social landlords in Monmouthshire was £5,552 for 2012/13, whereas the figure for Wales was £141,277, giving Monmouthshire a quota of almost four times the Welsh figure. The authority's approach incorporates the vision of developing a robust and sustainable economy in the area with a focus both on wealth creation and developing and sustaining entrepreneurial activity. The ICT infrastructure being developed county-wide underpins this approach, promoting the delivery of a range of authority services and strengthening the four learning clusters based around our four main towns as well as allowing for the development of the skills base required to support economic activity. Linked to this is our wider aspiration to have 95% of homes in Monmouthshire with broadband access and actively using it by 2015. Our vision very much sees our schools as the key enabler and fundamental building blocks in this change, schools at the heart of the economic and social development of the community it serves. The authority's approach will build significantly on the progress already made with inclusion and the promotion of well-being through learner engagement and access to flexible learning opportunities. Pupils‟ attendance within Monmouthshire for 2011/12 is amongst the highest in Wales with 94.79% attendance in primary schools and 93% in secondary schools. Improvements in attendance of specific schools in recent years has resulted from challenging targets being set for schools, together with targeted intervention, proportional to the scale of the problem. The attendance of Monmouth Comprehensive School has risen in recent years. In 2011/12 it was 93.7% against a Local Authority average of 93%. In 2012/13 it was 93.3% against a Local Authority average of 93.48%. Exclusions in Monmouth Comprehensive School for 2012/13 were FTE 18 Days and the feeder primary schools amounted to 2 days. Attendance figures for 2012/13 are as follows:

Monmouth Comprehensive 94.2 %

Cross Ash Primary 93.59 %

Kymin View Primary 94.78 %

Llandogo Primary 94.04%

Osbaston Primary 95.53 %

Overmonnow Primary 93.33%

Raglan VC Primary 94.54 %

Usk VC Primary 95.05%

Trellech 95.18 %

In the past 5 years, permanent exclusions have been negligible in Monmouthshire with only 3 pupils being permanently excluded. Even in these instances the Local Authority had worked hard with the schools, pupils and

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families to try to avoid permanently excluding pupils. In these three instances the families wanted to access their right of appeal with the respective Governing Bodies. Fixed Term Exclusions have also fallen considerably in the Local Authority over the past five years. In 2012/13 the Local Authority set CAPS on exclusion for all its secondary schools. This allied to the schools work on restorative approaches has resulted in Monmouth‟s FTE falling by 66% from 53 days in 11/12 to 18 days in 12/13. The total number of days lost by secondary schools in the Local Authority in 12/13 was 475 days down from 636 days in 2011/12. The approach of seeking to engage children and young people, who are at risk of disaffection or exclusion, continues to be the key in addressing wellbeing issues that are associated with particular areas of deprivation. Our Pupil Referral Service (supported by our Youth Service) and Youth Access Workers placed in schools ensure that almost all of our pupils are educated on school rolls, within their local communities. The target set within the Council‟s Improvement Plan 2013 – 16 is to reduce the percentage of NEETS to 3.3% and this will be achieved following the delivery of our programme. According to the Welsh Index of Multiple Deprivation 2011 Monmouthshire has no Lower Layer Super Output areas (LSOAs) among the most deprived 10% in Wales. In particular Llantilio Crossenny has the second highest ranking in Lower Layer Super Output Areas for Access to Services deprivation at 99.1%. Our vision will contribute significantly to addressing access issues for all citizens as well as children and young people. Ethnic minorities make up a low proportion within Monmouthshire. The Equality and Diversity data recorded by The Welsh Government for year ending 31st March 2013 shows that out of the survey population of 87,000 only 1.6% was from a non-white background, The Welsh average shows a figure of 4.3%. The following information will also contribute to providing an overview of the organisation To date,

Monmouthshire has closed 20 junior/infant schools, consolidated and opened 10 primary schools.

The percentage of Free School Meals in the Monmouth area is 6.86% 7.31% across Primary and 6.34% in Secondary.

The appropriate infrastructure is in place to support the WG recommendations in relation to Broadband coverage and connections.

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Discussions are on-going regarding securing a Welsh Medium Secondary School provision within Monmouthshire wef September 2016, on a South East Wales Consortium basis.

Parents and students have appropriate access to denominational educational provision.

The backlog of maintenance issues within the Monmouth cluster amounts to £5.9 million.

The WG condition survey outcome for Monmouth School is Band B Despite Monmouthshire taking out 1327 surplus places since 2002, numbers on roll have fallen by 1085. Monmouthshire currently has 1915 surplus places (14.73%). Within the Monmouth area there are presently 14.51% surplus places at a primary level and 3.94 % within the secondary school. By reducing the capacity of Monmouth Comprehensive School to 1600 the percentage surplus places are projected to be -5.4% in September 2016 The proposed development and delivery of a new 1600 pupil secondary

school (11-18) estate to replace the existing Monmouth School estate goes a

considerable way to achieving a number of key educational drivers, moreover

WG‟s requirement of 10% surplus pupil spaces throughout the county . The

outcome of the WCC review of existing and projected secondary pupil place

requirements and the re-alignment of the catchments areas within the

Monmouth Schools cluster (discounting the historical Gloucestershire and

Herefordshire pupil intake) clearly indicates that a new school of this size

provides the appropriate number of school pupil places within the most

efficient building envelope to meet the current and projected needs of

Monmouth.

Monmouthshire schools performance 2012 may be summarised as follows

Level MCC

% Wales

% CMCC

Ranking

Foundation Phase Outcome Indicator 89.5 83 1

Key Stage 2 CSI 89.3 84.3 1

Key Stage 3 CSI 80.3 77 6

Key Stage 4 (provisional data)

L2 including English/Welsh & Maths 58 NA NA

CSI 53 NA NA

Key Stage 5 (provisional data)

Percentage of 17 year old pupils entering a volume equivalent to 2A levels who achieved the Level 3 threshold

96.14

NA

NA

In respect of these figures, we target support to the level of need with over 300 courses put on in learning clusters in 2010 to support adults with a range of requirements, including English for speakers of other languages. The

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significant strengthening of our learning clusters will address specific needs such as this as well as literacy, numeracy and basic IT. Monmouthshire‟s strategic and operational arrangements are governed through a number of key elements. The Single Integrated Plan 2013 -17 as an overarching Plan between the council and partner organisations sets three specific high level themes. Two of these have a clear focus on improving the educational performance of children and young people:

Theme 2 – People are confident, capable and involved.

Theme 3 – Our County Thrives. The Council‟s Adopted Improvement Plan 2013-16: Sustainable and Resilient Communities aligns closely with The Single Integrated Plan. It sets three council priorities on Education, Supporting Vulnerable People and Developing the Economy and Enterprise. Leading from these plans, key and fundamental priorities have been identified and focussed into 5 specific Improvement Objectives for the annual period 2013/14. Four of these are totally outcome based whereas the fifth is set on a course of change management within the authority. The 2013-14 Improvement Objectives are as follows:

To provide an improved education provision for all in Monmouthshire which is fit for the 21st Century (Estyn Report recommendations).

To provide real work to help people live their own lives by building flexible and responsive services, building in people‟s strengths and helping people find local connections and lasting solutions to their needs.

To help to regenerate our towns and communities and to create employment opportunities within the county.

To work with our communities and services to reduce the impact we have on the planets environment and to use our resources and facilities more sustainably now and into the future.

To remain an efficient and effective service based organisation, delivering our commitments and priorities in partnership with key partners, stakeholders and all citizens, amidst significant and on –going financial constraints (Estyn Report recommendations).

Collectively, these high level plans support the Welsh Government‟s Programme for Governance as well as our local commitment promises, importantly they support the needs and wants expressed by local communities and the feedback we have received from our extensive community engagement programme that has been factored into their preparation.

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As we actively developed these high level plans we will not only worked from the perspective of what we need to do to improve our support to communities, but as a matter of effective governance we take a balanced view of mitigating the risks that face communities if we do not take action on specific issues. We maintain a strategic risk register and also operational risk registers at service level that we regularly monitor and evaluate. Critical to these points, we are focused on the need to develop our school sites and modernise teaching and learning to meet the needs of learners so that they are prepared for their future. Our corporate risk register will directly link to the project risk register, as detailed under Section 3.16 of the SOC. The Key outcome focused strategic policies for the Authority are:

The Single Integrated Plan

The Improvement Plan

The Outcome Agreement We will, as part of the overall strategy for the 21st Century Schools Programme, embrace this authority-wide change in learning and teaching. An outcome of this change will be the transformational approach to re-organisation and redevelopment of our schools estates. This was commenced in 2001 with the start of our Education Strategic Review. This strategic overview was then translated into an operational programme that has seen significant transformation within our primary estate, giving the authority the confidence, the culture and the expertise to deliver the 21st Century programme. This is underpinned by the vision articulated within the Executive Summary. Our strategy is based on a logical prioritisation of development following an extensive option appraisal and research both in the UK and abroad. We have also taken the lead in different ways by: (1) Forward thinking procurement, for which we were awarded the

Constructing Excellence award for Integration and Collaboration. (2) Innovation - Constructing Excellence award for Innovation, for our

Education Impact Assessment tool. (3) Sustainability - Building Research Establishment award for the most

sustainable school in the UK. (4) Sharing information with other authorities through SEWSCAP (South

East Wales School Capital Building Group). (5) CLAW (Consortium of Local Authorities in Wales) sharing and

disseminating good practice and learning from all other Public Bodies in Wales. Expertise shared in design, M&E, Asset Management and Maintenance disciplines.

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3.4 The Monmouth cluster in context. The strategic context of the secondary schools in Monmouthshire revolves around the fact that they are amongst the County Council‟s most significant assets in each of the four towns. Monmouth Comprehensive School has been highlighted as one of our priorities for re development due to its present unacceptable condition, health and safety issues and suitability and sufficiency. It is positioned within reasonable distance of the town centre and in the midst of closely populated housing. It is, therefore, already a real and established hub within the community it serves. The vision in Monmouthshire is to build upon that basis and to encourage more use of the school facilities and sites by the local community. Transition from primary to secondary school is an important stage in a child‟s education and the Monmouth Cluster Project will assist and support in smoothing this transition, promoting the new pedagogical approach to learning and teaching as well as pastoral care. The cluster group of schools already work closely together to produce their Transition Plan and this project will result in a breadth of provision that further enhances the already established collaborative working. We need to drive up standards to ensure that the life chances of each individual are enhanced and the future prosperity of the local community and Monmouthshire as a whole is safeguarded. This realistic and needed outcome will be impossible to achieve in Monmouth without replacing the existing secondary school buildings, which currently are viewed by its community as a negative influence in the development of its future. The Monmouth Cluster Project Programme hopes to build on the work that has been undertaken in the Primary sector which has provided a number of new school buildings, improving a number of sites. The proposed Monmouth project will provide an exemplary secondary education model in Monmouthshire and will assist in the transition of pupils from primary to secondary education by updating and improving the existing primary schools making them inspirational and “fit for purpose” for the 21st Century as well as easing and preparing the children and young people for the transition through to an exemplar secondary school. The Monmouth Cluster project will take into account Monmouthshire Schools ICT Strategy which aims to:

Link all the counties schools to the Councils infrastructure, with a capability to deliver and receive multi-functional network traffic (voice, data and video).

Protect the building and grounds with CCTV cameras that are managed and controlled from the County Council‟s Control room.

Provide a networked solution able to meet multi-functional requirements by utilising both hard wired and wireless technology, as appropriate.

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To develop further a platform for the exchange of information and best practice for all.

To share services and knowledge between schools for the benefit of teacher‟s pupils and supporting services.

To provide through a fully integrated ICT strategy information and support for all at anytime and anywhere.

Monmouthshire is fully committed to The I Learn Wales Initiative. This has resulted in:

A transformation in the digital learning environment in our secondary schools

Excellent partnership work between LAs, SRS and schools in setting up the infrastructure.

New opportunities to enthuse engage and interest learners using the digital learning environment.

Excellent partnership working of schools, developing shared resources through the CPD programme, plus further independent sharing of work.

Solid foundations that will be supported by the Education Achievement Service.

Additional benefits for staff by using an ICT enriched platform will include:

An opportunity to find solutions to common problems and knowledge share.

Centralised learning and information hub for all, pooled resources.

A collaborative resource centre and information development platform

Sharing of best practice and lessons learnt.

A Clear pedagogic model to assist with lesson planning and curriculum delivery.

An opportunity to discuss and refine approaches to practice with peers throughout the world.

New digital and technological skills training and development.

An opportunity to create a professional network with other specialists.

Self – initiated “school to school” support work.

Informal sharing of resources/ideas and examination advice. The Monmouth Cluster proposal not only meets the local needs within Monmouthshire but also aspires to achieve the national standards laid down by Welsh Government and recommendations in our recent Estyn Report. Our development plans are community orientated, learner focused, outcome based and founded upon the collaborative principles which underpin the broader approach to public service improvement in Wales. We aim to:

Promote real and measurable sustainability and security in the design of our new school estates by achieving not only a BREEAM excellent but low carbon, low energy solutions which can be applied to all.

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Promote effective procurement and strong project management in the provision of our school building projects through collaborative action between Local Authorities, via the SEWSCAP (South East Wales School Capital) Framework.

Demonstrate a link between the allocation of funding for capital investment in schools and effective strategic planning, management change, based upon our asset management plan and assessment of demand and future demand of school places.

Promote schools as a focus for the local community providing opportunities for an extended school day provision.

All the above goals are achievable and underline the strategic drivers for this investment. 3.5 Estyn inspection of Education Services in Monmouthshire Following a recent Estyn inspection of Education Services in Monmouthshire, which placed the authority in Special Measures, the Education Minister issued a direction to the authority under Section 479A of The Education Act 1996. The direction undertaken by MCC has involved appointing an Improvement Board that monitors the Education function in Monmouthshire. This Board brings with it a wealth of experience and expertise to the Council which the 21st Century Schools team will take full advantage of in developing an exemplar programme, delivery and measurable outcomes. The Council is committed to providing lifelong learning experiences and opportunities for all, in an environment, which is fit for the 21st Century learning, and beyond. The outcome will ensure that children and young people will have access to modern learning provisions, which will raise educational standards and aspirations for all learners. A robust Post Inspection Action Plan (PIAP) has been developed to drive the work to achieve this in Monmouthshire. It is acknowledged that progress can be made in addressing the level of surplus places through the further school reorganisation without capital investment and the alternative use of „empty‟ spaces in schools through community use. The Authority understands that although a significant amount of work has been undertaken in the primary sector since 2002 to reorganise school places, there is further work to do in both the primary and secondary phases to improve achievement levels. The provision of high quality education and vocational training is crucial to improving children and young peoples‟ life chances. The Council is committed to offering opportunities to children and young people to develop the right skills, knowledge and expertise in order to prepare them physically, mentally and socially for work and 21st Century living.

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3.6 Educational Business strategy The Authority has developed a very clear and focussed education strategy for Monmouthshire. Key to the success of this strategy has been a fundamental shift in the approach to learning and teaching across the whole of the authority. Greater emphasis has been placed on the development of the pupil‟s educational journey, with personalised and independent learning strategies at the heart of it. We aim to raise attainment and the aspirations of all and to allow each and every child and young person reach their full potential as well as become model citizens. Monmouthshire has a strong foundation of educational provision and achievement including high levels of participation and progression at Post 16. Building on our strengths, we will continue to raise the aspirations and achievements of children and young people and the wider community. In particular we understand the need to develop school sites as a focus for regeneration through the provision of exemplary education, training, leisure and extended services that go way beyond simply co-locating facilities on the same site. This particular project is part of a programme of work which has been continuing since 2001 in the county with the aim of spreading a 21st Century Learning approach across the whole of the Authority. The programme has involved the rationalisation of the school estate in which a number of primary schools have been closed, with some schools being altered, extended and a number of new schools delivered. The result of this programme has been that the Council‟s primary school estate has been much improved, with the primary schools in the very worst condition having now been addressed. Our primary schools are all now all-through primary schools, combining Junior and Infants under single headships. In considering our options we needed to ensure that the outcome would result in a coherent school programme which would bring the whole of the school estate up to a level which would not only be up to a standard in respect of condition, suitability and sufficiency, but which would also provide us with a distinctive leading edge education service to drive up standards, school environments fit for the needs of 21st Century life. The prioritisation of these projects was particularly challenging as we needed to balance a tight timescale for delivering our educational strategy across all 36 schools in a logical manner moreover against the other challenges such as condition of many of our school buildings. MCC had already carried out a 5 Case Business Model Strategic Outline Case for the development of our 4 secondary schools within Monmouthshire. A full and detailed options appraisal was undertaken on all sites and schools estates to ascertain their suitability to meet the requirements of 21st Century learning and teaching, geographical location (to serve the catchment areas),

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cater for the needs of the community, asset value and maintenance requirements and economic life expectancy of the building stock. The outcome of these studies came to the principle conclusion that we should remain a four town – four secondary school estates. Anything other than this simply would not be sustainable not even in the long term. The option appraisal found that there was a real requirement to maintain the four existing secondary schools in their existing location but develop the principle of these being part of an education cluster model, giving the authority a very focussed and strategically sound four learning cluster model for Monmouthshire. The factors that supported the maintenance of the four secondary schools and not a reduction included significant transport costs and compelling evidence that argued against the educational benefits of creating a school of over 2,500 students. The four learning cluster approach also further supports the re-generation of our four towns and underpins their economic health. As part of the options appraisals we investigated the option of bring primary schools onto the secondary sites, to provide 3 – 19 all through / co-located schools. In summary there were significant issues that arose regarding the viability of this approach, these ranged from site suitability and logistics (that made it uneconomic) to an imbalance of educational provision within the area as well as within learning clusters. This strategy was rejected as it would not meet the key objectives of our educational vision. The Option Appraisal exercise also helped to identify and establish the prioritisation of our whole schools estate strategy. This concluded in the initial phase that the development of our four Secondary schools were our highest priority. This prioritisation was then adjusted following a meeting with Welsh Government; to take into account an area based approach that would link the pedagogical development in the primary schools with that of the feeder secondary schools. The Cluster model supports this thinking. The above strategy lead us to our long list of options which would inform our proposed programme of works, focussed on which would most effectively achieve and deliver our 21st Century School strategy. As part of the strategic estates study a number of supporting studies and site investigations were undertaken in order to identify risk which had to be factored into our approach. All these risks have been identified and managed within our bid. These issues included;

A detailed condition survey of the buildings, including asbestos reports and service infrastructure.

Ecology investigations and reports.

Statutory Authority engagement – Planning, Utilities and EA.

Reduction of Surplus Places in line with WG agenda.

Reducing inefficiencies in the usage of the schools estate.

Suitability to meet the educational requirements of 21st Century Schools – The Education Impact Model Assessment.

Sufficiency and quality of provision offered.

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In essence our whole School Strategy focuses on improvements in pedagogy and technology, with the overarching principle of raising standards of achievement and attainment for all and within a 21st Century learning and teaching environment. Monmouthshire are ready to deliver this vision. The next stage of this programme requires real investment, the programme has been aligned and fully complies with the Welsh Government‟s 21st Century Schools‟ programme, our proposal focuses on building on our successes in the development of our primary school investment and now focuses on the development work required in our secondary schools. 3.7 Monmouthshire County Councils Secondary Schools The County has four mainstream secondary schools, one in each of the four main towns in the area, Caldicot, Chepstow, Monmouth and Abergavenny. The Strategic Outline Programme carried out previously highlighted Monmouth as one of the priority projects in that programme. Our mission is to implement a county wide approach to education transformation based on the research, development and implementation of innovative approaches to school, curriculum and workforce organisation, pedagogical approaches and community services. We will optimise the use of school buildings and technology to provide the highest standards of education and training across the county We will share the benefits of investment in Monmouthshire across Wales by becoming a centre for training and development for the whole country. We will do this by disseminating the outcomes of action research, facilitating cross authority secondments and learning visits for staff and students including the opportunity to test out innovative environments and technologies prior to their adoption in other parts of Wales. Our strategic objectives are:

To achieve full integration between all schools, developing a shared platform to allow the sharing ideas, resources, good practice and lessons learnt, in order to provide the highest quality of standards and lifelong learning opportunities to all in the County.

To develop reciprocally beneficial relationships between communities and schools.

To deliver improved facilities designed to complement the nimble and agile environments required by the new pedagogy and new ways of learning and working.

Aspiring to become an exemplar centre of educational research, training and development in Wales.

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3.8 Other Organisational Business strategies The detail of this section has already been covered in the organisational overview (see Section 3.3) 3.9 Investment objectives – Case for Change Education is a key priority for the Council and from this we have identified the following Investment Objectives. The Monmouth Cluster project has been prioritised and approved by council as part of Band A, of the 21st Century School investment programme. The investment objectives for this project are as follows: Investment objective 1: To improve Educational Standards To improve standards and progression rates in line with targets set for all learners, leading to improved attainment at all Key Stages; improve breadth and depth of the curriculum and ensure provision of a range of learning pathways; improved transitional arrangements from primary to secondary school; improved/appropriate ICT provision for learners. Investment objective 2: To provide an appropriate learning and teaching environment for all users that meets the needs of the 21st Century and beyond Ensuring that the outcome provides for present and future demand in curriculum delivery. The service provision should be tailored to meet the required performance standards; improvements for learners; improvements secure at each key stage; increase progression to higher education or to employment. Investment objective 3: To reduce surplus places within the Monmouth area and reduce inefficiencies The solution will work towards the criteria laid down by WG to reduce the surplus place situation across the County. The outcome will result in a reduction of surplus places to less than 10% in the Monmouth area, plus improved management and governance arrangements. Investment objective 4: To reduce on going life cycle costs through challenging the use and management of the building. Ensuring that all education assets offer are focussed and appropriate services which are accessible 24/7, which can be managed and delivered by a whole county team of teaching and non-teaching officers working in collaboration with the wider community. To provide low cost, low carbon energy efficient sustainable school estates. We have set our objectives within an Outcome Based Accountability framework (OBA). This framework identifies our key outcome and gives the

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story behind it. We have supported our outcome with four objectives and related activities and we have also given the timescales. Finally, we have set measures to evaluate how we will know whether we have achieved this outcome and objectives.

Our Outcome: To provide an improved education provision for Monmouthshire

Monmouthshire’s Single Integrated Plan Outcome: People have access to practical and flexible learning

The Council Priority: Education

The Council’s Population Outcome: People in Monmouthshire benefit from education, training and skills development

What the Single Integrated Plan identifies that we will contribute to

Redevelopment of our school estates and make them more responsive to the changing needs of modern teaching and learning.

Provision of a modern, sustainable and economically viable school estate.

Offer a more flexible and agile education system that is responsive to the needs of pupils, their families, teachers, community and future employers

Improve access / inclusion to education for all vulnerable groups. Address key factors to underachievement.

To provide real and tangible investment into the future health and wealth of our communities, improving life chances for all.

Our Investment Objectives

Investment Objective 1: To improve Educational Standards for all throughout Monmouthshire. To improve standards and progression rates in line with targets set for all learners, leading to improved attainment at all Key Stages; improve breadth and depth of the curriculum and ensure provision of a range of learning pathways; improved transitional arrangements from primary to secondary school; improved/appropriate ICT provision for learners. Investment objective 2: To provide an appropriate learning and teaching environment for all users that meets the needs of the 21st Century and beyond. Ensuring that the outcome provides for present and future demand in curriculum delivery. The service provision will be tailored to meet the required performance standards; personalised improvement targets for learners; improvements secure at each key stage; increase progression to higher education or to employment. To ensure that the educational journey for all is engaging, inspirational, exciting and most of all provides all learners with better life chances. Investment objective 3: To reduce surplus places within the Monmouth area, minimising inefficiencies in resources and estate management. The solution will work towards the criteria laid down by WG to reduce the surplus place situation across the County. We will reduce surplus places to 10% by 2017 in the Monmouth area and improve management and governance arrangements. Investment objective 4: To reduce ongoing life cycle costs through challenging the use and management of the building.

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Ensuring that all education assets offer are focussed and appropriate services which are accessible 24/7, which can be managed and delivered by a whole county team of teaching and non-teaching officers working in collaboration with the wider community. To provide low cost, low maintenance, low carbon energy efficient sustainable school estates. The investment will provide more agile teaching and learning environment that can respond to the changing needs of not just education but community and workplace, raising attainment and life chances for all.

Why we have chosen these outcome and objectives

These 4 key investment objectives are focused, achievable, deliverable and will beyond doubt provide real and tangible outcomes for all both in educational outcomes as well as providing real value for money and a sustainable estate for the future. Monmouthshire has put teaching and learning as a top priority investment in the development, prosperity and sustainable future of its communities and their regeneration. By investing in our children and young people’s future a more prosperous outcome for all can be achieved. It is understood that the education agenda does not sit in isolation but is an integral part of regenerating and revitalising communities and the local economy. The school sites and school environment are of critical importance within this widened outcome. Monmouthshire’s school estates, especially in the secondary sector are not only “not fit for purpose” but their environments restrict opportunities for quality teaching and learning (Monmouthshire’s Educational Vision) as well as costly to manage and maintain. We believe that this investment in our schools will enable not only the delivery of modern flexible teaching and learning environments but provide efficiencies in school places of 10%(+), resources of up to 15% and running costs of up to 45%. All these targets and objectives can be achieved through this programme and delivered for 2017

The story behind the objective

Over many years Monmouthshire CC has made great strides in delivering our educational vision for the communities of Monmouthshire, this has included an estates strategy, change management and building programme. Through the strategic and focussed programme of new build and refurbishment projects we have made real inroads to our primary sector which has provided real measureable change and outcomes however this is been pronominally in the primary school sector and not in the secondary schools, this programme facilitates the further development of the educational vision and journey for the Monmouthshire community. Also one of the key drivers is in response to the recent Estyn report. Estyn inspected Monmouthshire’s Education Services for Children and Young People in November 2012 and the summary judgements were that overall education services were unsatisfactory and required further investment and structure around its management and focus going forward. The report recognised our investment in the primary sector but clearly identified the requirement to improve on the key performance areas within the secondary school sector. In response to these key areas of improvement required MCC have developed a strategic action plan which this programme is a fundamental component of it. In relation to this programme,

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the action plan has identified specific issues needing our most urgent attention; these have formulated our Investment Objectives. In conjunction with this we have developed our programme in line to respond and compliment the Welsh Governments requirements for 21st Century Schools, efficiencies in pupil placements, effective use of resources and building sustainable communities in Monmouthshire.

Things we intend to do to deliver on the four objectives

Activities Timescale

Delivering Investment Objectives 1 and 2 The development of the schools vision and educational /vocational offer has been undertaken and formalised through a series of workshops and engagement sessions, facilitated by a core team of specialists. This vision / offer has been robustly tested and aligned with Monmouthshire C.C. and Welsh Governments objectives for 21st Century Schools and sustainable communities. Case studies / visits of “like projects” within Britain and Europe have been undertaken by the 21st Century team to test out a number of teaching / learning environments to ensure suitability for Monmouthshire’s vision. Engagement with multi-service providers, business partners, educational leaders and the community have also been undertaken and have informed the funding requirement. The outcomes of this work and engagement with Welsh Government has led to this bid, the brief has been developed and is ready to be tested by the market through the SEWSCAP Framework. Completion of the programme by December 2016. Continual assessment and engagement with all project stakeholders will be programmed throughout to ensure consistent testing against measurable outcomes. Currently work is being undertaken within the schools clusters and MCC at sharing teaching resources /ICT support/ administration and management activities throughout. The outcome of this is to achieve 15% efficiency savings as well as develop staff to be facilitators of education. The process is also designed to encourage the development of a collaborative and interactive platform within the cluster where elements of good practice and communication can be shared. ICT strategy has been developed in conjunction and in collaboration with the Councils ICT education provider, education leaders and facilitators. This strategy has informed the cost model as part of this SOC and formulates the offer that will be placed to the market for testing. Review / feedback process to be established post development phase and run for 5 years collecting the appropriate data to assess the educational outcomes of the programme. This

Current and to December 2016 Current and to be completed by June 2014. Completed September 2013

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information will be used to inform future investment programmes as well as local and government policy.

Post Occupancy reviews / audits 2016-2021

Delivering Investment Objective 3 – A full review of projected pupil placements, need and requirement to meet 10% reduction targets of surplus places has been undertaken and inform the basis of the SOC. Existing school estates are ill equipped, in poor repair and would require high levels of investment with little measurable medium / long term return.

Annually every Autumn Term to be fully achieved by the opening of the new school September 2016

Delivering Investment Objective 4 – The existing school estate for Monmouth School is in poor repair and has a long list of maintenance and upgrade works which would require high levels of investment just to maintain a status quo, with no real valuable return or measurable improvement in the quality of the teaching and learning environment. A large percentage of the buildings and infrastructure have past their natural life span. The campus is made up of a collection of buildings of many ages and styles all with inefficient and aging infrastructure and low thermal performance. Running costs are high. In the design and development of a new co-evasive, low carbon, low energy and high thermal performing school an estimated 45% could be saved on running costs. Through setting key energy performance targets for the design of the new school campus such as BREEAM excellent, EPA rating of A and adopting the Passive Haus principles for thermal performance, the proposal can be fully evaluated prior to commitment to the construction phase. All issues of energy use, thermal performance, life cycle costings can be benchmarked against industry standards and exemplar projects to ensure value for money, future costs and energy use can be fully evaluated. A more co-evasive campus with appropriate adjacencies, shared resource bases and centralised administration could achieve staff efficiencies of up to 10%. Well considered campus zoning and planning strategy to facilitate extended use of the schools facilities, beyond the core school day, for community, leisure and business use. Service and security zoning to minimise unnecessary energy use and management of movement / use throughout the building / day.

Modelling of the new campus to be complete by September 2014 New campus delivered by December 2016

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The resources we will use

Monmouthshire have committed and approved its full allocation of the funding model (50% or £17.0m) in delivering this programme.

To achieve the right successful outcome to the programme, Monmouthshire has a dedicated 21st Century team and Programme Manager. The team consists of core members from Children and Young People’s services, finance, property services, leisure and a number of stakeholders from the schools communities, business and multi-agency. This team is responsible for the delivery of the programme and report directly to a select Members Committee.

A Monmouthshire investment of £2.0m has been already allocated to prepare the programme. This investment has facilitated the following to date:

Development of the whole schools strategy and vision for Monmouthshire education.

An inclusive engagement and communication strategy with the schools and the community to develop their vision and align it with Welsh Government and Monmouthshire’s 21st Century Schools and sustainable communities agenda.

Investigation and analysis of exemplar school design, creative curriculum delivery and working practices.

Mitigation of risk with regards to site specific challenges.

Development of a creative ICT and communications strategy to share “good practice” between all stakeholders.

Active engagement with Welsh Government in the development of the business case for this programme.

Facilitating change management within the local authority as well as within the schools cluster.

Preparation of tender information to go to the market to procure the building programme through the SEWSCAP framework. Stage 1 tenders have been received and being evaluated.

Monmouthshire is ready to deliver on its vision and achieve completion of this programme by December 2016.

How we will measure the impact of this work

Measuring our impact Objective 4 – Measures of Impact to be used As part of the development of the vision and the design brief to engage with the market we have set the standard of achieving a low energy, low carbon, high thermal efficient zoned school campus. Part of these measures are to use industry standard measures such as

BREEAM – Level to be achieved is excellent.

PASSIVE HAUS Principles of thermal modelling.

EPA Performance rating of A, tested yearly.

As part of the design development thermal modelling is required in order to clearly demonstrate that the energy targets are being achieved, thermal performance is maximised and running costs are kept to a minimum. Thermal modelling will prove realistic running cost into the future, these will be bench

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marked against other relevant models / exemplar projects to ensure optimal performance is being achieved and value for money is clearly defined (capital investment v life cycle costings). Robust use of materials with low maintenance and on cost will also be key measures of achieving efficient life cycle cost analysis. Materials with a guaranteed minimum lifespan of 25 years to be used and form part of the design brief. All these measures can be clearly assessed and verified before commencement of the construction phase programme.

How much did we do? 2011/12 2012/13 2013/14

The percentage of all pupil attendance in

schools:

Primary Schools:

(i) Attendance (ii) Authorised Absence (iii) Unauthorised Absence

Secondary Schools:

(iv) Attendance

(v) Authorised Absence

(vi) Unauthorised Absence

(i) 94.4 (ii) (ii) 5.35 (iii) (iii) 0.25

iv) 92.3

(v) 7.1

(vi) 0.6

(i) 94.7 (ii) 5.1 (iii) 0.2

(iv) 93.2

(v) 6.3

(vi) 0.5

(i) 94.9 (ii) (ii) 4.9

(iii) 0.2

(iv) 93.26

(v) 6.24

(vi) 0.5

The percentage of pupil attendance in

schools who receive free school meals:

Primaries:

(i) Attendance

(ii) Authorised Absence

(iii) Unauthorised Absence

Secondary’s:

(iv) Attendance

(v) Authorised Absence

(vi) Unauthorised Absence

(i) 91.4 (ii) 7.7 (iii) 0.9 (iv) 86.9 (v) 11.5 (vi) 1.6

(i)92.0 (ii) 7.3 (iii) 0.7 (iv) 87.8 (v) 10.5 (vi) 1.7

(i) 92.5 (ii) 6.9 (iii) 0.6 (iv) 88.2 (v) 10.2 (vi) 1.6

2011/12 2012/13 2013/14 Target

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The number of permanent exclusions during the academic year per 1,000 pupils from: (i)Primaries (ii) Secondary’s

(i) 0.0 (ii) 0.2

(i) 0.2 (1 actual pupil) (ii) 0.0

(i) 0.0 (ii) 0.0

The percentage of school days lost due to fixed term exclusions: (i) Primaries (ii) Secondary’s

(i) 0.03 (ii) 0.08

(i) 0.01 (ii) 0.08

(i) 0.01 (ii) 0.08

The percentage of Looked After Children with a Personal Education Plan (PEP) within 20 School Days

100

81.8

100

The percentage of Looked After Children who have missed more than 25 days at school in a year

N/A

18.0

10.0

How well did we do it?

The percentage of schools in the 3rd quartile of the national standards framework (i) Foundation Phase (ii) Key Stage 2 core subject indicator (iii) Key Stage 3 core subject indicator (iv) Key Stage 4 level 2 including English

and Maths

(i)25.8(KS1) (ii)32.3 (iii)25.0 (iv)25.0

(i)29.0 (ii)35.5 (iii)50.0 (iv)50.0

(i)9.7 (ii)25.8 (iii)25.0 (iv)25.0

The percentage of schools in the 4th quartile of the national standards framework (i) Foundation Phase (ii) Key Stage 2 core subject indicator (iii) Key Stage 3 core subject indicator (iv) Key Stage 4 level 2 including English

and Maths

(i)16.1(KS1) (ii)38.7 (iii)50.0 (iv)50.0

(i)16.1 (ii)22.6 (iii)25.0 (iv)25.0

(i)12.9 (ii)12.9 (iii)0.0 (iv)0.0

The percentage of all pupils achieving: (i) Foundation Phase indicator (ii) Key Stage 2 core subject indicator

(i)88.5 (ii)82.5

(i)86.8 (ii)86.3

(i)91.0 (ii)89.0

The percentage of pupils who receive free school meals achieving: (i) Foundation Phase indicator (ii) Key Stage 2 core subject indicator

(i)N/A (ii)58.2

(i)72.9 (ii)62.3

(i)79.0 (ii)76.0

The percentage of all pupils achieving KS4 Level 2 Threshold including English / Welsh & Maths

51.3

56.3

65.0

The percentage of pupils who receive free school meals achieving KS4 Level 2 threshold including English / Welsh & Maths

15.1

25.7

57.0

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Is anyone better off?

The percentage of pupils leaving education, training and worked based learning without a recognised qualification: (i) All pupils (ii) Looked After Children

(i) 0.12 (1/859) (ii) 0.0

(i) 0.1 (ii) 0.0

(i) 0.0 (ii) 0.0

The percentage of 16 year olds who are

Not in Education, Employment or Training

(NEET)

3.8 3.8 3.3

Partners we are working with

The key partners we work with are:

Schools and their Governing Bodies, the

University of Wales, the Education

Achievement Service (EAS), Coleg Gwent,

Local Health Board, the Welsh

Government,

3.10 The existing arrangements – Monmouth Secondary School: Monmouth School is an 11 – 18 co-educational community school. The school is first choice for the majority of students and families in Monmouth and the surrounding catchment area. There is also a percentage of out of catchment admissions. The school currently has capacity for 1700 and there are currently 1679 students on roll, including a thriving sixth form of 361 Post 16 students. Projections show that by 2018 the school will have 1687 on roll with 323 post 16 students. These figures also include any out of county pupils who will be managed out of the roll through admission over subscription criteria. It is proposed through the option appraisals undertaken that the existing school building will be replaced by a building with a capacity of 1600, including Sixth Form. The school is situated in the historic town of Monmouth adjacent to the busy A40 dual carriageway. The school is linked to the commercial heart of the town and is close to the town library, Shire Hall and a museum that has provision for education and learning. The school faces the slopes of the Kymin and is connected to the River Wye by way of an underpass. The school has a rowing club and is recognised nationally for its rowing success. The school buildings vary in size and condition and are spread across a large campus, with the town at one end and playing fields to the other. The campus is shared with the town Leisure Centre and is an important focal point for the local community. The school is at the heart of the community and has been

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working with community partners to broaden and extend the learning opportunities available. As part of the options appraisal there were a number of key considerations that arose which has informed our decision in choosing Monmouth Comprehensive School as our priority development opportunity. These are as follows;

Very poor condition of the existing building stock which is high in running and maintenance costs.

Dispersed campus which has a material effect on pupil movement, learning adjacencies, accessibility and integration.

Schools image is affected by the visual quality of the poor building stock.

Environmentally poor in performance leading to uncomfortable learning and teaching environments, high maintenance and running cost.

Suitability of the existing buildings to meet curriculum needs, moreover inability to be adapted to meet the changing needs of 21st Century learning and teaching requirements.

Old and failing infrastructure which is in need of replacing.

A Leisure Centre is situated on the site and this will remain Site opportunities – Monmouth Leisure Centre shares the same site and during the school day the school has use of the sporting facilities, including a swimming pool. Members of the public also have access to this provision throughout the day. Whilst maintenance has been carried out to the best of the Authority‟s abilities, cuts in funding levels over the past years has postponed a number of important upgrades and essential works. Through the options appraisal it was concluded that the backlog of maintenance requirements, moreover the ever growing list of maintenance makes the investment inappropriate as well as adding no material value to a failing building stock which in conclusion has now passed its economic viability (lifespan) moreover has become a liability more than an asset. An initial feasibility and options appraisal study commented that there is a huge problem of solar gain on the south elevations of the buildings. There is excessive cooling from prevailing winds during the cooler months. The building can be affected by strong winds The school is built on a flood plain and therefore a significant risk of flooding. A design solution and flood prevention scheme is required to minimise this risk. Road noise from the A40 and surrounding roads has moderate effects but not considered to be a huge problem. The EC Harries condition survey placed Monmouth Comprehensive School within a Band B. However, there is presently a back log of maintenance amounting to £ 5.96 million at the school just to maintain it in its present state.

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Additional condition surveys undertaken on the schools estate indicated that if essential maintenance is not carried out within the next 3-4 years, then buildings will most likely fail and need to be closed down due to safety risks from structural defects. This would present major difficulties in the relocation of pupils and the continuation of an adequate education service. There have been a number of small interventions into the existing school

campus to modify existing accommodation; however these have been less

than satisfactory in meeting the changing needs of the school and its ability to

respond to the developing curriculum and the learning needs of each and

every child. The rigid building form, decaying substructure, poor service

distribution, adaptability and fabric has been a fundamental in restricting real

change for the school. From a number of detailed engagement workshops

with the schools senior management team it is a real requirement for the

school to provide adaptable with flexible ICT enriched spaces to enable then

to respond to the changing needs of both school and community.

The school had planned to change some more areas to create more flexible

learning and teaching environments but any more building work wouldn‟t be

cost effective or in real terms achievable and sustainable within the existing

environment of the school estate. In essence the pedagogy at the school has

not only outgrown the buildings but the buildings are holding them back in

achieving real and measurable transformation within the teaching and

learning environments.

The current school buildings which span from the early 20th Century to end of

the 20th Century are in a variable state, with a large proportion so out-dated

that learning is held back. Specialist facilities in Science, Technology and

Performing and Expressive Arts are so dated that they not only detract from

learning but more importantly cause real concern for Health and Safety of its

users.

The school also wishes to develop more opportunities and courses for its

pupils and community it serves ( in line with the Welsh education policy for the

future and 21st Century Schools) by enriching the curriculum to provide even

more vocational and academic opportunities for young people and the citizens

of Monmouth. Monmouth School sees its part of achieving its vision as

placing the school and its success at the heart of the community it serves and

providing better life chances and aspirations for all. This can only be achieved

by developing a school campus that provides work like, professional and

engaging environments to support this innovation and curriculum enriched

offer to succeed. The right environment is essential in promoting links with the

business world, social cohesion as well as initiatives with other partners such

as Health and Social Services.

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From undertaking the strategic view for Monmouthshire Schools, We have

established a very effective and innovative Cluster model with our Primary /

Secondary schools and would like the new building for Monmouth Secondary

School to have the flexibility to work with our Cluster Primary Schools

assisting in the development of a smoother and child focussed transition

between key stage 2 and 3. The Welsh Government, along with

Monmouthshire County Council have delivered a recent ICT investment

consisting of a considerable number of laptops for the school. Whilst moving

the school forward with its policy of ICT enrichment for all, its ability to deliver

real change in the current schools estate limited by the inflexibility of the

existing and failing infrastructure as well as the overall spread of the buildings

within the school campus.

There is currently and has been for a number of years a real drain on the

schools financial resources as they are not being targeted to the development

of active learning environments, but in the direction of essential maintenance

of poor building stock as well as additional staffing and management required

for a dispersed and awkward school campus. In the changing world of limited

resources and need to provide real savings at all levels the existing school

buildings are just not cost effective to continue to maintain and run, moreover

the cost of this is having a real and tangible impact on other resource needs

as well as the educational progress of the school . The current assessment of

the status of maintenance is that any work that is being undertaken is

becoming more and more costly as the restoration work is never more than

“papering over real cracks”.

3.11 The following headline comments were captured from the recent

Education Design Brief sessions that were held with the schools team:

A key point from the last school Estyn report states that the school is partially DDA compliant however access to reception for wheelchair users is not easy.

The older temporary classrooms don‟t provide a good setting for education

Many of the current roofs leak.

The rear of the site floods regularly which is due to the expansion of the site over the years and drainage hasn‟t been upgraded in line with the expansion. Subsequently the school buildings and access ways flood cutting off various buildings around the school. This is also exacerbated by the car park flooding.

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Heating system is poor, old and costly to maintain and requires further upgrading.

Traffic Management and pedestrian access onto and within the site is a big health and safety concern.

There is real recognition that results and behaviour have improved where better learning environments have been developed within the school, however there is need for more of these environments for all.

High running and maintenance costs (including backlog), coupled with the thermal inefficiencies of the building fabric and the failing of the main service infrastructure makes the estate uneconomical to maintain in its current state.

3.12 The Monmouth Schools Cluster. The catchment area for Monmouth Comprehensive School is large due to its rurality. It encompasses approximately 27 villages and it extends to Cross Ash in the north to Llandogo in the South East of the county. The catchment area includes the primary school catchment areas as shown: Cross Ash Primary Trellech Primary Kymin View Primary Raglan VC Primary Llandogo Primary Usk VC Primary Overmonnow Primary Osbaston These schools are regarded, therefore as feeder schools for Monmouth Comprehensive School where the majority of parents elect to send their children for secondary education. It is therefore essential that we assist with the transitional arrangements via the cluster partnership working. It is essential that the Council adopts a strategic view in delivering our needs. To achieve this we recognise that a step change is required. The Transformational Initiative in the feeder primary schools has identified adaptations that are required to the existing educational environment to provide the inspirational and transformational learning and teaching environments that our children require. This work, as part of the Monmouth Schools Cluster will result in creating spaces that will meet the needs of a 21st Century curriculum delivery and beyond. These adaptations are bespoke to meet each primary schools needs but are driven with the shared vision of providing an educational environment for our children and young people which is fit for the 21st Century.

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3.13 Business needs The related business needs for the project are as follows:

Replacement of the existing school buildings at Monmouth Comprehensive School will provide better facilities for all occupiers and will be an essential requirement in the delivery of a new creative and engaging curriculum now and into the future. Our moral imperative is to provide learners with the best possible education and life chances, which in turn will raise standards and aspirations. We recognise that children and young people need to develop the skills to allow them to become independent and intuitive learners, confident in their knowledge of how to learn in a constantly changing, demanding and technologically evolving world. In order to meet this challenge, we are already changing our teaching pedagogy to create flexible, technology rich learning and teaching environments which will allow all learners and teachers the flexibility and adaptability to work in a multitude of different ways.

Current maintenance funding for Monmouth Comprehensive School is largely aimed at tackling current Health and Safety issues in the school. The proposed new build option would allow this funding to be released and targeted at more appropriate needs of more modern building environment. The funding would also support us in developing our vision for 21st Century learning and teaching environments, which are flexible and agile in design and management, our view is not to just replace “old traditional with new traditional”, this is a great opportunity to do something really transformational for our children and young people.

Our existing 4 secondary schools were built to deliver a very traditional didactic form of curriculum delivery. The supporting facilities make it difficult for our students to develop, express and challenge their development in a creative and supportive environment as well as prepare them for the professional world of employment. We live in an era where new knowledge is continuously emerging making it even more essential for students of all ages and needs to be in possession of high order literacy, numeracy, and life and ICT skills. Our students and staff deserve ICT rich learning and teaching environments, with emerging technologies, where they can undertake enquiry, problem solving, practical work, collaboration and the professional presentation of their learning through a variety of easily available media. Monmouthshire is ready to drive forward the 21st Century learning agenda in Wales through systematic reform across the county at all levels of a child‟s educational journey. Our staff and students are ripe for change and will continue to develop new initiatives that will truly transform learning and teaching for all. Each secondary school is developing the curriculum to deliver a more personalised provision that takes account of individuals learning style, inclusive and pathway preferences.

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The proposed new integrated and holistic learning environment in Monmouth Cluster Project is central to our transformation programme if step change is to be achieved. The new build would allow us to address the problems, difficulties and service gaps that presently exist and would enable Monmouthshire to raise standards through personalised learning. The school recognises that raising the aspirations of students, their families and the wider community is key to raising standards and life chances. The physical condition the schools existing buildings is poor as well as unresponsive to educationally changing needs and requirements of learners and teachers. Learning environments which are engaging, supportive and inspirational are necessary to help raise aspirations and standards of achievement within the school and its community, a true investment into the longevity and sustainability of a community‟s future. Staff and students require learning and teaching environments that inspire and motivate learners of all ages, supporting innovative approaches to teaching and learning. Monmouth Comprehensive School is developing a curriculum that equips students with the relevant skills and qualifications required in a technologically evolving society. There are increasing opportunities for learners to engage in enquiry-based approaches that develop transferable thinking and learning skills across the curriculum to raise standards. However, these developments are being held back by a lack of suitable environments for the types of learning activities that develop these skills. Our schools want education to be liberated from the straight jacket of the existing school buildings. They need real learning spaces that can adapt to the ever changing curriculum and pedagogical models, moreover test them in a flexible and agile curriculum enriched environment to ensure best practice and future development can be nurtured and supported. The cluster of primary schools within the Monmouth School Cluster are all committed to utilising their resources to build real and measurable community capacity, using it as a vehicle for active social inclusion and urban regeneration in accordance with the Local Authorities strategic Total Place agenda. All cluster schools aspire to being community schools working with partners to plan and deliver lifelong learning supported by a range of services that can be offered / to meet the community of Monmouth and districts future needs and prosperity. Whilst currently there is a breadth of provision available in partnership with the Monmouthshire 14-19 network, Coleg Gwent and work based training providers, Monmouth Comprehensive School would like to offer a more enriched vocational provision providing students, local community and businesses a rich and exciting range of life opportunities. The current secondary school buildings are unable to accommodate new forms of provision required, moreover in a mature and professional environment (workplace). Only the realisation of new professional facilities and work like environments can deliver a changing profile of vocational opportunities which

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Monmouth Comprehensive School wishes to provide in developing the prosperity of the community it serves. In addition to providing opportunities for employment and training, Monmouth Comprehensive School is keen to promote local enterprise and small business incubation within the new school premises. The presence of business partners on site would provide authentic work related opportunities for pupils whilst boosting the local economy. Opportunities to participate in leisure, education, training and enterprise activities will encourage communities to become more inspirational and provide young people with positive neighbourhood role models. To achieve these goals a new community campus model of building is required to replace the existing Monmouth Comprehensive School and key adaptations to the cluster primary schools to assist with transition. This will create a hub that delivers education provision fit for the future, develops the child‟s journey through education, builds community cohesion and contributes to the regeneration and prosperity of the town and its hinterland. The table below sets out a summary of the investment objectives, the existing arrangements in relation to that investment objective and the business need (case for change).

INVESTMENT OBJECTIVE

MEASURE AND TARGET OUTCOMES

Investment Objective 1

To improve Educational Standards

Existing Arrangement

Please see the table below which outlines the present position within the school and agreed targets for the future.

Business Need The business need is to raise the levels of achievement and attainment. Again, the table below provides detailed information of the targets for improvement which have been agreed with the school. These targets were set in conjunction with the Council, the school and The Education Achievement Service. To assist in achieving and exceeding these targets the 21st Century School Programme will need to deliver the following changes:-

Create learning and teaching environments that will achieve improved educational outcomes.

Improved outcomes for students.

Improved overall levels of attendance for students.

Improved transitional arrangements from primary to secondary.

Improved ICT provision.

Improved effectiveness and better use of resources.

A sustainable building meeting 21st Century Schools standards.

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To improve breadth and depth of curriculum and ensure access to full learning pathways.

To develop a quality vocational offer.

More effective, robust and secure infrastructure to deliver 21st Century learning and teaching.

Modern 21st Century learning environments to support more effective teaching and learning and assist in raising attainment achievement and attendance levels.

A robust Change Management Programme for staff as part of their CPD programme.

Human Resources – to develop an efficient HR structure that is able to meet the challenges of a 21st Century learning and teaching environment

Create a Professional Learning Community based on a common pedagogical approach.

Targets for 2012 /2013 Key Stage 3 & 4

Monmouth

School Target 2012/13

Key Stage 3 Targets

Core Subject Indicator 87

English 91

Mathematics 93

Science 94

Key Stage 4 Targets

Level 2 Threshold with Eng. & Maths 65

Level 2 Threshold 87

Level 1 Threshold 98

Core Subject Indicator 62

Key stage 3 results 2013

Monmouth Actual

Result All

Boards

Minimum

Performance

Target

School

Target

Differential

actual

compared

to school

target

Actual

Results

Differential

Key Stage 3 Results expressed as a percentage of the entry

2008 2009 2010 2011 2012 2013

English Level 5+

67

78

77

70

81

84

Mathematics Level 5+

80

87

80.5

75

78

85

Science Level 5+

83

78

86

79.5

80

93

Core Subject Indicator (Level 5+ in English, Mathematics and Science)

61

71

72

65

70

75

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Monmouth

Outcomes at the end of key stage 3 have improved in all subjects and the CSI over the last

four years at level 5+. Mathematics and science have improved by 8% during this period and

English by 1%

In 2013, above Wales and the LA for all three subjects and the CSI however, when compared

to similar schools, performance is the same in mathematics and science but below for English

and the CSI. The school has made improvements over the last four years in English (5%) and

mathematics (4%) but there has been a decline of 5% in science.

Outcomes at level 6+ are above the LA and Wales for mathematics and science but below

the family for English.

At level 7+, outcomes over the past four years have improved in mathematics (4%) and in

English (1%) but have declined by 15% in science.

Performance at Level 7+ is above the LA and Wales for English and mathematics and below

for science. All three subjects are below the family in 2013.

Results for Level 2 threshold and Level 1 threshold in 2013 have improved from 2012.

The school has been the highest performing in Monmouthshire for both indicators for the

last two years.

There has been a rise of 1% in the Level 1 threshold from 2012 and an overall

improvement of 3% over the last five years.

At Level 2 threshold, results have improved by 5% from 2012 and 15% from 2009.

The Level 2 threshold including English and mathematics is below 2012 by 3%,

continuing an overall downward trend of 5% from 2009. The school is third in

Monmouthshire for this indicator, a drop from first place in 2012.

The core subject indictor has reduced by 2% from 2012 however; there has been an

overall improvement of 5% since 2010.

Monmouth Actual

Result

All

Boards

Min.

Performance

Target

School

Target

Differential

actual

compared

to school

target

Actual

Results

2012

Differential

Level 2

Threshold

with

English

and Maths

59 % 63 % 65% -6% 62 % -3%

Level 2

Threshold

89 % 84 % 87% +2% 84% +5%

Level 1

Threshold

98 % 97 % 98% 0% 97% +1%

Core

Subject

Indicator

57 % 61 % 62 % -5% 59 % -2%

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Actual school performance was at, or above target, for Level 2 and level 1 thresholds.

However, the actual performance for Level 2 Threshold including English and

mathematics is 6% below the target and the CSI is 5% below.

Outcomes in mathematics and science continued a three-year upward trend reaching

69.7% and 78.5% respectively. However, attainment in English dropped for the second

year in succession resulting in an overall decline of 11.96% over the last three years.

In 2013, Monmouth was the highest performing school in science

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Provisional Key Stage 5 Results 2013

Provisional results in Monmouth Comprehensive School in 2013 are at Monmouthshire

average for the Level 3 Threshold and above the all Wales averages for Level 3, A*/A and A*

to C grades.

The Level 3 threshold has fallen by 1.4% from 2012. The cohort of pupils is larger than in

2012 by 6 pupils. At 96.3%, performance at L3 threshold is the lowest for the last three years.

The percentage of pupils achieving A*/A grades is the second highest in Monmouthshire in

2013.

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School Banding

Monmouth has been in Band 3 for in both 2011 and 2012.

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Investment Objective 2

To provide an appropriate learning and teaching environment that meets the needs of all users in the 21st Century and beyond.

Existing Arrangement

The existing design of Monmouth Comprehensive School is such that it tends to be low sprawling buildings set on a large site. Poor pupil movement patterns.

Current buildings are thermally inefficient and have a material effect on the quality of the internal teaching and learning environments. Providing extremes of temperature and thermal gain.

The current buildings are unsuitable for the desired learning and teaching delivery formats.

There is a backlog of maintenance requirements amounting to £5.9 million.

The current design layout is unsuitable for delivering a 21st Century curriculum, supporting personalised learning.

There is no flexibility in the traditional classroom layout

Community involvement is being stifled by the lack of facilities

The school driveway regularly floods

Communal areas in the school are limited.

Existing service infrastructure has reached its natural life span and needs major works carried out.

Business need Learning environments and technologies that are agile and respond to differentiated pedagogical approaches, preferred learning styles and individuals requirements.

A commitment to I Learn Wales ICT Initiative for all.

Facilities that can easily adapt to accommodate a diversity of curriculum pathways, support personalised learning plans and are relevant to the lives of children and young people particularly those at risk of disengagement.

Tailored support for all learners with Additional Learning Needs.

Adult learning opportunities as discreet provision or alongside Post 16 students.

Learning environments which facilitate different models of school and curriculum organisation including those where learners progress according to their stage not age.

Collaborative provision across the school estate through a sharing of new specialist facilities and through VLE and blended learning options.

An environment that facilitates partnership working with the local community to enhance curriculum

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provision, work related learning and enterprise.

A campus model where multi agency teams efficiently and effectively work together to identify and address barriers to engagement, support and achievement.

The provision of anywhere, anytime access to learning through extended day and ICT provision so students can refresh, catch up, and extend their learning at a pace and time that is right for them.

The creation of small scale learning communities within a campus model enabling students to be well known.

Investment Objective 3

To reduce surplus places in the Monmouth area and reduce inefficiencies.

Existing Arrangements

The proposed development and delivery of a new 1600 pupil secondary school (11-18) estate to replace the existing Monmouth School estate goes a considerable way to achieving a number of key educational drivers, moreover WG‟s requirement of 10% reduction decrease surplus pupil spaces throughout the county . The outcome of the WCC review of existing and projected secondary pupil place requirements within the Monmouth Schools cluster, clearly indicates that a new school of this size provides the optimum number of school pupil places within the most efficient building envelope to meet the current and projected needs of Monmouth. Current figures include a number of out of county pupils in particular from Hereford and Gloucestershire. The strategy for re-alignment of the catchment area and the revisions to the admissions policy will reduce the pupil places in excess of the 10% target set by the Welsh Government.

Business Need The Monmouth Schools programme provides a real and achievable opportunity for MCC to deliver number of the Welsh Government School policy commitments within the local context and needs of Monmouth, these are as follows:

A real and achievable reduction of surplus pupil places within the Monmouthshire cluster by 2016.

An educational offer which is rich in opportunities for all, providing a number of learning pathways focussed on raising the life chances and aspirations of the whole community it serves.

An educational environment that is supportive of 21st Century learning and teaching methodologies and differing learning styles.

A programme that will deliver more efficient and

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effective whole school management, providing tangible savings through real and sustainable change.

Provide tangible efficiencies in on-going costs through efficiencies in teaching and learning

A new and modern environment that is easily managed cost effective to run and able to support and sustain the ever changing requirements of the community it serves.

Provision of a new cost effective, low carbon, low energy, low maintenance schools campus.

Flexible and agile learning campuses to support the transformation agenda within a community focussed development.

A programme that will facilitate new thinking within education and the management of schools estates.

The development of a schools estate that provides more opportunities for all to use.

Investment objective 4

To reduce on going life cycle costs through challenging the use and management of the building.

Existing Arrangement

The existing buildings are spread over a large site and are difficult to manage

The building design is inefficient in terms of wall to floor ratio

The fabric and M&E installation within the buildings are out dated and inefficient

The existing school does not operate in total collaboration with the adjoining Leisure Centre

The building is not used fully after regular school hours

The wider community do not take full advantage of the school facilities

The school support services operate independently from the other secondary schools

The existing teaching staff operate largely independently from the other secondary schools.

The dispersed nature of the school buildings on the school site requires additional staffing and management.

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3.14 Potential business scope and key service requirements This section describes the potential business scope and key service requirements for the project which are necessary to achieve the above investment objectives/business needs. The business scope and service requirements identified within the following tables provide the ranges within which options are considered in the Economic Case. The proposals identified and shortlisted further on within this document will seek to address all of these requirements.

At this stage ‘core denotes ‘the things that we must have’

Desirable ‘the things we are prepared to consider on a cost benefit basis’; and

Optimum ‘the things that we might accept providing that they are exceptionally low cost’

Business need

Buildings that are easy to manage and maintain by teaching and non-teaching staff.

Buildings that provide flexible space for a variety of education and community uses

Space that can be easily extended and reconfigured for future demand

Modern and robust building fabric

Low energy renewable energy sources

Spacious and naturally well-lit teaching and working environment

Self-sufficient areas of the building capable of being used in the evenings and on weekends

Services offered to compliment the requirements of the adjoining leisure centre

Facilities managed to offer as much space and time to external services and community groups

Joint use of facility management and support service staff

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SCOPE

Scope Core (Minimum) Desirable (Intermediate)

Optimum (Maximum)

Potential Business Scope

WG approval of the Full Business Case.

Flexible and adaptable learning and teaching environments that will support and raise standards of achievement and aspiration for all.

Reduction of surplus places.

Inclusive and supportive facilities for all.

Fully DDA compliant and inclusive campus.

BREEAM excellent standard.

A sustainable school estate with a low carbon, low energy footprint.

Appropriate facilities for ALN students.

High quality and appropriate ICT equipment and infrastructure with an any time anywhere approach to connectivity.

To facilitate the aims of The School Effectiveness Framework.

A statutory compliant environment.

Positive links with Business Partners and higher education establishments to stimulate local enterprise and help generate new lines of employment.

Appropriate space that can be used flexibly by the Community as a whole.

A range of sporting facilities that can also be used flexibly by the Community.

ICT resources that can be utilised by the Community and business world.

Close partnership working with Coleg Gwent.

Retail outlets

Business Incubation Centre

To maximise the opportunities to provide vocational pathways for pupils

To provide life support facilities for staff and students

A 24/7 learning environment that is cost effective, maximising the use of the asset

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Safe and healthy.

Defect free.

Maintenance free.

Flexible space capable of easy adaptation and extension.

RESULTANT SERVICE REQUIREMENTS

Key Service Requirement

Core (Minimum) Desirable (Intermediate)

Optional (Maximum)

Educational Flexible and adaptable learning environments and support spaces.

Learner driven learning.

Inclusive community learning and support at point of need.

Community regeneration and engagement

Support the holistic needs of students.

An innovative approach to ICT and e learning.

CPD Programme for staff.

Modernised leadership and governance arrangements

Ensure inclusion for all.

Coordination across all areas of learning and subject areas.

Support the holistic needs of students.

Community regeneration.

Specialist curriculum provision.

Develop a research based approach to education transformation.

Regular Community use

Adult learning

Enhanced Sporting facilities.

New efficient Leisure facilities incorporated into the new build project.

Provide a multi-functional workplace and enterprise facility.

Integrated health, wellbeing and leisure.

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Create new academic and vocational learning pathways with parity of esteem.

Reduce surplus places

Reduce obesity and promote health and well being

3.15 What are the benefits, risks, constraints and dependencies? 3.15.1 Main Benefits Criteria This section describes the main outcomes and benefits associated with implementation in relation to the Investment Objectives. Satisfying the potential scope for this investment will deliver the following high level strategic and operational benefits. The investment objectives, and the potential benefits to different stakeholder groups, are included in the table below. These are classified as either:

QB – Quantifiable Benefit

Non QB – Non Quantifiable Benefit

CRB – Cash releasing Benefit

Non CRB – Financial but non Cash Releasing Benefit The benefits of investing in the Monmouth Schools Cluster Project are:

The delivery of a learning and teaching environment where students will be inspired to achieve and maximise their aspirations.

Reduced staff costs through new innovative working practices and pedagogies that enhance learning. More efficient management of the schools estate and running.

Supporting key national and local strategies for change.

Improve community regeneration opportunities.

Improved attainment and attendance.

Improved behaviour and attendance.

A more efficient and effective school through the reduction of surplus places.

Improved use of ICT to enhance learning and teaching.

A schools estate that is truly sustainable.

Supporting aspirations of the community, partners and future partners to ensure and develop the strong ideology of Monmouthshire as a vibrant forward thinking county.

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A positive community impact and improvement in cohesion and life chances for all.

The Transformational Initiative within the feeder primary schools would allow each school to meet the Foundation Phase requirements.

The table below sets out a summary of the investment objectives and the main benefits criteria, broken down into the main stakeholder groups. INVESTMENT OBJECTIVES AND BENEFIT CRITERIA:-

Investment Objective 1:

Stakeholder Group

Main Benefits Criteria by Stakeholder Group

Investment Objective 1: To improve Educational Standards

Students

QB – Improved ICT provision

QB – Raising the level of educational achievement and attainment

QB – An improved environment to support the well being of students.

QB – Improved breadth and depth of curriculum, ensuring full access to learning pathways.

QB – Improved transitional arrangements from primary to secondary provision.

QB – Flexible facilities to support personalised learning.

Staff

QB – Increased CPD opportunities for staff.

Non QB – Improved morale.

QB – Better staff retention and attracting further high calibre staff.

QB – An e learning platform to share good practice and lessons learnt with all.

QB – Improved working environment.

QB – Facilities that will support new pedagogies and working practices.

LA

QB – Improved performance data

QB – Improved attendance data

QB – A transformation in learning and teaching

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provision

Wider Community

QB – Increased opportunities for learning, social and leisure activities.

QB – development of the economic welfare and health of the community by providing better life chances for all.

Investment Objective 2: To provide an appropriate learning and teaching environment that meets the needs of all users in the 21

st

Century and beyond.

Students QB – Provision of an appropriate learning and teaching environment that supports a curriculum delivery in various formats.

QB – Improved and inclusive ICT provision.

QB – Environments where the individual can celebrate achievement and share experiences to the benefit of all.

QB – More opportunities to follow different learning pathways.

QB – Increased progression rates to Post 16 education, training and employment.

Staff

QB – Enables staff to deliver the curriculum in an appropriate supportive and engaging environment.

QB – Greater satisfaction of working in improved facilities.

QB- ICT enriched environments to support new teaching mediums.

LA

QB/CRB - Fit for purpose buildings and school estates.

QB – Improved pupil attainment and attendance levels.

QB – Energy efficient, lower maintenance building stock.

QB – Reduction of carbon footprint and achievement of savings through economies of scale.

QB – Increase in number of fit for purpose educational buildings.

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Wider Community QB – Increased participation of community in learning and leisure.

QB – Improves community regeneration.

Non QB - Increased skills and achievement levels of the current student community and adult community in MCC.

Investment Objective 3: To reduce surplus places in the Monmouth area and reduce inefficiencies.

Students QB - An increase in the number of creative, supportive “fit for purpose” educational environments available for students to use .

QB – Improved ICT access, anytime and anywhere.

QB – Increased progression rates to Post 16 education, training and employment.

Staff

Non QB/CRB – A focused teaching environment to maximise learning opportunities.

Non QB – Greater satisfaction

LA QB/CRB – The project is financially sustainable.

QB/CRB – Reduction of surplus places

QB – Improved student attainment and attendance levels.

Wider Community

Non QB – Demonstrable links with school services and facilities.

Investment Objective 4: To reduce on going life cycle costs through challenging the use and management of the building.

Students QB - Fit for purpose environment

QB Appropriate investment in teaching and learning resources resulting in increased standards

Staff

QB – Increased opportunity to invest resources in teaching

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and learning and increase standards

QB – Reduced maintenance and running cost spend

LA

QB – Reduced burden on the Corporate Building Maintenance

QB – Reduced burden on Capital Planned Maintenance Budget

Wider Community

QB – cheaper access to fit for purpose facilities and accommodation across a variety of sites in the county

QB – Environmentally sustainable energy

3.16 Risks The main risks associated with the potential scope for this project are shown on the following table together with their counter measures. The Programme Board will manage these risks and take the appropriate action. The risks will fall into the following key categories:

Business Risk – These are strategic risks which remain 100% within the Public Sector organisation regardless of the sourcing method for the proposed investment. They also include political risks.

Service Risks - These are risks associated with the design, build, financing and operational phases of the proposed investment. They can be shared with business partners and service providers.

External Environmental Risks – These risks affect all organisations regardless of whether they are public or private sector. They include secondary legislation and general inflation.

RISK REGISTER

Risk Description Risk Category

Counter Measures

The Council may not approve the development due to the lack of buy in to the vision/scheme.

Business Early and on-going dialogue with Members and ensure that any concerns that the scheme highlights have been identified and addressed.

WG funding is not secured due to poor Business Case submission or a change in WG policy

Business Prepare a good quality Business Case, following the WG template. Develop and maintain on-going relationships with WG.

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Highlight the previous track record of the LA delivering all projects on budget and on time. Highlight the importance of transitional arrangements from Primary to Secondary and the present different types of learning and teaching environments in both sectors. Communicate Monmouthshire‟s corporate vision for lifelong learning and the passion for delivering it. Reinforce MCC commitment to achieving WG educational targets through this programme.

A risk that insufficient funds would be available from MCC due to other commitments and initiatives.

Business Seek formal Council approval for the MCC contribution. Consider other means of funding. Revenue savings to be identified which could pay for the borrowing. Review assets and capital receipts.

Risk that the Change Management programme is not effective due to a lack of progress, allocation of resources and the extent of change it requires.

Service Develop and implement a change management strategy. Ensure timely and substantial action is taken to ensure implementation of the change management strategy. Clearly communicated ethos driven leadership. Ensure full ownership of change management system. Ensure sufficient resources are in place to deliver.

There is a risk that the ICT infrastructure for the Council is not ready when the school is built due to the lack of investment/funding.

Business and Service

This is part of the Authority Action Plan to address and mitigate this risk.

There is a risk that the project budget will not deliver the project due to programme slippage and inflation

Service Aim to meet the programme dates to minimise the risk. Ensure sufficient budget is available to deliver our vision for learning and teaching. Monitor tender returns and scrutinise what is included in the package.

A risk of not getting environmental consents

External Environment Risk

Early and on-going engagement with the environment agencies and statutory

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authorities to undertake and to complete all recommended surveys in time and to include the relevant information with the planning documents. Carry out surveys.

A risk that archaeology and ecology cause cost increases, constraints and delay to the project.

External Environment Risk

Conduct survey and respond accordingly.

The facility may not match the pupil numbers due to the need to build in a percentage of surplus places and unknowns – increased demand/change in demographics/projections maybe incorrect

Service Maintain accurate pupil projections. School design to allow for flexibility and future development. Update numbers on an annual basis. Prepare contingency plan for scenario of contracting pupil numbers.

The appointed contractor may go into liquidation.

Business and Service

Ensure appropriate contractor appointment and undertake financial checks.

The design/construction does not meet the school‟s future flexibility requirements

Service Continue to consult with the Client/user groups Design to incorporate flexible methods of frame and partitions as necessary.

The existing incoming services may not be adequate for the proposed development

Service Engage with the utility providers early to establish requirements including any necessary upgrading.

The requirements of the community may not be defined early in the project development.

External Environment and Service

Encourage local community liaison early and identify the requirements needed. Develop and manage a community engagement and communications plan.

Planning consent may not be approved due to the change of use, traffic issue, and unknowns.

Service Early and on-going engagement with the planning authorities Submit outline planning application.

The end users expectations may not be managed properly

Service Engage with the end user early on in the design process and maintain feedback through an agreed mechanism. Develop and manage a whole schools engagement and communications plan during the life of the programme.

The cost of achieving BREEAM excellent may not fit with the funding levels

Business Identify BREEAM costs separately and incorporate in design cost plan

The community may object to the proposals made.

Service and External Environment

Encourage local community liaison and keep them informed of the proposals to mitigate any objections that may be made. Communications plan to be developed/

`A risk that existing buildings may have asbestos, more than anticipated.

Service Undertake asbestos surveys to all buildings.

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There is a risk of noise /dust nuisance to the school and local community.

Service Site Management Plan to address all issues relating to disturbances

Current buildings do not meet future requirements of modern teaching methodologies

Service Provision of new school estate through the Monmouth‟s Schools Cluster programme.

The improvements are dependent upon funding availability from WG and MCC

Business Develop and maintain on-going relationships with WG. Early and on-going dialogue with Members.

The number of NEET students will not reduce and standards will not rise quickly enough

Service Highlight the importance of transitional arrangements from Primary to Secondary and the present different types of learning and teaching environments in both sectors. Communicate Monmouthshire‟s corporate vision for lifelong learning and the passion for delivering it. Reinforce MCC commitment to achieving WG educational targets through this programme Develop and implement a change management strategy.

Failure to meet key targets/investment objectives, adversely affecting skills and employment opportunities

Business This is part of the Authority Action Plan to address and mitigate this risk.

Lack of stakeholder/political support

Service Develop and manage a whole schools engagement and communications plan during the life of the programme.

Political change WG and/or MCC

Business Develop and maintain on-going relationships with WG. Develop and maintain an on-going dialogue with Members

It should be noted that the status of the risks are likely to change in the short term and that some risks may even increase in likelihood. This emphasises the need for a robust risk management process. 3.17 Constraints The Monmouth Schools Cluster programme is subject to the following constraints:

Limited resources in the Authority and External Partners.

Restricted (suitable) site choices.

Internalised culture within the community

Resistance to change from stakeholders.

Funding confirmation from WG.

Market Forces.

Funding levels (WG and MCC) and affordability.

WG aspirations, e.g. post-16 and conflicting Council policy/Member views.

Consultation processes to effect proposed changes.

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Future legislative changes. 3.18 Dependencies The project is subject to dependencies that will be carefully monitored and managed throughout the lifespan of the scheme. These external factors need to be actively managed to ensure that any issues can be identified early and resolved or mitigated to reduce the potential effect on the overall success of the project. The project dependencies are as follows:

Continuance of WG funding throughout the life of the programme.

Availability of MCC match funding to implement the preferred option

A commitment to achieve the Education Design Brief requirements to meet expectations of the 21st Century Schools policy (WG) and the MCC vision for 21st Century learning and teaching.

Ensure there is close alignment with The Schools Effectiveness Framework and WG Polices.

Planning permission approval for the preferred scheme.

Local Authority and Welsh Government approval to proceed with the project.

Quality Assurance and financial management on Gateway Review.

WG support of Business Case.

Availability of capital funding to fulfil vision, core aims and investment objectives.

Infrastructure to support wider community engagement and co-location provision.

Changes to educational and curricular policies.

Changes to funding arrangements.

Consultation outcomes. 3.19 Benefits

The project benefits are as follows:

Vastly improved educational outcomes for all, providing students with higher qualifications, raise attainment and aspirations and provide a greater range of employable skills and life opportunities.

Improved, flexible and adaptable learning and teaching environments to contribute towards innovative teaching and learning methods.

Deliver improved curriculum, personalised learning and skills for effective lifelong learning.

Transformed ICT provision.

Regenerate communities through increased engagement and learning opportunities, life chances and support facilities for all.

Learners will have wider choice of educational paths suited to their needs and less likely to become NEET.

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Create new and innovative high quality learning pathways. Learners will be better motivated and are less likely to become disaffected.

Schools more energy efficient and with a lower carbon footprint.

Maximise Council efficiency savings from more efficient use of resources and more efficient and sustainable school estates.

4.0 The Economic Case 4.1 Introduction In accordance with the Capital Investment Manual and requirements of HM Treasury‟s Green Book (A Guide to Investment Appraisal in the Public Sector), this section of the SOC documents the wide range of options that have been considered in response to the potential scope identified within the strategic case. The Economic Case will therefore explore

Critical Success Factors(CSF)

The Long List

SWOT Analysis of the long list

Indicative Capital Costs The original SOP contained 12 Band A projects totalling £81.5m. These were all considered deliverable by 31 March 2020, i.e. within the timescale of the original Band A. Following the WG revising its assessment criteria MCC resubmitted it‟s revised Band A programme (to WG and as outlined in the revised SOP). The revised SOP was aligned to meet the revised WG prioritisation criteria and the application of the 50% intervention rate. The revised SOP and subsequent paper to WG fully reflects and aligns itself to the defined criteria of improving condition ratings of buildings, removal of surplus school places and reducing spend/running efficiencies. The revised bid proposal of £81.5m provides for a reduction in the number of surplus places and focuses upon new build, adaptation and remodelling works in compliance with new criteria. The subsequent paper amending our original Band A projects, submitted to WG in September 2013, is due to be endorsed by WCC Full Council in October 2013. 4.2 Critical success factors Key critical success factors for this programme were developed at an „options workshop‟ held on 2 March 2010 in Monmouthshire. The attendees to this workshop included relevant programme stakeholders and other 3rd party interests. The critical success factors were aligned to the investment objectives for the project to evaluate the list of possible options. The aim, outputs and outcome of the measures of Success Session were:

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To explore and agree programme success factors and measures which the team buy into.

To gain a better understanding of success outcomes and an awareness of meaningful measures.

To ascertain key strategies needed to ensure success is achieved and is seen to be achieved throughout the programme.

The critical success factors are set out below.

CSF 1: An inspirational learning and teaching environment is delivered that improves standards of achievement and attainment.

Improve standards and progression rates in line with targets set for all learners, leading to improved attainment at all key stages; Improve breadth and depth of the curriculum and ensure provision to various learning pathways; improved transitional arrangements from primary to secondary; Improved ICT provision for learners.

CSF 2: Improved participation of the community in learning and leisure.

An integrated culture of lifelong learning and improved life opportunities seated in the heart of the community will encourage wider participation in both learning, social interaction and leisure.

CSF 3: A culture of on-going educational innovation and research that provides a holistic fit and synergy with other key strategies within the Council.

Monmouthshire will provide a lead for 21st Century education through a culture of innovation and research that encourages staff, students and other users to seek ways of improving progression along their chosen pathways and to record and share lessons identified.

CSF 4: Reduced revenue costs through innovative working practices and pedagogies that also enhance learning.

Monmouthshire will reduce staff costs through efficiencies resulting from innovative working practices that also enhance learning.

CSF 5: Achievability

Ability to deliver – provides the best solution to reorganise and deliver services that is acceptable to all stakeholders in the right timeframe, whilst acknowledging that appropriate resources and structures will need to be in place to support the project. MCC have built a team tasked specifically and ready to deliver this 21st Century Schools development programme.

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CSF 6: Affordability

The ability to find the required level of expenditure (capital and revenue); Cost effectiveness; Long Term sustainability and financial benefits; Impact on revenue funding.

4.3 Long List Options and SWOT Analysis 4.3.1 The Long List The long list of options was generated by the workshop in accordance with best practice contained in the Capital Investment Manual. The evaluation was undertaken in accordance with how well each option met the investment objectives and Critical Success Factors. An option analysis appraisal was completed by a group of officers. This group tested a series of options, ranging from a “do nothing” approach to producing a new Community Campus on the existing Monmouth Comprehensive School site. The options are set in the context of the scale of challenges facing the Council, following its recent Local Authority Estyn report and recommendations. The core group scored the options against the critical success factors and investment objectives. Following this the options were prioritised through a weighting system. Those options which met the pass criteria were then further tested to a full options appraisal stage and rigoursly challenged and tested using the simple SWOT principles. As part of the process the Council actively sought all stakeholder views and opinions, thorough a number of engagement workshops as to what is required to develop a 21st Century learning and teaching environment which meet the needs of all in the Monmouth area. 4.4 SWOT Analysis 4.4.1 Scoping options The following options are to be considered:

1. Do nothing. 2. Do minimum (undertake maintenance requirements) 3. Extension and alteration scheme 4. New build on the existing site 5. New Build to incorporate Leisure Centre 6. New build on new site – this option was immediately discounted as

MCC has no surplus land available within the area

The Options Appraisal scope and remit was focussed upon the re development of Monmouth Comprehensive School and the improvement of

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the Monmouth Schools hub. This included the transformational adaptations to the feeder Primary schools and these also were a material consideration, linked to each of the options above that were being considered. 4.4.2 The SWOT analysis The choices for potential scope of the programme are driven by service/ educational needs and the strategic objectives at both national and local levels for delivering 21st Century Schools. In accordance with the Treasury Green Book, a do nothing option has been considered as well as other options along the continuum of delivering service needs. A SWOT analysis is included below in order to determine the most feasible of these options. Within the broad scope of the strategic case, the following main options have been considered Option 1 - Do nothing – This option would involve no change to the delivery of education at Monmouth Comprehensive School and its feeder primary schools. It assumes that we carry on in the same manner as currently adopted. This would be to provide only a very basic level of maintenance and attention to statutory duties.

Strengths Weaknesses Opportunities Threats No disruption to students

Surplus places remain None Surplus places not kept

in check

No disruption to the schools community

Existing buildings would continue to deteriorate causing some potential health and safety issues.

Funding is not sustainable

The existing buildings do not meet the vision for learning and teaching in Monmouthshire and cannot be adapted to meet the curriculum delivery requirements for the 21

st Century

and beyond.

During the Local Authority inspection in 2008, Estyn recognised that considerable progress had been made in MCC reviewing our primary school provision but with little investment in improving our secondary stock. This was further highlighted in our inspection of 2012. This option would not address a key issue in the PIAP (2008)

Welsh Government would not support

The overarching aim of the 21

st Century School

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this way forward. This would effectively remove 50% of the anticipated budget. All capital funding would therefore need to be sourced from the Council‟s resources.

Programme is to raise standards of achievement and attainment across the County and as research has shown that the design of the learning and teaching environment contributes towards the outcome. There would be a threat that our overarching aim would not be achieved.

Students would continue to be taught in old, traditional building stock

Option 2 – Do Minimum – This option would involve no change to the delivery of education at Monmouth Comprehensive School. It assumes that we carry on in the same manner as currently adopted. This would be to carry out the planned maintenance works and attention to statutory duties. The Transformational Initiative could however be delivered within the feeder primary schools.

Strengths Weaknesses Opportunities Threats Minimal disruption to pupils

Surplus places remain None The present surplus places situation is not kept in check

No disruption to the community

Existing buildings do not meet the vision for learning and teaching in Monmouthshire and cannot be adapted to meet the curriculum delivery requirements for the 21

st Century and

beyond.

Funding is not sustainable

Welsh Government would not support this way forward. This would effectively remove 50% of the anticipated budget. All capital funding would therefore need to be sourced from the Council‟s resources.

The overarching aim of the 21

st Century School

programme is to raise standards of achievement and attainment across the County as research has shown that the design of the learning and teaching environment contributes towards the outcome. There would be a threat that our overarching aim would not be achieved.

Students would continue to be taught in traditional buildings.

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Option 3 – An Extension/Alteration Scheme to Monmouth Comprehensive School with Transformation adaptations to the feeder Primary Schools – This maybe a practical option, however, whilst some buildings are unsuitable for renovation in Monmouth Comprehensive School, the remaining buildings will blight the design of an efficient site layout. In addition, to bring some of these up to the required standard it is likely to be of an order of cost that will be unacceptable bearing in mind the desired outcomes The option would however allow the Transformational Initiative to be implemented in the cluster primary schools.

Strengths Weaknesses Opportunities Threats The cost and scope of the scheme could be tailored to the budget available

Only a relatively small part of the school would be upgraded. The remainder would remain the same

To provide limited innovative learning and teaching facilities.

The final outcome would not create a learning and teaching environment that meets the vision for MCC in Monmouth Secondary School

It would be possible to bring some areas of the existing schools up to a reasonable standard.

Likely to be a protracted contract period with consequent disturbance.

The surplus places situation would not be kept in check

It has been indicated by WG that they would not support supporting this option financially. This would effectively remove 50% of the anticipated budget with the consequence that a much reduced scheme would need to be carried out, and funded solely from the Councils resources.

Some of the existing buildings may not be suitable for renovation

A failure to meet the investment objectives.

Disruption to the school would be considerable.

Extensive temporary accommodation would be required.

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Option 4 – A Secondary New Build Scheme with Transformational adaptations to the Primary Feeder schools – This option would provide learning and teaching environments that are fit for purpose. The outcome would create flexible facilities that facilitate new pedagogical approaches to learning, within the budget allocation.

Strengths Weaknesses Opportunities Threats The option would bring the whole school environment up to a high standard that meets the Education design brief requirements and the MCC vision for learning and teaching.

Could disrupt the teaching and learning whilst re-construction is being undertaken

To create a learning and teaching environment that facilitates the highest quality learning experiences that would assist in raising standards of attainment and achievement

Could affect some student‟s results and outcomes during the period of disruption.

The outcome would create a facility that is suitable for the 21

st Century and

beyond.

An ability to broaden the curriculum pathways offered to young people particularly those at risk of becoming NEET

It would be constructed largely independently of the existing school

Create an enterprising, successful and sustainable community

The construction period would be less than that of a fully bespoke design

Improve the quality of life for young people and the community

It would create maximum opportunities for regeneration

Build a strong culture of collaboration where schools share ideas, provision and resources to provide the highest standard of secondary educational opportunities for all

It would encourage new residents within the area

It would attract maximum funding

It would resolve all maintenance and legislative issues

It would encourage more community use

It would be more efficient in revenue costs

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It would reduce surplus places

Option 5 – A Secondary New Build Scheme including the adjoining Leisure Centre and other community facilities, adopting a fully bespoke design. Also incorporating Transformational adaptations in the feeder Primary Schools – The option would provide learning and teaching environments that are fit for purpose in the 21st Century and beyond. It would also establish a Community Campus that encourages greater use of the site for lifelong learning, social service provision, leisure, arts and enterprise.

Strengths Weaknesses Opportunities Threats This option would bring the whole school environment and Leisure Centre up to the required standard. It would fully meet our Education Design brief requirements and vision for learning and teaching in the 21

st

Century and beyond.

The cost would be considerably high and could effectively be unaffordable

To make a significant contribution to the regeneration of Monmouth

The lack of sufficient funding

It could be constructed largely independently of the existing school

It would create maximum opportunities for regeneration

It would attract new residents

It would attract maximum funding

It would resolve all maintenance and legislative issues

It would maximise community use

It would be more efficient in revenue costs

It would provide a highly design conscious building that fits into the existing community

It would manage surplus places

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4.5 Recommend a Proposed Way Forward – The Shortlist There are 5 options on the long list which are all possible. However, given the educational and economic design, to do nothing is not an option and therefore is only included as a basis for comparison. Within the broad scope outlined in the Strategic Case, the following main options have been considered as most feasible: The Short List:- The 5 options were evaluated against MCC‟s investment objectives and

critical success factors, as follows:

INVESTMENT OBJECTIVES

Option1 Option2 Option3 Option4 Option5

1 To improve Educational Standards

x

x

x

2 To provide an appropriate learning and teaching environment for all users that meets the needs of the 21

st Century

and beyond

x

x

3 To keep surplus places within the Monmouth area in line with WG targets

x

x

4 To reduce on going life cycle costs through challenging the use and management of the building

X

x

CRITICAL SUCCESS FACTORS

1 An inspirational learning and teaching environment is delivered that improves standards of achievement

x

x

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and attainment.

2 Improved participation of the community in learning and leisure.

x

x

3 A culture of on-going educational innovation and research that provides a holistic fit and synergy with other key strategies within the Council.

x

x

4 Reduced revenue costs through innovative working practices and pedagogies that also enhance learning.

x

x

5 Achievability

6 Affordability

x

SUMMARY Preferred identified from this Do Not

Proceed Do Not Proceed

Take Forward

Take Forward

Do Not Proceed – Increased Cost of leisure facility is not affordable

In relation to the 5 long list options above, the evaluation resulted in a short list of 2 options (options 3 and 4 ) being given further consideration. As regards the 5 options, the following were concluded based on the above scoring regarding the investment objectives and CSF:

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Option 1 – Do Nothing

Scoping This option would involve no change to the delivery of education in Monmouth and would continue to have a significant drain on the Council‟s Maintenance Programme.

Technical Solution

Maintain the status quo

Service Provision

The service would continue to be provided by the local authority and existing Governance and management arrangements would continue. The Local Authority has a statutory duty to provide students with a learning environment that is conducive to 21

st Century curriculum

delivery. This issue was highlighted as a key issue in the LA Estyn inspection 2008 and therefore needs to be addressed.

Implementation None

Funding None/Minimal

Option 1 would involve no change to the delivery of educational provision within Monmouth and would therefore meet none of the Council‟s investment objectives and critical success factors. Pupil attainment and attendance would not be improved, they would continue to be taught in old building stock, and the revenue budget would continue to maintain and support surplus places.

Option 2 – Do Minimum

Scoping This option would involve no change to the delivery of education in Monmouth and would continue to have a significant drain on the Council‟s Maintenance Programme.

Technical Solution

Maintain the status quo

Service Provision

The service would continue to be provided by the local authority and existing Governance and management arrangements would continue. The Local Authority has a statutory duty to provide students with a learning environment that is conducive to 21

st Century curriculum

delivery. This issue was highlighted as a key issue in the LA Estyn inspection 2008 and therefore needs to be addressed.

Implementation None

Funding None/Minimal

Option 2 would involve no change to the delivery of educational provision within Monmouth and would therefore meet none of the Council‟s investment objectives and critical success factors. Pupil attainment and attendance would not be improved, they would continue to be taught in old building stock, and funding would continue to maintain a small percentage surplus places.

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Option 3 – A Secondary Extension/ Alteration Scheme with Transformational adaptations to the feeder Primary Schools

Scoping This option would only have a minimal change to education delivery in the secondary school. The remaining buildings would still continue to be a drain on MCC‟s Capital Maintenance Programme.

Technical Solution

All Health and Safety concerns and outstanding maintenance issues would be addressed with this option. However, limited potential for complete updating of all elements of the building fabric and M and E installations.

Service Delivery

The key issue for action in the 2008 LA Estyn inspection would only be partially met.

Implementation This would need to be a phased programme and would cause significant disruption to students.

Funding Indications show that WG would not support funding for this project and it would therefore need to be funded 100% from MCC‟s Capital Programme.

Option 3 would not fully meet the investment objectives; it would however

deliver many of the critical success factors. The final outcome would result in

the need for additional funding to be allocated to the site in order for the whole

school to meet the needs of the 21st Century and beyond.

Option 4 – To Provide a Secondary New Build with

Transformational adaptations to the feeder Primary Schools

Scoping The option would fully meet the vision for learning and teaching in MCC, providing a flexible and adaptable building that is future proofed and will support the delivery of personalised and independent learning. The capacity of the school will 1600, therefore reducing surplus places

Technical Solution

The exact positioning of the new build will be determined during the detailed design stage. It will however be on the existing school site.

Service Delivery

Pupils and staff will remain on site during construction.

Implementation The construction programme will be phased and the project will require an element of temporary accommodation which will be funded from the project budget

Funding Funding for the new build will be partly from Welsh Government with a match funding contribution from Monmouthshire‟s Capital Programme.

Option 4 truly offers the ability to achieve significant improvements in pupil attainment whilst being financially viable. Within the options analysis, option 4 fully meets the critical success factors and investment objectives.

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Option 5 – New Secondary build to incorporate Leisure Centre facilities, plus Transformational adaptations to the feeder primary Schools.

Scoping The option would fully meet the vision for learning and teaching in MCC, providing a flexible and adaptable building that is future proofed. It will also support the delivery of personalised and independent learning. In addition the facility would fully integrate Leisure and Community facilities .The capacity of the school will be 1600, therefore minimising surplus places.

Technical Solution The exact positioning of the new build will be determined during the detailed design stage. It will however be on the existing school and Leisure Centre site.

Service Delivery Pupils/Staff and Leisure Centre users will remain on site during construction.

Implementation The construction programme will be phased and the project will require an element of temporary accommodation for the school which will be funded from the project budget.

Funding Funding for the new build will be partly from Welsh Government with a match funding contribution from Monmouthshire‟s Capital Programme.

Option 5 meets all of the investment objectives but not fully the critical success factors. It truly offers the ability to achieve significant improvements in pupil achievement and attainment, plus offering an integrated community facility, but unfortunately is not financially viable. On the basis that the proposed way forward is to be agreed, we recommend that we take forward the following options for further, more detailed evaluation within the Outline Business Case (OBC):

Option 3 – A Secondary Extension/Alteration Scheme with Transformational Adaptations to the feeder Primary Schools.

Option 4 – A Secondary new Build with Transformational Adaptations to the feeder Primary Schools.

4.6 Indicative Capital, Income and Revenue Costs of each of the Shortlisted Options The information set out in this section includes an assessment of the shortlisted options in terms of capital, income and revenue costs. 4.6.1 Capital Costs The table below includes an assessment of the options in terms of associated capital costs.

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Option 1 Do nothing

Option 2 Do minimum

Option 3 Extension

Option 4 New build

Option 5 Leisure

Capital Costs

nil £300,00 33,000,000 37,000,000 £45,000,000

4.6.2 Income The continuing projected surplus places in Monmouth Comprehensive School would continue to put pressure on the school budget 4.6.3 Staff Costs Discussions have not yet taken place on projections of staff costs for each of the shortlisted options. Although, both Option 3 and 4 would mean reductions. We are aware that staff costs typically comprise of 70% of a school‟s total budget and are therefore integral to the development of a robust economic appraisal, which will be developed in the OBC. 4.6.4 Efficiency Savings Fundamental elements of the shortlisted options are to transform curriculum delivery within Monmouthshire, introducing a step change to learning and teaching. They also aim to reduce surplus places, ensuring that the school is of the right size to ensure that it can effectively support current and projected future students within Monmouthshire. It is also essential that the school is financially viable, representing value for money on all levels of assessment. An initial review of the Options 3 and 4 will realise annual revenue savings which can be reinvested into raising standards of achievement and attainment in a more efficient and effective way. 4.6.5 Backlog of Maintenance Costs The table below includes the backlog maintenance costs associated with Monmouth cluster of schools

School Backlog Maintenance Value £ (Electrical Services)

Backlog Maintenance Value £ (Mechanical Services)

Backlog Maintenance Value £ (Building Fabric)

Total Maintenance Backlog

Monmouth Comprehensive

500,000

1,200,000

2,200,000

3,900,000

Cross Ash Primary

21,248 130,486 83,671 235,405

Kymin View Primary

4,175 1,686 94,934 100,795

Llandogo Primary

2,539 21,359 71,988 95,886

Osbaston 18,453 60,683 138,855 217,991

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Primary

Overmonnow Primary

34,039 161,862 336,080 531,981

Raglan VC Primary

19,558 102,979 303,881 426,418

Trellech Primary

12,573 63,269 84,656 160,498

Usk VC Primary

25,362 99,517 172,682 297,561

Total 5,966,535

4.7 The Economic Case Summary In accordance with the Capital Investment Manual and the requirements of HM Treasury‟s Green Book (A guide to investment appraisal in the Public Sector), this section of the SOC documents the options that have considered to be within the service scope. The 21st Century Schools Programme advocates the use of the Five Case Business Model as a means of ensuring that a capital investment is fit for purpose and appropriately managed. The key critical success factors (CSF‟s) for the redevelopment of Monmouth Comprehensive School were developed in 2010, and reviewed in 2013 by The Programme Board. The outcome of this work formed the basis of the Council‟s Strategic Outline Programme which was submitted and approved by Welsh Government in December 2010, and subsequently revised in 2013. These Critical Success Factors have been used alongside the Investment Objectives for the programme in order to evaluate the shortlisted options. 4.8 The Economic Case – Overall Conclusion The “possible” options identified in the long list have been carried forward into the short list for further appraisal and evaluation. This evaluation took into account the ability of the options to meet all investment objectives and critical success factors. On the basis of this analysis, the recommended shortlist for further appraisal within the OBC is as follows: Option 3 and 4 It should be noted that following an evaluation of these options, Option 3 and Option 4 would deliver a flexible, future proofed learning and teaching environment.

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5.0 The Commercial Case This section of the SOC outlines the proposed procurement in relation to the proposed way forward outlined in The Economic Case. 5.1 Required Services Monmouthshire CC has considered various procurement options. We are keen to embrace joint procurement with other authorities due to the potential benefits that this may offer. The conclusion of the exercise is that we should be procuring this scheme through the South East Wales Procurement Framework (SEWSCAP) following a tender exercise to appoint an appropriate contractor. The framework fully complies with current legislation, particularly relating to EU guidelines. It will enable us to carry out a relatively short tender process without the need to carry out a lengthy and complicated EU advertisement process. The tender process would initially seek out from the framework a selection of companies who could produce innovative schemes which would fit both our aspirations and our budget. We would select the most favourable of those tenderers to successfully deliver this Monmouth Cluster programme. The selection process would be on a pre-arranged assessment process which will seek to achieve value for money, innovation and a sustainable design. Tenders will be assessed on a cost/quality basis, though the ratios have yet to be agreed but will be in line with SEWSCAP regulations and assessment criteria (Quality and Value for money). Again, this will be explored further in the OBC. The full design team will also be procured and appointed as part of the contractors tender. The SEWSCAP group is continually looking at modern methods of construction as a possible source of future benefits and meets regularly to discuss such matters and other innovative ideas. One of the particular advantages of the group is that it can discuss any innovative design ideas of pedagogical changes. All of our projects to date have been carried out using a mixture if in house and external resources. We have a dedicated 21st Century team based in our Children and Young People‟s Directorate which manages each project. Monmouthshire has already completed Education and Technical Design Briefs to inform those construction companies who are interested in tendering for the project. The following surveys have also been completed for Monmouth Comprehensive School:

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Air Quality Report

Biodiversity Report

Traffic Impact Report

Topographical Survey

Archaeological Report

Design and Access Statement

Pre BREEAM Assessment

Lighting Impact Report

Waste Management Plan

Tree Assessment

Drainage Assessment

Utilities Report

Geotechnical Desktop Study 5.2 Potential for Risk Transfer The general principle is to ensure that risks should be passed to “the party best able to manage them “, subject to value for money (VFM) The table below provides an indication of how the associated risks might be apportioned between the contractor and Monmouthshire County Council.

Risk Category Public Private Shared 1. Design risk : x

2.Construction and development risk

x

3. Transition and implementation risk

x

4. Availability and performance risk

x

5. Operating risk x

6.Variability of revenue risks

x

7.Termination risks x

8.Technology and obsolescence risks

x

9. Control risks x

10.Residual value risks

x

11.Financing risks x

12.Legislative risks x

13. Other project risks

To be assessed at OBC

To be assessed at OBC

To be assessed at OBC

A detailed analysis of risks will be undertaken at OBC stage. 5.3 Proposing charging mechanisms The Council intends to make payments with respect to the proposed products and services in accordance with its Financial Regulations.

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5.4 Proposed contract lengths This would depend on the option chosen. For a new build project, a reasonable period of construction for a secondary school would be in the order of 2 years; however this could be shorter if we proceed with the preferred way forward. The project will be phased to minimise the use of temporary accommodation, allow for demolition and completion of highway/external works. 5.5 Proposed key contractual clauses The project will be procured in accordance with the Council‟s Standing Orders for Contracts. A suitable form of contract will be adopted. Under the SEWSCAP Framework, both NEC and JCT forms are available for use with the design and build/develop and construct approach. The options will be explored further in the SEWSCAP standard clauses. 5.6 Personnel implications (including TUPE) It is anticipated that the TUPE – Transfer of Undertakings (Protection of Employment Regulations 1981) - will not apply to this investment. However, over time there will be a restructure of staffing, which will be covered mainly through natural wastage, due to the new pedagogical ways of delivering the curriculum. This will contribute to the required revenue savings. 5.7 Procurement strategy and Implementation timescales (Monmouth Schools programme)

Submission of SOC w/c 30th September 2013

Formal Approval of SOC w/c 25th October 2013

Planning Submission w/c 14th April 2014

Submission of OBC w/c 21st February 2014

Tenders Sought w/c 30th September 2013 (first Stage)

Approval of OBC w/c 21st March 2014

Tenders returned w/c 11th July 2014 (second stage)

Submission of FBC w/c 18th July 2014

Approval of FBC w/c 5th September 2014

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Appointment of a contractor w/c 6th August 2014 (second stage)

Commencement of construction work w/c 17th November 2014

Completion of construction work w/c 1st July 2016

New School operational September 2016

6.0 The Financial Case 6.1 Financial Expenditure The purpose of this section is to set out the indicative financial implications on the proposed way forward. The financial position facing the MCC will create a number of challenges through this programme. The Council, however, has a proven track record of allocating both revenue and capital resources to prioritised projects and this has manifested itself in significant progress being made in renewing many primary schools, which has also resulted in the Authority tackling the issue of surplus places in some key areas across the County. Education is a key priority for the Council and consequently the capital programme has been aligned to match fund the Band A period. The Council has agreed to match fund the proposed £79.5 million programme which has been agreed in principle by WG, subject to the submission and approval of a full business case. In addition, Monmouthshire has invested £1 million capital funding in 2012/13 and £1 million capital funding in 2013/14 to commence the programme. 6.2 Phasing of Capital Costs The Project seeks to establish a redeveloped community focussed 11 – 18 school on the existing school site which will provide flexible and adaptable facilities to support current day and future curriculum delivery. The new build will also remove a number of surplus places and replace an asset that is in an extremely poor condition. It is envisaged that the building of the new 1600 place school would commence in January 2015 and would be completed by July 2016. This will, however, be dealt with in more detail within The Outline Business Case (OBC) An indicative capital spending profile for the proposed way forward is set out below: -

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Scheme Name 2014/2015 2015/2016 2016/2017 2017/2018 2018/19 TOTAL

Monmouth Comprehensive School

£2,300,000 £9,600,000 £4,700,000 £1,075,000 £325,000 £18,000,000

£1,736,500 Match funding from WG

£10,311,000 Match funding from WG

£4,627,500 Match funding from WG

£500,000 Match funding from WG

£825,000 Match funding from WG

£18,000,000 Match Funding from WG

Total £4,036,500 £19,911,000 £9,327,500 £1,575,000 £1,150,000 £36,000,000

7.0 The Management Case 7.1 Introduction This Management Case sets out the programme governance and project management structures that will be put in place to ensure the effective delivery of The Monmouthshire 21st Century School Programme and each phase of the development. The project is an integral part of Monmouthshire‟s 21st Century Schools programme. The Chief Officer for Children and Young People, Sarah McGuinness, has been identified as the SRO. A Programme Board has been established to manage the effective delivery of the programme. Each project within the programme will be managed by a Project design/Construction team. The Management Case has been prepared and is based upon the following key principles:

To develop innovative partnerships with education, training, business, leisure, health, and wellbeing, social services, voluntary sector and public service providers to enrich our education, training and services.

Build a strong culture of collaboration where schools share ideas, provision and resources to provide the highest standard of secondary education opportunities to all in the county.

Create flexible facilities and nimble environments that facilitate new pedagogical approaches and ways of working.

Provide the highest quality learning experiences to raise standards of attainment and achievement.

Broaden the curriculum pathways offered to young people particularly those at risk of becoming NEET.

Create enterprising, successful and sustainable communities.

Improve the quality of life of young people and the community.

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Establish Community Campuses as beacons of research based innovation and best practice in Wales.

Innovative use of ICT to support the learning agenda.

Reducing the level of surplus places.

A more effective and efficient use of revenue and capital resources. 7.2 Programme Management Arrangements The programme management arrangements are as detailed below: Senior Responsible Officer (SRO) – The Chief Officer for Children and Young People within the Council is responsible for ensuring delivery of the programme.

Sarah McGuinness

Chief Officer, Children and Young People

Monmouthshire 01633 644487

Corporate Management Team – The strategic force behind the programme that provides the investment decision and top level endorsement for the direction and objectives of the programme.

Name Position Council Telephone Number

Paul Matthews Chief Executive Officer

Monmouthshire 01633 644041

Moyna Wilkinson Deputy Chief Executive Officer

Monmouthshire 01633 644857

Sarah McGuinness Chief Officer Children and Young People

Monmouthshire 01633 644487

Kelly Beirne Chief Officer Regeneration & Culture

Monmouthshire 01633 644686

Simon Burch Chief Officer Social Services

Monmouthshire 01633 644601

Joy Robson Chief Finance Officer

Monmouthshire 01633 644270

Programme Manager – To provide leadership to the 21st Century School Programme and the Council on the development, from educational vision to implementation. The Programme Manager is also responsible for reviewing

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and maintaining a clear focus on delivery and the transformation of educational outcomes.

Name Position Council Telephone Number

Simon Kneafsey Programme Manager Monmouthshire 07595 647 637

Programme Implementation Group – 21st Century Schools team. Oversees the day to day development of the programme

Name Position Co Council Telephone Number

Jacqui Morris Client Liaison Officer

Monmouthshire 07795658873

Cath Sheen Client Liaison Officer

Monmouthshire 07595647637

Mark Howcroft Finance Officer Monmouthshire 01633 644740

Rob O Dwyer Property Business Services Manager

Monmouthshire 07786114512

Mike Long

Design Manager 07880783911

John Davies Senior Architect Property Services

Monmouthshire 07786114516

Prince 2 project management principles will be followed throughout the programme. This will commence with a Programme Execution Plan that will define the programme objectives, responsibilities, dependant actions and risks. As part of the OBC process, programme and project risk elimination or mitigation actions and risk owners will be aligned. Good project management is recognised as being an essential ingredient to success in tackling Monmouthshire‟s programme. Management of the overall programme will be through our 21st Century Schools Project Board. This board comprises four Cabinet members, together with a number of officers with a wide range of skills and responsibilities, including education, property, finance and estates. The Chairman is the Authority's cabinet member for Children and Young People. Officers will manage the programme on behalf of the Project Board through a structured system of groups involving all relevant disciplines meeting on a regular basis and reporting back to the Board as detailed in the Programme Execution Plan. Close liaison with the Audit section ensures the appropriate financial probity. Project Management and administration will be carried out by our 21st Century Schools Team, who will ensure that supporting resources are

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provided as necessary. The team has been established on the basis that resources can be flexibly managed to match anticipated workload. This team will work closely with an integral Property Services Team which provides a full range of professional services and is also able to expand or contract as necessary, including the appointment of consultants as required. Design and construction work will be carried out by a partnering contractor, appointed through a joint procurement route through SEWSCAP (South East Wales Schools Capital Building) group. The Authority's team has extensive experience of partnered projects, following its 13 year single contractor arrangement with a local contractor and in 2009 was successful in winning the National Constructing Excellence award for Integration and Collaboration. The SEWSCAP Group provides a readily accessible source of contact with ten other authorities in South East Wales and can liaise on all aspects of collaboration between those authorities. As well as establishing a joint procurement route, the group has shared discussions and presentations on various building and education matters including visits to innovative projects. It could also be a ready source of resource sharing to balance out fluctuations in workload between the member authorities. Our 21st Century team will also be tasked with setting up consultation arrangements with key stakeholders and in conjunction with the School Improvement Team, putting in place any change management arrangements to ensure a smooth transition between project delivery and stakeholder ownership. Regular monitoring meetings take place and typically involve 21st Century Schools Team, Head Teacher, Governors, Education Advisers, Consultants (as required), Catering, ICT, Traffic Management, Procurement and Audit Representation. A post contract review will also be undertaken with relevant stakeholders involved to review outcomes and to ensure improvements are made for future projects. The Strategic Case defines the measures of success that will be applied to the project, manage expectations of the project and benchmark and measure success. Monmouthshire County Council are part of the WGs post occupation evaluation (POE) pilot project and propose to incorporate the WGs POE process once established. 7.3 Roles and Responsibilities The Programme Implementation Group oversees the day to day development and implementation of the Programme and each constituent Project. In particular the Programme Team is responsible for the following:

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Develop the Programme Brief for approval by the Programme Board

Develop Project Briefs including objectives and deliverables for each constituent project for approval by the Project Board.

Ensure the design team develops an approved design that complies fully with the Project Briefs.

Develop a change management strategy for approval by Programme Board.

Develop contract documentation that enables the required transfer of risk without unduly restricting Monmouthshire County Council‟s ability to influence the Project.

Oversee the implementation of the construction contract

Implement the change management strategy.

To manage the development of RIBA Stage D+ designs and develop the phase contracts in accordance with the Commercial Case.

A significant amount of work has been undertaken to date, supporting and running in parallel to this business case to allow rapid mobilisation of the project, once approval has been received. Programme Board – To oversee the direction and progress of the 21st Century School Programme and to support the decision making process.

Name Position Member/Officer Telephone Number

County Councillor Liz Hacket Pain

Cabinet Member Children and Young People Chair of The Programme Board

Member 01633 644219

County Councillor Peter Fox

Leader of the Council

Member 01291 422541

County Councillor Bob Greenland

Cabinet Member

Member 01291 650231

County Councillor Phil Murphy

Cabinet Member

Member 01633 400387

County Councillor Roger Harris

Scrutiny Representative

Member 01873 858143

Paul Matthews Chief Executive Officer

Officer 01633 644041

Sarah Chief Officer Officer 01633 644487

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McGuinness Children and Young People

Simon Kneafsey Programme Manager

Officer

Rob O Dwyer Head of Property Services

Officer 07786114512

Joy Robson Chief Finance and Section 151 Officer

Officer 01633 644270

7.4 Programme Board Terms of Reference The Programme Board provides the overall direction, management and control of the Programme, being accountable for the success of the Programme and is the ultimate decision making body for the Programme. In particular, the Programme Board has responsibility for:

Approving all major plans/programmes and authorising any major deviation from agreed stage plans, including signing off the completion of each project stage and authorising works to commence on the next stage.

Setting the tolerance levels for time and costs that can be accepted without the need for the Board to consider an exception report.

Providing leadership and direction, by providing approvals and decisions to steer the progress and delivery of the Programme.

Ensuring that sufficient resources are available and committed to the Programme.

Acting as arbiter on any conflicts within the Programme, negotiating a solution to any problems between the Programme and external parties.

Approving the individual project development briefs prior to any expenditure being committed and ensuring the Programme and constituent projects remain on time.

Promoting the Programme within the Council (including briefing Council Members) and, where appropriate to outside agencies and partners.

Authorising expenditure on the Programme in line with the Programme Plan and financial forecasts.

Authorising any changes to the Programme Plan, Business Case or Budget.

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Sign off each “stage end” of the Programme.

Owning the overall business change that the programme supports and ensuring the change maintains its focus, has clear authority and that risks are actively managed.

Ensuring the Programme is financially compliant

Ensuring the Programme accords with the corporate objectives of Monmouthshire County Council.

7.5 Outline project reporting structure

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Sarah McGuinness

SRO

Monmouthshire County Council

Monmouthshire County Council Cabinet

Cllr Peter Fox

Council Leader

Cllr Liz Hacket Pain

Cabinet Member (Chair)

Cllr Bob Greenland

Cabinet Member

Cllr Phil Murphy

Cabinet Member

Paul Matthews

Chief Executive Officer

Sarah McGuinness

Chief Officer, Children and

Young People

Simon Kneafsey

21st Century School

Programme Manager

Joy Robson

Chief Finance Officer

Rob O’Dwyer

Head of Property Services

Programme Board

Will McLean

Head of Strategic Partnerships

Paul Matthews

Chief Executive Officer

Sarah McGuinness

Chief Officer Children and Young

People

Simon Burch

Chief Officer Social Care &Health

Joy Robson

Chief Finance & S151 Officer

Kellie Beirne

Chief Officer, Regeneration & Culture

Corporate Management Team

Simon Kneafsey

21st Century School Programme Manager

Rob O’Dwyer

Head of Property Services

Cath Sheen

Client Liaison Officer

Jacqui Morris

Client Liaison Officer

Mike Long

Design Manager

John Davies

Senior Architect

Mark Howcroft

Finance Officer

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7.6 Outline Project Plan The project will include the development of a new 1600 place learning and teaching environment to replace the present school on the existing site. The management of the site will remain with Monmouthshire County Council and The Governing Body of Monmouth Comprehensive School. The new facilities will meet the needs of students in the 21st Century and beyond. 7.7 Project Milestones

Milestone activity Date Submission of Strategic Outline Case (SOC) w/c 30

th September

2013

Formal Approval of SOC w/c 25th October 2013

Submission of Outline Business Case (OBC) w/c 21st February

2014

Tenders sought w/c 30th

September 2013

Approval of OBC w/c 21st March 2014

Tenders returned w/c 11 July 2014

Submission of Full Business Case (FBC) w/c 18 July 2014

Approval of FBC w/c 5 September 2014

Appointment of a Contractor w/c August 2014

Commencement of Construction Work w/c 17 November 2014

Completion of Construction Work w/c 1 July 2016

New School Opens September 2016

7.8 Use of Special Advisers Special advisers have been used in a timely and cost effective manner in accordance with the treasury Guidance: Use of Special Advisers. Details are set out in the table below:

Specialist Area Adviser

Education Adviser Julaine Baldan

7.9 Gateway Review Arrangements Monmouthshire‟s 21st Century Schools Programme will be subject to the Gateway review process. The first Gateway review for the programme is scheduled to take place in December 2013 Signed:

Senior Responsible Officer Project Team Date: 3rd October 2013