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EXPRESSION OF INTEREST FOR AN ACADEMY I

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Section 1 : Summary of proposal

1 .I Provide a brief summary of the project (refer to size and location of Academy, age- range of pupils, specialism and sponsor):

This expression of interest is for an all-age Academy in Southwark, London, sponsored by a charitable trust, ARK Education. ARK Education is a new entity formed to deliver high quality education to disadvantaged children. It is a subsidiary of ARK, a UK based charitable trust, that has raised f 17 million over the last three years to invest in philanthropic projects which provide transformational change to disadvantaged children. The expression of interest has been developed through a close partnership between CEA Southwark, Southwark Council and ARK Education.

The Academy will replace an existing secondary school, Geoffrey Chaucer Technology College, and an existing primary school, Joseph Lancaster School, and will work on the existing site of these two adjoining schools. Although the Academy will be a single school, it is intended that there will be a number of "schools within schools", breaking up the organisation into smaller units of 200-300 pupils each, allowing children to feel at home in more of a community environment. Staff will primarily be attached to one of these smaller units, giving them a greater knowledge about a smaller number. of students, enabling better pastoral care and greater security for the children. Care will however be taken to maintain pupil access to specialist subjects across the Academy as a whole. During the next phase of the project we will look at the extent to which the schools within schools can be made distinct through the staffing structure, devolved responsibility to the head teacher, and physical design.

There will be lower, middle and upper schools within schools. The lower schools will provide Foundation and Key Stages 1 and 2, the middle schools Key Stage 3 and the upper schools Key Stage 4 and above. The intake will remain 2FE up to year 6 and 6FE from year 7 onwards. Transition from primary to secondary schools, and the consequent "dip" at Key Stage 3, is recognised as a problem nationally, as pupils struggle to adjust to the different teaching style in secondary school and a set of unfamiliar class-mates. By proposing a middle school within the Academy we intend to address both of these issues. The middle school will have the feel of being a different school, only in familiar surroundings with familiar people. This will help those pupils joining the school at year 7 to be properly integrated. Additionally, to assist transition for these "new" pupils joining at year 7, the Academy will work closely on transition issues with other local primary schools whose pupils are likely to transfer to the Academy.

The Academy will address the 2004 decline in provisional GCSE results at Geoffrey Chaucer and the decline in Key Stage 2 results at Joseph Lancaster since 2000. We would want the Academy to strengthen and broaden its relationship with other Southwark schools and post-I 6 providers by developing into a centre for innovation and sharing new ideas and good practice.

Section 2: Need for an Academy

2.1 Is the Academy replacing a weak school? Yes No U 2.2 If yes, provide the following details:

Whilst overall results at Geoffrey Chaucer have improved in recent years, and the school is fully subscribed, the results remain well below Southwark and national averages and the provisional 2004 GCSE results showed a downturn on the previous year. Joseph Lancaster's performance has declined considerably since 2000. The establishment of an Academy provides the opportunity to pursue an innovative new approach and to make a step change in standards.

Geoffrey Chaucer Technology College

The Geoffrey Chaucer school's net capacity number is 900 and the number on roll in January 2004 was 945;

27% of pupils achieved 5 or more GCSEs at A*-C in 2004 (provisional results);

28% of pupils achieved 5 or more GCSEs at A*-C in 2003;

26% of pupils achieved 5 or more GCSEs at A*-C in 2002;

19% of pupils achieved 5 or more GCSEs at A*-C in 2001;

45.5% of pupils are eligible for free school meals;

60.6% of pupils have English as an additional language;

3.1 ?40 of pupils have statements of special educational needs;

38.9% of pupils are on the SEN register;

in 2004, 184 year 7 pupils were admitted;

in 2003, 180 year 7 pupils were admitted;

in 2002,202 year 7 pupils were admitted;

in 2001,180 year 7 pupils were admitted;

in 2000,204 year 7 pupils were admitted;

in 1999, 175 year 7 pupils were admitted;

6'h form pupil numbers in 2003 were 0;

6Ih form pupil numbers in 2002 were 0;

6Ih form pupil numbers in 2001 were 0;

6'h form pupil numbers in 2000 were 0;

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6th form pupil numbers in 1999 were 0;

31% of the total pupil population joined or left the school in 2003, other than at the start or finish of the Academic year.

Joseph Lancaster Primary School

Joseph Lancaster has a net capacity number of 315. In January 2004 there were 226 pupils in Key Stages 1 and 2, an additional 44 pupils in reception, and 24.5 full time equivalent pupils in the nursery, making a total of 294.5 fte pupils.

Currently 69.9% of Joseph Lancaster pupils receive free school meals, 92.9% come from minority ethnic backgrounds, and 73.9% have English as an additional language.

At the end of Key Stage 2 in 2004, 37% of pupils achieved level 4 or above in English, 39% achieved this level in Maths, and 47% achieved level 4 or above in Science.

At the end of Key Stage 2 in 2003,48% of pupils achieved level 4 or above in English, 32% achieved this level in Maths, and 48% achieved level 4 or above in Science.

At the end of Key Stage 2 in 2002,42% of pupils achieved level 4 or above in English, 32% achieved this level in Maths, and 52% achieved level 4 or above in Science.

At the end of Key Stage 2 in 2001, 52% of pupils achieved level 4 or above in English, 40% achieved this level in Maths, and 52% achieved level 4 or above in Science.

2.3 Provide details of the school's involvement in any Education Action Zone, EiC or LiG arrangements:

Geoffrey Chaucer is in EiC and LiG. Both schools fall into the Elephant & Castle Regeneration area.

2.4 The governing body of Geoffrey Chaucer agree the proposals. Mark if agree

2.5 Are there any conditions attached to the governing body agreement? Yes No 0

2.6 If yes. Drovide details: The revised Eo1 has been discussed with the Chair of Governors who has given her agreement. Further discussions between the sponsor, Academies Unit and Governing Body need to take place.

2.4a The governing body of Joseph Lancaster agree the proposals. Mark if agree

2.5a Are there any conditions attached to the governing body agreement? Yes No 0

2.6a If ves. Drovide details: The revised Eo1 has been discussed with the Chair of Governors who has given her agreement. Further discussions between the sponsor, Academies Unit and Governing Body need to take place.

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2.7 If this is a new or expanding school, provide details of the need for secondary school places and the basis for the proposed size of the Academy:

This is not a proposal for a new or expanding school. The Academy would replace the current Geoffrey Chaucer secondary and Joseph Lancaster primary schools. The proposal does not increase the number of places for 2-16 year olds. The post-I6 provision is new and will be complementary to the other post-I6 provision in the borough. ARK Education believes that post-1 6 provision will increase the proportion of children stavina on in education and as such is essential to the ethos of the school.

Section 3: The Proposed Academy

3.1 The Academy will:

0 cater for 112 fte 3-5 pupils (52 in the nursery, 60 in reception)

cater for 360 5-1 1 pupils

cater for 900 11-16 pupils

caterfor 1,150 11-18 pupils

have 2 forms of entry for the primary phase with an admission number of 60 and 6 forms of entry for the secondary phase with an admission number of 180

will have a total pupil number of 1,622

3.2 If proposing an all-age Academy (ie catering for primary and secondary pupils) provide a strong argument (see guidance):

In proposing an all-age academy on the Geoffrey Chaucer site, the sponsor and the LEA are conscious of the need to set out very strong reasons why this investment will produce a value for money improvement in standards. We believe there are several reasons why there is a compelling case for an all-age Academy here:

CO- location of schools

The two schools are on the same site and there is almost 100% transfer of students at age 11. This provides the context for each aspect set out below.

Raising low levels of achievement at Key Stage 2

The levels of Key Stage 2 achievement at the current primary school are very low and some of the lowest in London ( KS2 4+ at En. 37%, Ma. 39%, Sci. 47% ). This makes the task of raising standards hugely difficult for the secondary school. ARK strongly believes that a whole system approach with the main feeder school is essential if the secondary students are to achieve. In fact it would be quite reasonable to argue that an investment in a new secondary school alongside the existing primary school would be unlikelv to deliver value for money in terms of raisina standards.

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Improving staffing and recruitment in the primary school

The current school has very great difficulties in attracting staff and this is creating a cycle of disadvantage and underachievement for the students. Currently the school also has an acting headteacher. We believe good staff will be attracted to teach in the primary stage of an all-new all-age school. The innovative approach to the KS2/ KS3 transfer and the use of specialist subject expertise to support primary specialists will be attractive to the best teachers. The opportunity for career progression for primary specialist teachers will be greater in the all-age school.

Meeting high levels of language need

The primary school has very high levels of language need for its students (93% ethnic minority and 74% E2L). The fact that these are not currently met in full is contributing to the underachievement. In the all-age Academy we will use the efficiencies created by the larger school to improve the level of language support at the earliest stages, since we believe that early intervention provides the best value for money.

Value for money levels of capital spend

Noting the need to contain costs within the value for money and standards agenda, our proposal is for a moderately-costed refurbishment of the primary school. The current buildings are basically sound and will sustain a refurbishment.

Middle school approach for Key Stage 3

Our schools within schools approach will allow us to build a middle school approach into Key Stage 3 in the secondary stage. We believe that this would be very difficult if the school was not all-age. This middle school approach is particularly suited to the needs of the students since they have a high level of language need, there is a high turbulence factor with frequent departures and arrivals and they appreciate the stability and continuity provided by fewer changes of teachers.

Getting more value from capital investment in resources

We believe the capital investment in e-learning and resources for the secondary age students requires a value for money return on standards. We would intend to use some of the specialist facilities, and in particular the e-learning resources, with the primary age students. This would be difficult to manage if the two schools remained separate.

Better value and more cost-effective management and leadership

In some ways this provides the most compelling argument since ARK Education believes that the biggest factor in raising secondary standards is intervention at the earliest stage. The all-age Academy will plan on a whole system approach to raising levels of achievement. The management and leadership will be integrated although we would expect to have distinct management at each stage. With managers working as one team we believe some of the intractable problems faced by the primary school which are currently passed on to the secondary school can be resolved.

Outreach to Key Stage 2

Our approach will also need to include vigorous outreach to the other main feeder

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primary schools. This is an implicit part of the ARK vision and we confirm that we will structure a strong outreach programme into our development plan. In particular we would wish to work closely with the LEA and its Primary Strategy Team so that our combined efforts are well coordinated in other schools. We would be very willing for some of our facilities to be available to other feeder primary schools and we would hope some of our staff could work alongside staff in feeder primaries as well so that our whole system approach can work effectively.

Educare and the wider Government agenda

ARK and the LEA are committed to developing this aspect in the new school. We are clear that separate funding streams will need to be accessed for this work and we are willing to do this alongside the LEA and other partners such as local healthcare providers.

Community support for the all-age school

We are at an early stage in the proposal for the new school. However we are confident that there will be strong community support for the new school. Our early discussions with key individuals at Joseph Lancaster indicate that the proposal is likely to be well received by parents and the community more generally.

3.3 If proposing to cater for pupils aged 3-5 confirm that the proposal forms part of the LEA strategic plan for nursery education and provide details:

The Academy will re-provide the existing nursery provision at Joseph Lancaster School. This is currently housed in a separate building, five minutes walk away from the school. In addition, the school will be looking to provide some of the “educare” aspects that have been signalled in recent government policy announcements.

3.4 The likely opening date for the Academy is September 2007

3.5 Has the local LSC been consulted on the proposed post 16 provision? Yes No 0

3.6 Does the LSC agree to the Academy proposal on this basis? Yes No 0 Proposal for an Academy agreed to by LSC in relation to an earlier Expression of Interest. There are no significant differences with this new Eol.

3.7 If yes, attach a letter from the local LSC confirming their support for the Academy proposal. Mark if attached:

Provided with earlier Expression of Interest.

3.7a Details of the intended post 16 provision:

Post-1 6 provision will be complementary to the services already existing within Southwark and the central London LSC region. The proposals will be developed after careful discussion with all the relevant parties to maximise opportunities for co- operation and collaboration.

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The provision will be aligned with the school's performing arts specialism. The Academy intends to maintain a close working partnership with other Southwark schools.

3.8 If no, provide copies of any correspondence and give details of LSC objections:

I NIA 1

3.9 Specialism: Performing arts. For further details see section 3.1 0.

3.10 Provide a concise statement about the vision of the Academy, particularly how the Academy will address under-performance and educational deprivation through innovation and the chosen specialism:

A pioneering new school in Southwark, serving the whole community, which will offer the highest standards of education and a culture of high expectations in a building with state-of-the-art facilities.

Culture and Ethos The school's culture is essential to achieving success and addressing underperformance. Key elements are: - High expectations. The schools will have clearly defined and measurable high expectations for academic achievement and conduct. Students, parents, teachers and staff create and reinforce a culture of achievement and support through a range of formal and informal rewards and consequences for academic performance and behaviour.

- Choice and commitment. The school will have high standards and a strong pastoral system which will encourage students and their parents to choose to participate in the school. The school will seek to make a compact between the school, the parents and the student, whereby all three will make the commitment to each other to put in the time and effort required to achieve success.

- Time. There are no shortcuts. The school will, where possible, extend the school day to provide the students with the time to gain the knowledge and skills they need, and to participate in a wide range of extra curricular activity.

- Focus on results. The school will be rigorously focused on results and other objective measures such as further education and post-school employment rates. The measures that will be used in addition to KS2, GCSE, AS and A2 results will be decided during feasibility, but will include an analysis of value-added data (to show the difference the school has made) as well as raw results. Interim results will be used to direct teacher training and to alter teaching agendas to ensure continued learning.

Our aim is that each child will not only enjoy their learning but love going to school. We want them to feel it is part of their community but also that it challenges them with exciting, new and inspiring experiences. Our culture and ethos will provide the framework and our schools within schools approach will deliver it.

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Schools within schools We believe that personalised learning is best achieved through smaller schools within schools, each with its own distinct ethos run by a dynamic head. This will enable teachers to focus on the individual teaching needs of each pupil. Like a house system, the schools within schools methodology splits the children into a smaller group within the school, in which they have a sense of belonging. The teaching staff are also connected to specific smaller schools, making them part of this smaller community, teaching a smaller number of overall children, and getting to know them better. Like the house system, it enables better pastoral care. In addition, the system has proven effective at reducing bullying and allows teachers to develop a closer understanding of a child's achievements and needs. Research indicates that working in smaller schools is particularly effective for helping children from deprived backgrounds achieve their best. In a recent speech Charles Clarke, Secretary of State for Education, gave his support to the establishment of smaller secondary schools and the concept of schools within schools.

Part of a network The school will be under the umbrella of ARK Education. ARK Education is planning to develop at least seven schools in London, enabling the new Academy to benefit from being involved in a cluster of like-minded institutions. Some of these benefits include:

Shared lesson and curriculum development between teachers and departments. Through effective use of ICT, schools can share and review lesson materials ensuring the use of best practice and reducing the amount of preparation time required by teachers overall. Additional teacher training, focused specifically on classroom and behaviour skills. This would not be cost-effective for a single school to provide, but can be more easily afforded by a group of schools. Support from and partnership with community and voluntary organisations. ARK already works with a number of organisations who work with children in the UK. These relationships can be used to help with specific issues or challenges facing the schools and the children. The cost of implementing complementary programmes can again be split across a number of institutions. There will also be scope to share ideas and best practice with other Southwark schools. Administrative elements such as payroll, HR and procurement will be centralised, cutting overhead costs, increasing expertise and allowing more of the budget to flow through to teaching at the school. We will use support staff in direct and indirect support to learning and may employ specialists across a number of schools. We see this as a major area where we can obtain better value for money and improve the learning experience for our students.

Part of a community - It is important to both the Council and the sponsor that the Academy becomes

one of a family of Southwark schools, with close links with neighbouring primary schools, and the other secondary schools in the Borough. As well as providing the best opportunities for their pupils, effective schools have a key part to play in the regeneration of com mu nities. The new Academy will be a significant focus for learning not just for its pupils, but also for their families and other local people. We intend the Academy to be "open all hours", and would look to provide family learning facilities in both phases of the new Academy. We would also build on adult and community learning through

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close working with the LSC. The Academy will play a full part in Southwark's community of schools, participating in and making appropriate links with other relevant initiatives including City Learning Centres, Excellence in Cities, Mentoring Programmes, the development of extended schools, and so on. We would expect the 14-19 school to become a key player, alongside the LSC and other partners, in working with the 14-19 forum to develop the most appropriate offer for 14-1 9 year olds in Southwark.

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Specialism A performing arts specialism will create links with some of the many artistic organisations on the South Bank and local HE providers. Performing arts is a means of engaging children from all communities and provides opportunities for children of all academic abilities.

3.1 1 The Academy's admissions policy and over-subscription criteria will meet the requirements of the Schools Admissions Code of Practice (available from the DfES publications centre).

3.12 The Academy will serve children from its local community.

3.13 If no, provide details:

Mark if agree

Yes No 0

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3.14 Will the Academy take up its place on the local Admissions Forum? Yes H No

3.15 If the Academy is oversubscribed, will the Academy select up to 10% of its pupils by aptitude in one of the six specialisms permitted by legislation (modern foreign languages; the performing arts; the visual arts; physical education or sport; design and technology; and information technology)? Yes No U 3.16 If yes, provide details:

The Academy would wish to select up to 10% of its pupils on the basis of aptitude at the performing arts. This would be designed purely to strengthen our commitment to the specialism and we would expect to be able to more than fill that 10% with pupils from the local community.

3.17 Provide details of any specific requirements of the admissions criteria:

In designing the admissions criteria for both admission to the primary school and the admission of additional pupils at Year 7, consideration will need to be given to ensure fairness, particularly if the school is heavily over-subscribed. Further details of the admissions arrangements will be developed during the next stage of the project.

3.18 Do you propose that the Academy has any SEN units? Yes 0 No

3.19 If yes, provide details:

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. I NIA I 3.20 Does this provision form part of the LEA-wide strategy for SEN?

The schools will work with the LEA to deliver the strategy for the borough but it is not proposed to create any special facility.

Yes 0 No

3.21 The LEA confirms it will bear all the costs (revenue and capital) of any LEA-wide SEN Units that they wish to locate within the Academy. Mark if agree

3.22 The Academy’s policy for SEN will meet the requirements of the SEN Code of Practice (available from the DfES publications centre). Mark if agree

3.23 Provide details of provision for pupils with special educational needs, including any designated provision for pupils with specific types of special need:

The Academy will have first class SEN provision, based on the philosophy of inclusion. The new Academy will use the most innovative techniques for tackling learning difficulties and all aspects of literacy. All facilities in the new Academy will be desianed with disabilities in mind.

3.24 Provide details on the Academy’s links with the wider community:

In designing the school building we will be keen to ensure that the Academy provides facilities that are available for wider community use, provided that such use does not hinder the school’s functioning as a school.

Section 4: The PremisesEite

4.1 The Academy will be located on the current site of Geoffrey Chaucer and Joseph Lancaster Schools.

4.2 The approximate size of the site is 24469 square metres + 2907 square metres (Joseph Lancaster excl. separate nursery site). Total 27376 square metres.

4.3 A copy of the Ordinance Survey map showing the site boundaries is attached. Mark if agree IX1

4.4 Please provide details of a satisfactory decanting plan for existing occupants on the proposed sites and details of who will pay the associated costs:

The issue of decanting will need to be discussed further at the feasibility stage. The LEA feel the site is large enough to decant on site during building works. There may also be scope to temporarily locate some pupils on another site while the work is carried out. A detailed plan and timetable will be worked out in consultation with key stakeholders to ensure that pupils attending the school continue to receive a decent standard of education while the work is carried out.

4.5 Please provide brief details of a satisfactory plan for dealing with any co-locating primary school, SEN Unit, Pupil Referral Unit, youth or community groups etc sharing the site, including who will pay for associated costs:

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I N/A 1 4.6 The LEA confirms that:

0 it is content with the selection of the sites and that no others are under consideration for this project; Mark if agree H

0 that the site will be transferred at nil cost (or nominal lease) to the Academy prior to the Academy opening with terms to be agreed prior to Funding Agreement; and Mark if agree H

0 that the entire site of both schools, with the exception of the separate site for nursery provision at Joseph Lancaster, will transfer. Mark if agree (XI

4.7 Are there any known hazards, impediments or political sensitivities to new buildings eg Japanese Knotweed, land contamination, asbestos, covenants, allotments, access, pylons etc? Yes No Don’t know 0 4.8 If yes, provide details:

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Parts of the current Geoffrey Chaucer site are listed buildings. Further details in section 4.12

4.9 If the site does not currently house a school, in addition to the above, please provide:

4.10 Details of the ownership of entire site:

I N/A I 4.1 1 Timetabled acquisition details including current tenants or compulsory purchase orders as necessary:

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4.12 Feedback from discussions with planners on any likely planning restrictions or costs e.g. traffic calming:

The site is designated for D1 Education use - therefore no change of use application would be required for the continuing educational use of the sites. Part of the Geoffrey Chaucer School is listed and we are in discussion with English Heritage as to the extent and nature of possible works. As the overall volume of building is expected to remain the same, we do not anticipate any significant difficulty once agreement with English Heritage has been reached. The listing of the site is, however, likely to add to the cost of the building works; English Heritage have made clear that they expect the external form of the central core of the site to remain substantially unaltered. This matter will be taken forward further in feasibility and English Heritage will be consulted regarding any final design.

I There will of course need to be a detailed planning application. The Planning Dept.

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I are fully aware of the proposals. 1 4.1 3 The LEA confirms it will bear all land purchase and other costs involved in the acquisition (note: DfES is unable to purchase land for this purpose.

Mark if agree

Section 5: LENDiocese involvement

5.1 The LEA confirms that it has formal Education Lead Member agreement to the proposals and support for the closure of any predecessor school(s) under the Individual Decision making protocols. Mark if agree

5.2 There are conditions attached to this agreement. Yes No 0 5.3 If yes, provide details of any conditions: Conditional on agreement on the quality criteria regarding the proposals for rebuildhefurbishment. Agreement is also conditional on confirmation of the admission arrangements as discussed and acceptance of the local Admissions Protocol.

Section 6: Sponsorship Details

6.1 ARK Education’ will provide f2 million2 towards the capital cost of the Academy. This will be provided during the construction period of the project.

6.2 There are conditions attached to this sponsorship.Yes No U 6.3 If yes, provide details of any conditions andlor in-kind sponsorship:

This sponsorship assumes a satisfactory outcome of the feasibility study, and subsequent internal approvals. It is not intended that any additional sponsor money will be made available.

The funding agreement and its schedules have not been reviewed in detail at this stage and we reserve the right to discuss and negotiate the provisions of the agreement and the schedules with the DfES during feasibility.

6.4 Provide details of the nominated individual to drive forward the project (this may be the sponsor themselves or a sponsor representative):

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Name of sponsor(s) amount of sponsorship

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