EAST AYRSHIRE COUNCIL CABINET WEDNESDAY 4 JUNE 2014 HIGH LEVEL PROJECT PLAN FOR THE NEW 3-18 CAMPUS, KILMARNOCK

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1 EAST AYRSHIRE COUNCIL CABINET WEDNESDAY 4 JUNE 2014 HIGH LEVEL PROJECT PLAN FOR THE NEW 3-18 CAMPUS, KILMARNOCK 1. PURPOSE Report by Executive Director of Educational and Social Services 1.1 To provide an update on the high level project plan for the development of the 3-18 campus on the Sutherland Drive site and to advise on the current progress made in conjunction with the Scottish Futures Trust 2. BACKGROUND 2.1 On 13 November 2013 Cabinet approved a proposal to merge the present Kilmarnock Academy and James Hamilton Academy alongside a merged Silverwood Primary School and New Farm Primary School and Early Childhood Centre on a new 3-18 Campus in the Sutherland Drive area of Kilmarnock. Scottish Ministers indicated on 23 December 2013 that this project could proceed under the terms of the Schools (Consultation)(Scotland) Act A subsequent report considered on 05 February 2014 proposed the establishment on the same campus of a 3-18 provision for Gaelic Medium Education (GME). The outcome of this consultation is being reported to Cabinet and a final decision is anticipated before the summer recess in Cabinet on 5 March 2014 approved the submission of a New Project Request (NPR) in respect of the new 3-18 Campus School in Kilmarnock. The NPR included broad information for hub South West on the proposed new school, including a project brief based on the required capacities and intended facilities, governance arrangements, anticipated timescales, affordability caps in terms of capital and revenue and other project related information. 2.4 The Council is required as a condition of grant funding to undertake Key Stage Reviews in consultation with the Scottish Future Trust (SFT) to assess the project s readiness to commence through the various stages of the procurement process. The first Key Stage Review was therefore required to be undertaken Presubmission of the NPR to hub South Wes which was anticipated to take up to 4 weeks to complete. On receipt of the NPR, hub South West has 20 business days to confirm, in writing, acceptance of proposals and to progress to Stage The arrangements that will bring these schools together now requires to be considered under the arrangement described in this report. 3. PROJECT MANAGEMENT ARRANGEMENTS 3.1 A Project Management Team (PMT)has been established. This Team will use the PRINCE2 methodology to deliver the 3-18 Campus. Membership of the PMT includes:

2 The Executive Director of Educational and Social Services The Executive Director of Finance and Corporate Support The Acting Head of Service:Schools The Acting Head of Facilities Management The Head of Finance, or his representative The Head of Corporate Infrastructure and relevant officers of his Department The headteachers of the Kilmarnock Academy, James Hamilton Academy, Silverwood Primary School and New Farm Primary School and Early Childhood Centre schools The Service Manager Sustainable Communities The Principal Officer Early Education and Childcare Following from discussions at the Cabinet of 05 March 2014 community access to the campus will be given full consideration during the development of the project. Should the proposal for 3-18 Gaelic Medium Education be approved, then the PMT will be expanded to include this consideration. 3.2 Experience has proved that the best school projects are delivered with appropriate involvement and communication with the key stakeholders. For this reason the PMT, in addition to contributing to the development of the project by advice and taking forward key actions will also be expected to open communication with parents, young people, teaching staff, ancillary staff and the community. It therefore also follows that these stakeholders need to be apprised of the key milestones set out in this plan and important developments in terms of the actual development of the project. Progress to date Pre-NPR Key Stage Review 3.3 The NPR approved by Cabinet was issued to SFT immediately following Cabinet approval on 5 March An initial review meeting was held with representatives from SFT and the Council on 14 March 2014 which went well and the Council was requested to make some minor amendments to the NPR narrative and fee caps (no change was required to the overall Affordability Cap which remained at m). 3.4 The Council was advised at the meeting on 14 March 2014 that a secondary internal review meeting was required within SFT to allow the Pre-NPR Key Stage Review to be completed and confirmation that the project was ready to proceed to the next stage. The Council was also advised by SFT representatives at the meeting on the 14 March 2014 to issue the NPR in draft format to hub South West, with the final version to follow shortly thereafter when confirmation had been received from SFT. 3.5 The Council subsequently received final confirmation on 8 May 2014 that the SFT had completed the Pre-NPR Key Stage Review; albeit with some minor recommendations that require to be addressed during the Stage 1 process. The NPR has now been formally issued to hub South West.

3 Appointment of Tier 1 Contracting Partner and PM / QS / FM Advisors 3.6 Despite SFT taking longer than the committed 4 week period to issue final confirmation of the Pre-NPR Key Stage Review, the Council s Project Team have made good progress with hub South West in completing the necessary work to appoint a Tier 1 Contracting Partner (including the design team) and Project Management / Quantity Surveying / Facilities Management (PM / QS / FM) Advisors for the project. This exercise has taken place during the intervening period without the Council having been able to issue a final NPR to hub South West; the support of hub South West and the contracting partners in undertaking this exercise at their own risk should be acknowledged. 3.7 In order to appoint a Tier 1 Contracting Partner and PM / QS / FM Advisors the Council, in conjunction with hub South West, was required to follow a prescribed procurement process. 3.8 Tender submissions were received and assessed by representatives from the Council, hub South West (x3) and the Territory Programme Board. Each representative submitted an independent score assessment which were consolidated together to identify a preferred bidder in each category. The Councils own scorings were discussed with the Project Board members in order to ensure a wide range of views were received. Interviews were also undertaken with each of the bidders at meetings held on both 23 April and 28 April The preferred bidders in each of the categories are therefore as follows : Tier 1 Contractor Kier Construction Ltd, incorporating Archial Norr as design partners. (appointed by hub South West Board on 9 May 2014). PM / QS / FM Advisors Sweett Group (appointed by hub South West Board on 25 April 2014). Offer of Grant 3.10 Whilst the Council has received a commitment from the Scottish Government regarding the funding for the new campus school, the SFT have confirmed that a Final Offer of Grant will not be received until just prior to financial close being reached i.e. just before the Council signs the DBFM contract with the developer and works commence on site (anticipated to be summer 2015). It is currently estimated that fees could amount to almost 0.750m by financial close of the project Whilst this approach may potentially expose the Council to financial risk in terms of abortive work which may be undertaken prior to financial close should the project not proceed, this is standard practice with all DBFM contracts across Scotland and was also the case in relation to the SFT funding for Gargieston Primary School project.. Anticipated Timescales 3.12 The timescales for delivering the project are extremely challenging. It is currently anticipated that the design consultation that was due to commence late April 2014

4 has now been delayed by up to 3 weeks due to SFT taking longer than planned to complete their Key Stage Review Whilst it would appear that this delay is not significant this may have an impact on the Stage 1 timescales (anticipated to take 16 weeks) due to the availability of staff, pupils, parents etc between now and the start of the school summer holidays for deign consultation workshops. Further work will require to be undertaken in consultation with the appointed design consultants to determine the proposed consultation programme and the consequential impact on Stage 1 timescales. 4. WIDER PROJECT DEFINITION 4.1 The aim of the Project is to deliver fully functioning educational and associated provision on the 3-18 Campus by August In general terms the arrangements for a project such as this is guided by Directorate Circular 25, a copy of which is available on the Members portal. Directorate Circular 25 covers: Material, Resources and Property Project management in each closing school Inventory preparation in closing and new schools Involvement of IT Allocation of surplus material to other establishments Re-use of fixed installations Re-allocation of kitchen equipment Packing and removal of teaching materials Reprographic contracts Removal of hazardous materials Disconnection of services Boarding up and security arrangements Redirection of mail Refuse collection and waste disposal Transfer of equipment to new school Public relations re hard resource issues Return of rented/leased material School Fund Removal of Historical mementos Meter readings Transfer and archiving of confidential records School accounts Electrical equipment checks Disposal of buildings Human Resources The procedure for appointing teaching staff including the headteacher and promoted post holders. Enhancement of teaching staffing during and immediately after the merger Procedures for ancillary staffing

5 Enhancement of ancillary staffing during and immediately after the merger Parent Council General advice to Parent Councils on procedures Parent Council role in appointment of headteacher and senior staff Parent Council funds Combined Parent Council New Parent Council 4.3 In addition to the matters identified above, there are a number of other considerations which require to be addressed: The Curriculum and development of timetable Key Policies in Support of the Curriculum. Other key policies Ethos issues: School name, uniform, code of conduct, activities to establish the new school identity. Induction and transition to the new campus Parent Council issues specific to this project Appointment of headteacher and promoted staff 4.4 The Curriculum and development of timetable This issue is best thought of in terms of the challenge of the first day at school when it opens. All pupils will require to know where they need to report to, who will take their lessons and in which classrooms. Since the constituent schools presently operate different curricular structures, different timetabling priorities and different timetables there is therefore the very obvious requirement to ensure that these considerations are harmonised on a timescale which will allow delivery. Since young people, in some cases will be thinking about their option choices two years in advance there is a need to, so far as is practically possible establish the curriculum that will be offered in the school by August The timeline is therefore defined in Table 1 below: Table 1: Harmonisation of the Curriculum April 2014 June 2014 August 2014 December 2014 January 2015 May 2015 May 2015 June 2017 January 2017 May 2017 March 2017 August 2017 August 2017 onwards Initial curricular concept developed to define subject areas to be included in the campus design and general vision Conduct a curriculum audit in both schools, including consideration of future curricular plans Synthesis of curricular information into schematic structure to operate from August 2017 Harmonisation of curricular structures in amalgamating schools. Development of timetable priorities policy Development of new school timetable Children make option choices (secondary schools only) Curriculum established along with normal review cycle

6 To achieve this a sub-group of the PMT will be formed which will comprise the headteachers of the amalgamating secondary schools, the timetablers for the schools and such other promoted staff as the headteachers consider can make a contribution to this work. The task of this group will be: To produce a curriculum structure for the new school Its secondary tasks will be to: Manage the transition phases towards the new structure Oversee the development of the timetable for the new school Provide such information and advice to other project workstreams as regards staffing and building design features. Should the eventual decision of Cabinet be that the 3-18 campus will include GME, then consideration will also have to be given in the above discussions to the development of Gaelic as a distinct subject, in other taught subjects and also for children not enrolled into the GME provision. 4.5 Key Policies in Support of the Curriculum In addition to the curriculum itself a number of key policies will require to be developed from the existing policy base in both establishments. These are covered in the headings below. It should be noted that it is consistent with devolved school management arrangements that individual policies do not require to be developed on these areas, however the array of policies must as a minimum cover these headings: Learning and teaching policy Language policy Numeracy policy Promotion of Gaelic Language (If Cabinet decision is to proceed) Enterprise education policy ICT policy Health and well-being policy Eco school policy Assessment policy Primary/secondary liaison policy, to include specific consideration of campus and non-campus associated establishments. Reporting to parents policy Self evaluation policy Homework policy Home-school links policy Community involvement policy (to include community use of campus) Learning support/meeting pupils needs policy Promoting Positive Behaviour, or equivalent, (see 4.7 below) Getting it Right for Every Child Professional Review and Development, or equivalent Working time agreement with staff

7 It is for the headteachers of the constituent schools to identify the relevant staff to be involved in the development of the new policies. However it is envisaged that the development in each policy area should involve staff across both schools to ensure maximum ownership of the new policy base. Wherever possible, staff on local government conditions (LGE) will also be involved. To achieve this each policy review area will be led by a depute headteacher, or principal teacher. Each review group will have balanced involvement of unpromoted staff and ancillary staff as appropriate. If one school has a policy in an advanced state of development, or if is established as good and effective practice, then this may be adopted without change for the new school. However, it is anticipated that most new policies will be the product of professional discussion to identify the best features of both merging school s policies drawing on national and authority guidance and best practice. It is envisaged that this task will provide an excellent vehicle for the staff s of both schools to work together to create the best possible learning environment for the new school and sense of teamwork. The timetable for this area of activity is given in Table 2: Table 2: Harmonisation of key Policy Areas May 2014 June 2014 August 2014 December 2014 January 2015 May 2015 May 2015 June 2017 January 2017 May 2017 March 2017 August 2017 August 2017 onwards Identification of key policy areas by headteachers in consultation with Head of Service Schools taking account of para 4.5 and organising into a prioritised list Identify staff to lead and participate in policy reviews First Phase of policy review: audit of current policies, national advice Redraft policies and consult with key stakeholders Finalise policies and ratify with new headteacher Launch with staff and other stakeholders. Policies established in new school and then reviewed according to a planned cycle 4.6 Other key policies Beyond the core policies outlined in 4.5 above a number of administrative policies will also require to be developed. These include: Health and Safety Policy Fire Drills and evacuation School Fund policy Inclement weather policy Business continuity plan New School handbook Internal DMR policy (allocation of resources) Property maintenance Staff absence procedures

8 The nature of these policies means that they are best developed in the year before the school is occupied, when the design of the building and its practicalities are known. It will be possible to develop some of these documents from existing policies based on Authority guidance and documentation. The same principles operate as for other policies and as described in 4.5 above. A wide group of staff should be involved and should certainly include administrative and clerical staff as well as facilities management. The work will be led by a promoted member of staff nominated by the headteachers according to the timeline below in Table 3. Table 3: Harmonisation of Key Policy Areas January 2016 January 2016 January 2016 January 2017 February 2017 April 2017 May 2017 June 2017 August 2017 onwards Identification of key policy areas by headteachers in consultation with Head of Service Schools taking account of para 4.6 and organising into a prioritised list Identify staff to lead and participate in policy reviews Redraft policies and consult with key stakeholders Finalise policies and ratify with new headteacher Launch with staff and other stakeholders Policies established in new school and then reviewed according to a planned cycle 4.7 Ethos issues: School name, uniform, code of conduct, activities to establish the new school identity Between now and 2017 it will be important to establish the shared identity of the new primary school, the secondary school and, if applicable, the Gaelic 3-18 provision. For the new campus to work in the way envisaged it should be axiomatic that everything requires to be developed in a spirit of equal partnership. The start point for this is the process of choosing a new name for the establishments involved: The secondary school The primary school The possibility should be recognised of giving the campus its own distinctive name to ensure it has a clear identity. Recently, the naming of newly merged schools such as Willowbank School, St. Andrew s Primary and New Cumnock Primary Schools has seen the involvement of parents through the Parent Council or, in the past, School Boards. It is proposed to use the same methodology used for naming Willowbank School and which was described in the Cabinet report of 10 March Here, individual Parent Councils send out questionnaires to all parents and carers seeking suggestions for potential names for the new school. Each Parent Council then brought forward their top three names (6 in total) out of which 4 were selected for ballot by a joint meeting of the two Parent Councils involved. A second ballot was then run on those 4 names with ratification coming to Cabinet. Once this is done work can then start on involving young people, staff and parents in the choice of design of school uniform.

9 This process needs to be completed by August 2016 to allow suppliers to re-stock. This process will be led by the PMT according to the following timetable (Table 4): Table 4: School Uniform Development May 2014 September 2014 January 2015 February 2015 December 2015 January 2016 May 2016 onwards School uniform suppliers informed of the timescale for change of school names and design of school uniform Process started for choice of new school names and mottos and campus name. Cabinet report on results of naming process and mottos School uniform design undertaken in consultation with pupils, staff and parents School uniform suppliers informed of new designs of school uniform New uniforms available All of the antecedent schools have very proud traditions which over the years have led to the creation of valued artefacts which embody the traditions of the establishments together with achievements of their pupils. These include duxboards, trophies and prizes (some linked to bequests), war memorials, important art work, records such as registers of admission and log books, and other memorabilia. Decisions will require to be taken on which of these are carried forward to the new campus, where they will be displayed or stored and which will be archived. These decisions will be taken according to the following timetable in Table 5. The balance to be struck here is between ensuring that the best of the traditions, history and heritage of the antecedent schools is taken forward to the new campus, whilst recognising that the new establishment should be forward looking and able to establish its own ethos and traditions. Table 5: Transfer of Artefacts August 2016 December 2016 January 2017 June 2017 August 2017 Identification of key memorabilia, prizes awards and bequests, consolidated into an establishment specific list Review group meets involving stakeholders from merging establishments to decide which artefacts will move to the new campus, how they will be displayed or stored, and which will be archived. Artefacts moved to new campus Consolidation of prizes, awards, bequests into a consolidated provision In parallel to the work undertaken in this section and those considered under 4.5, the management of the new school requires to give close consideration to the focus, format, and content of the code of conduct, or equivalent, for the school. This should be more than a discipline policy or set of school rules. It requires to set the tone of the school and how positive attitudes will be fostered amongst all members of the school community. It needs to be developed in consultation with the key stakeholders, but most of all should reflect the set of values that will be promoted in the school. It will be found in the school motto, and its statements of vision, aims and values. This sense of vision should give recognition to the nature of the campus with two stages of education, possible Gaelic provision, and a strong

10 community role. The senior staff of the school need to use the basis of their approach to leadership. It is therefore fundamental that the development of this aspect of the project is led by the headteachers of the new schools. By definition, therefore, it means that these key appointments must be made approximately a year before the new campus opens. The timetable for the development of this aspect of provision is given in Table 6: Table 6: Development of Vision, Values, Aims and Code of Conduct January 2017 Review of antecedent school policies February 2017 Development of school vision, values and aims March 2017 April 2017 June 2017 Development of school code of conduct, or equivalent 16 August 2017 Induction of staff into code of conduct or equivalent August 2017 onwards Implementation and review. 4.8 Induction and transition to the new campus In keeping with past projects it has been found that as the building project develops it is important that staff, parents, young people and the community have the opportunity to visit the construction site. In this way everyone begins to identify with the project and feel it belongs to them. As outlined in this report it is also of critical importance that all aspects of policy are developed in a spirit of teamwork. The aim should be to ensure that all young people, parents and staff feel that they are starting on the new campus as a unified team. In achieving this, the distinctive needs of the very young children in the early childhood centre and those children with additional support needs must be recognised and, if appropriate, the GME provision. This work will be a specific task of the PMT in the first stages. However in the final year this team will be led as a direct responsibility of the headteachers of the new schools overseen by the PMT. A programme of activities will be developed to include the following: Visits to the construction site at key points by representative young people, staff, parents and members of the community. Provision of regular updates to key stakeholders on the progress of the project through newsletter, web-site or social media. Provision of regular updates to the Parent Councils and at Parents Information evenings. Organisation of joint events such as school concerts, school shows, sports days, art exhibitions, excursions. Formation of joint school teams As the build approaches completion and its operational opening, this team will require to develop a plan for transition to the new campus for children and staff. This will require to give consideration to: The need for exceptional closure days, with application made by the Head of Service Schools to the Scottish Government. The phased introduction of year groups to the campus (eg S5/6 on day one, S4 on day 2, S1-3 on day 3; P1-P7 on day 1; ECC on day 1)

11 Arrangements for orientation of children to the campus Arrangements for induction of children moving from P7 to S1 including parental briefings. Any considerations arising from the Education Scotland report developed as part of the statutory consultation process This part of the project plan will be extensively informed by the experience of staff moving into the Grange and St Joseph s campuses. It should be noted that in line with the experience gained on these two campuses, that as the opening date approaches a programme of regular review is required with the contractors on the readiness of the building. This review made lead to the readjustment of the transition date requiring plans to be altered. An element of flexibility always therefore requires to be retained. The following timeline, Table 7, applies to this area of activity. Table 7: Transition Planning May 2014 June 2017 June 2015 June 2017 August 2015 August 2015 June 2017 October 2016 October 2016 June 2017 April 2017 May 2017 May 2017 August 2017 Updates on progress of project issued by PMT to key stakeholders. Visits to construction site by key stakeholders. Programme of joint events planned by participant schools Programme of joint events delivered by participant schools Responsibility for leadership of joint events programme passes to new headteachers Delivery of induction programme to P7 pupils, pre-school children and parents new to ECC Application to Scottish Government for exceptional closure days by Departmental Directorate Plan for opening of new campus finalised in terms of young people moving to new premises (noting terms of Directorate Circular 25 for logistics) Operation of final stage of transition programme 4.9 Parent Councils The Parental Involvement Act 2006 requires individual parent councils to be disestablished once a combined parent council is formed. It is clearly in the interests of a new school for the antecedent parent councils to combine in order that there is a unified parental voice in the development of the project. Parent councils can play a key role in supporting staff in bringing the schools together. Of all the tasks performed by parent councils, one of the most important is in the appointment of the headteacher and senior promoted staff. For these reasons it is proposed that a combined parent council should be established by amalgamating the parent councils for the antecedent schools in August In this way the new parent council will be able to play a role in the recruitment of senior staff. The creation of a combined parent council requires the consent of both parent forums involved under section 16 of the Parental Involvement Act, 2006 which sets out the procedure and conditions for this to occur

12 The timeline for this is given in Table 8: Table 8: Parent Councils May 2014 June 2016 Separate parent councils run with programme of joint meetings at key stages in the project. August 2016 Combined parent council formed. August 2016 June 2017 Combined parent council participates in senior staff recruitment. September/October 2017 First AGM of new school parent councils It should be noted that if the proposal for a GME provision is accepted the arrangements for the parent councils will require to give consideration to the representation of parents whose children attend that provision Appointment of Headteacher and Promoted Teaching Staff Since the new schools will be a product of a merger of the antecedent schools the post of headteacher will be nationally advertised, and the present postholders are entitled to apply. If they do so, they are guaranteed a place on the interview leet. A similar procedure is adopted for depute headteacher and principal teacher posts. For all these posts, it is sufficient for incumbents to apply by expression of interest. Unsuccessful promoted postholders are entitled to conservation of salary and status. Displaced promoted post holders may be transferred to unpromoted teaching posts in other schools and will have the right to apply for promoted posts in the normal way. It is to be noted that presently, owing to the headteacher of New Farm Primary School and Early Childhood Centre gaining a post in another authority, the primary schools are being managed as a joint headship by the substantive headteacher of Silverwood Primary School although the two schools retain their separate legal status. This development will greatly facilitate overtaking the issues contained in this report for the primary school elements of the project. Unpromoted teaching posts will be filled as far as possible by transfer from the affected schools. Any enhancement of staffing will be for a maximum of one session For the reasons described in the preceding paragraphs it will be important for the new headteachers to be in place by October 2016 in order that they can play a role in the final stages of the operational delivery of the project. Their role will be particularly important in the recruitment of promoted staff. The PMT will develop a management structure for the new schools taking account of authority guidance on the subject and the imperatives of the Transformation Strategy. These considerations will include the development of ancillary staffing structures and facilities management. The relevant aspects of these plans will be developed in consultation with trades unions. Table 9 shows the timeline for this part of the project is:

13 Table 9: Human Resources Aspects May 2015 March 2016 PMT develops management and teaching staffing structure for schools May 2015 March 2016 PMT develops ancillary staffing structure for schools May 2015 March 2016 Acting Head of Facilities Management develops ancillary FM structure for schools August 2015 Appointments to promoted posts in antecedent schools June 2017 on temporary basis only April 2016 May 2016 Final consultation with trades unions on relevant aspects of management and staffing proposals April 2016 Consultation with Parent Councils on person specification and job specification for headteachers April 2016 June 2016 Recruitment of headteachers By October 2016 Headteachers take up appointments October 2016 Appointment of promoted postholders June 2017 March 2017 June 2017 Redeployment of surplus staff as necessary 4.11 The detailed work contained in Directorate Circular 25 will take place from August 2016 to August 2017, if not covered in the above paragraphs. An overall project plan is attached at Appendix POLICY IMPLICATIONS 5.1 There are no policy implications arising from this report. 6. LEGAL IMPLICATIONS 6.1 The support of Legal, Regulatory and Procurement Services will be required in order to review the arrangements for the transfer of any bequests and awards from the antecedent schools to the new campus as highlighted in paragraph COMMUNITY PLANNING IMPLICATIONS 7.1 This campus will be a significant capital investment in the community. In the review of policies including making arrangements for the practical operation of the campus and the activities of young people community access and the needs of the community will be afforded due priority. Similarly, a recognition of the importance of community involvement will be a significant criterion in the recruitment of staff. 7.2 In accordance with the recommendations agreed by Cabinet on 05 March 2014 accessibility for the community will be integrated into the campus design. 8. HUMAN RESOURCES IMPLICATIONS 8.1 The human resources aspects of this project are described in paragraph 4.10 and in Directorate Circular 25. As indicated in 4.10, there will be appropriate consultation with the trades unions on implementation.

14 9. FINANCIAL IMPLICATIONS 9.1 During the Pre-NPR Key Stage Review, the Council received notification that the maximum grant funding for the project would be increased by approximately 0.313m to m as a result of SFT now agreeing to fund 67% of the primary school / early year s accommodation rather than the 50% initially proposed. The increased grant funding from SFT does not increase the affordability cap for the project, which will still be set at m, but will reduce the Councils capital contribution overall. 9.2 It should also be noted that during the evaluation exercise that each of the three bidding Tier 1 contractors highlighted concerns in relation to inflationary adjustments to Affordability Caps and associated grant funding between the initial base dates and the point at which the project reaches financial close. The concerns specifically related to the inflationary adjustments applied by SFT which the contractors believe are not reflective of the actual price increases, and as such could leave the projects exposed to unfunded cost increases. 9.3 These concerns have been raised by the Council with SFT representatives who have intimated an awareness of the issue both at a local and national level but have assured the Council that the model for adjusting Affordability Cap and associated grant funding is robust. 9.4 The employment of a headteacher to the new secondary school, if employed a supernumerary member of staff from October 2016 to August 2017 will bring additional costs: 2016/17 (0.5 FTE) 46,000 (incl employment costs) 2017/18 (0.5 FTE) 46,000 92,000 To support transition activities a budget of 5,000 will be allocated from Departmental resources. All other costs will be managed within existing budgets 10. RISK IMPLICATIONS 10.1 One of the main risks relate to financial exposure for any abortive fees incurred up to financial close should the project not proceed, due to the Scottish Government s position regarding the final Offer of Grant. Whilst a risk does exist, the SFT have advised this is standard practice with all DBFM contracts across Scotland, and consequently any issues relating to the distribution of abortive financial costs would need to be better understood should this occur Given the challenging timescales, the project is also extremely sensitive to any delays. The impact of the initial delay to the Key Stage Review has yet to be determined, however, any further delays to the project are likely to have a significant impact on deliverability The principal area of risk is attached to any delays in the delivery of the construction project. Should such a delay occur then contingency plans will require to be developed in response to the particular circumstances. From past experience

15 with new build projects, it has been established that schools can respond very flexibly and imaginatively to such delays without any detriment to children s learning. The vital factor if there is such a delay is to ensure early and clear communication with staff, children and parents. 11. RECOMMENDATIONS 11.1 It is recommended that Cabinet: (i) note the contents of this report as the high level project plan for the creation of the 3-18 Campus at Sutherland Drive; (ii) note that the Executive Director of Educational and Social Services will provide further reports to Cabinet on the naming of the new schools; (iii) note that the Executive Director of Educational and Social Services and Executive Director of Finance and Corporate Support will provide future reports to Cabinet on the progress of the project, as appropriate; (iv) note the issue of the New Project Request to hub South West following completion of the Pre-NPR Key Stage Review with SFT. (v) note the appointment by hub South West of Kier Construction Ltd as Contracting Partner and Sweett Group as PM / QS / FM Advisors. (vi) note the position regarding the Offer of Grant from SFT. (vii) note the potential impact on timescales for Stage 1 of the procurement process. (viii) Note the increase in grant funding from SFT to m. (ix) Otherwise note the contents of the report. Graham Short Executive Director of Educational and Social Services 26 May 2014 AW/GS/ LIST OF BACKGROUND PAPERS 1. Consultation Report Education Provision at James Hamilton Academy, Kilmarnock Academy, New Farm Primary School and Early Childhood Centre and Silverwood Primary School, Cabinet 13 November Creation of a New Provision in Gaelic Medium Education from Onthank Primary School and Early Childhood Centre, and Gaelic Secondary Level Education from Grange Academy, to the New Campus to be Opened in August 2017 at the Site of the Current James Hamilton Academy, Cabinet 05 February Update on New 3-18 Campus in Kilmarnock, Cabinet 05 March Naming of the new Special School in Kilmarnock, Cabinet 8 March Directorate Circular 25, Implementation of School Closures/ Relocations/ Amalgamations Members wishing further information should contact Graham Short, Executive Director of Educational and Social Services, Tel: ; graham.short@east-ayrshire.gov.uk; Alan Ward, Acting Head of Service : Schools, Tel alan.ward@eastayrshire.gov.uk IMPLEMENTATION OFFICER: GRAHAM SHORT, EXECUTIVE DIRECTOR OF EDUCATIONAL AND SOCIAL SERVICES

16 T A B L E 1 T A B L E 2 T A B L E 3 T A B L E 4 Year Quarter Curricular Concept Curricular Audit Schematic Structure developed Harmonisation of curricula Timetable priorities New school timetable Option Choices Curriculum delivered Key policies identified Policy review groups formed Policy review Redraft Policies Finalise Policies Launch Policies Establish Policies Identify key Policies Form working groups Redraft and consult Finalise Policies Launch with staff Establish Policies Inform School Uniform suppliers New School Name Name Chosen Uniforms designed Suppliers informed Uniforms available Appen

17 T A B L E 5 T A B L E 6 T A B L E 7 T A B L E 8 Year Quarter Identify key memorabilia Review memorabilia Artefacts moved Awards and bequests consolidated Review of Policies School vision, values and aims School code of conduct Staff induction Implementation and review Updates issued Visits organised Events planned Events delivered New HTs assumes responsibility P7 induction programmes Exceptional closure Plan for new campus opening : DC25 Final stage of transition Joint meetings of PCs New combined PC formed PCs participate in staff recruitment First AGM of new PC

18 T A B L E 9 Year Quarter Staffing structure developed Ancillary staffing developed FM structure for campus developed Promoted post freeze Consultation with Unions Consultation with PCs Recruitment of HTs HTs in post Promoted posts recruited Redeployment of staff if appropriate Directorate Circular 25