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Area Plan for Primary Education

Drumrane Primary School Pre-Publication Consultation

Consultation: 22 October 2019 – 8 January 2020

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1 BACKGROUND

Drumrane Primary School is a controlled co-educational rural primary school situated in the village of Burnfoot, a rural area on the outskirts of Dungiven approximately 3.6 miles away. The school serves an extensive rural hinterland within a 10 mile radius with the majority of the pupils residing within 3 miles from the school from the following Electoral Wards; Altahullion Ballykelly, Claudy, Drumsurn, Dungiven, Feeney, Greystone and Park. Drumrane Primary School opened in 2009 following the amalgamation of Burnfoot PS, Dungiven PS and Largy PS. The school has an approved enrolment number of 116 and admissions number of 17. Since the school opened, the enrolment number has continued to rise. The current enrolment of the school is 133 pupils, an increase of 44.5% since 2009. Table 1, below, details the historical and current enrolment figures for Drumrane Primary School.

Drumrane Primary School has received temporary variations awarded by the Department of Education to its admissions numbers to meet the needs of the local area. The school’s admissions number of 17 has been exceeded in the majority of Year 1 admissions over the last 10 years. Table 2, details the temporary variation requests with the most recent approved request for 2019/20 for an enrolment number of 132.

Table 1: Enrolment Statistics

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Total

2009/10 11 19 11 13 14 9 15 92

2010/11 11 12 19 11 13 15 8 89

2011/12 20 11 13 20 11 13 16 104

2012/13 19 20 12 12 21 10 12 106

2013/14 20 18 20 12 14 21 10 115

2014/15 19 20 18 20 13 15 21 126

2015/16 22 19 21 18 20 13 15 128

2016/17 15 23 20 21 19 20 14 132

2017/18 24 16 23 19 21 20 20 143

2018/19 14 24 14 24 16 20 20 132

Potential 2019/20

21 14 25 14 23 16 20 133

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Table 2: Recent Temporary Variation (TV) Requests

Year TVs Applied For TVs Refused TVs Approved

2016/17 TV – Enrolment No 126

2017/18 6 3 TV – Enrolment No 137 TV – Admissions No 24

2018/19 TV – Enrolment No 132

2019/20 TV – Enrolment No 132

The live birth rates for the electoral wards served by Drumrane Primary School reflects the current provision within the school with the live birth rates remaining stable over the next number of years, as detailed in Table 3.

Table 3: Live Births (Source- NISRA)

Ward Resident Live Births 2014

Resident Live Births 2015

Resident Live Births 2016

Resident Live Births 2017

Altahullion 43 52 31 54

Ballykelly 35 43 32 29

Claudy 40 36 31 34

Drumsurn 54 56 50 45

Dungiven 49 65 38 43

Feeny 56 49 59 43

Greystone 34 35 43 49

Park 43 44 47 47

Table 4 outlines the number of available places in primary schools within a 5 miles radius of Drumrane Primary School. With the exception of Gaelscoil Neachtain, and Irish Medium School, there is no other controlled primary school within 5 miles of Drumrane Primary School. The next nearest controlled primary schools are located in Limavady town, Limavady Central Primary School and Drumachose Primary School.

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Table 4: Local Schools - Distance from Drumrane Primary School

Distance (miles) From Drumrane PS

Sector Enrolment 2018/19

Approved Enrolment Number 2018/19

Available Places 2018/19

St Mary’s PS, Gortnaghey 2.1 Maintained 68 76 8

St Canice’s PS, Dungiven 4.0 Maintained 308 476 168

St Matthew’s PS, Drumsurn

4.9 Maintained 82 113 31

Gaelscoil Neachtain 3.6 Controlled

Irish Medium 145 107 -36

Limavady Central PS 6.5 Controlled 377 595 218

Roe Valley IPS 6.7 Integrated 198 174 -24

Drumachose PS 7.0 Controlled 359 413 54

Termoncanice PS 6.4 Maintained 424 746 322

The distribution map below shows the location of the primary schools.

The map overleaf shows the pupil distribution for all the primary schools within the area. As can be seen from the map there are approximately 6 children attending Drumrane Primary School that live closer to other controlled provision, namely Limavady Central Primary School. It is also evident that Drumrane Primary School serves a large area where no other controlled provision is available within a 5 mile radius.

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2 SUSTAINABILITY ASSESSMENT

The main focus of the Area Planning process is embedded in the Sustainable Schools Policy first published in 2009 and applies to primary and post-primary schools. The policy outlines the criteria that school managing authorities should consider when making decisions affecting the best use of resources in order to deliver an excellent education to children and young people. The policy sets out 6 sustainability criteria, and associated indicators, which are identified as the key references for assessing existing and future education provision to ensure it adequately meets the needs of pupils.

2.2 Quality of Education The most recent ETI inspection of Drumrane Primary School focusing on the quality of education was undertaken in January 2014 with the overall findings of the inspection being reported as Good. Overall Performance Level Good

Achievements and Standards Good

Provision Good

Leadership and Management Good

Drumrane PS Limavady Central PS Roe Valley IPS St Mary’s PS Gortnahey St Matthew’s PS St Canices’s PS

Gaelscoil Neacthain

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The inspection focused on:

the children’s achievements and standards in literacy and numeracy, in particular, how the school is addressing low attainment and underachievement where applicable;

the quality of provision in the school; and

the quality of leadership and management.

The ETI report indicated: ‘Achievements and Standards

The children engage well with their learning; they take pride in their achievements and enjoy talking about their work. They become more independent as they progress through the primary year groups, work very well in pairs and groups, and take a very good degree of responsibility for their own learning. They present their work very well and to a good standard.

An analysis of the end of key stage (KS) 2 performance data 3 over the past four years shows that the school’s performance in English and mathematics was well below the Northern Ireland (NI) average. Correspondingly, the levels of attainment in English and mathematics remain below the average when compared with schools in the same free school meals category; however, the trend is improving well. Significantly, although the end of key stage outcomes are low, the school’s internal analysis shows that ,over the past four years, most of children who did not achieve a level four at key stage (KS) 2 had statements of special education needs or were at stage 3 on the Code of Practice. Moreover, the internal data for these particular children, including standardised tests in English and mathematics, shows that most attained in line with their ability or better than expected. The school’s internal performance data also shows there is a rapidly improving trend; most of the children in the school make very good progress in English and mathematics in line with their ability or above expectation.

By the end of KS2, most of the children express their ideas and thoughts in an articulate manner; they produce writing of a good standard across a variety of styles and read with confidence. Most listen well, and are confident in expressing their opinions and asking questions to extend their learning. In mathematics, most of the children have a good mathematical understanding; they are flexible in their thinking and are developing well the ability to apply their learning of numeracy in real-life contexts.

The children who require support with aspects of their learning are making good progress in literacy and numeracy and are included fully in school life.

Most of the children attain good standards in information and communication technology (ICT); numerous examples of their work, completed to a good standard, are displayed throughout the school and evident in their written books.

Provision

The quality of the planning and assessment for learning is very good. There are well-conceived plans and policies which guide effectively the work of the teachers. All of the teachers mark the children’s work regularly; in the best practice, there is very good marking for improvement and clear evidence of the children correcting mistakes and improving further their work.

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The quality of the teaching ranged from outstanding to satisfactory, with a significant minority very good and a further minority outstanding. There is an important need to disseminate the very good or outstanding practice to all of the classes. The outstanding practice was characterised by work matched appropriately to the varied needs of the children, including the effective use of success criteria as an integral and natural part of the teaching strategies employed. The classroom assistants support skilfully the work of the teachers and the individual needs of the children.

The additional learning needs of the children are identified at an early stage, with a wide range of appropriate strategies, including additional teaching support for two days a week, used very well. The individual education plans are used competently, and the progress of the children is tracked and evaluated regularly to inform well the future teaching.

The quality of the arrangements for pastoral care in the school is very good. The pastoral system is supportive and also focused well on improving the academic standards of the children. For example, there is a wide range of effective reward systems in operation, both at an individual and whole-school level, which are well targeted on motivating the children to improve continuously the standard of their work. There are very good working relationships at all levels throughout the school community. The children benefit greatly from their active involvement in the school council and during discussions they talked in a logical and articulate manner about making decisions regarding the use of playground resources and, notably, adjustments to the teaching and learning. The school has a wide range of effective links with the local community.

The school gives very good attention to promoting healthy eating and physical activity thereby encouraging the children to adopt healthy lifestyles.

Leadership and management

The principal provides very effective leadership and supports well the staff both pastorally and professionally with a clear focus on the holistic development of the children. The co-ordinators provide effective leadership and monitor and evaluate effectively the quality and standard of work within their areas of responsibility. Overall, the work is progressing well and appropriate targets have been set by the leadership team for the further improvement of standards.

A culture of self-evaluation is developing well, with data used robustly to challenge and support at all levels; an increasing use is made of first-hand evidence, including lesson observation and scrutiny of children’s books, to widen the evidence base for self-evaluation, and to support changes in teaching and learning, or adjustments to the school development plan. This is a key priority for further development.

Based on the evidence presented at the time of inspection, the parents, staff and school community can have confidence in the aspects of governance evaluated; the governors exercise their challenge function in relation to school improvement. The governors now need to develop their role further, to review and challenge, where necessary, evidence presented to them by post holders on the impact of the action taken within their areas of responsibility.

On the basis of the evidence available at the time of the inspection, the school has comprehensive arrangements in place for safeguarding children. These arrangements reflect the guidance issued by the Department of Education. In discussions with the inspectors, the year 6 and 7 children reported that they felt secure in school and knew what to do if they had any concerns about their wellbeing.

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Conclusion In the areas inspected, the quality of education provided by the school is good. The school has important strengths in most of its educational and pastoral provision. The inspection has identified areas for improvement which the school has demonstrated the capacity to address. The Education and Training Inspectorate will monitor, through district inspection activity, the school’s progress on the areas for improvement.’ 2.2 Enrolment Trends

Drumrane Primary School has experienced an increase in enrolment since the school opened in 2009 following the amalgamation of three primary schools. Enrolment numbers have grown from the lowest figure of 89 to the September 2019 enrolment number of 133 pupils. The school is a sustainable school and falls within the five classroom category. 2.3 Financial Position

Drumrane Primary School’s financial position at the end of March 2019 showed a surplus of £3,746. The three year financial plan submitted for March 2019-2022 projects an increasing deficit up to £136,480. 2.4 Strong Leadership and Management

The ETI report in January 2014 stated that the leadership and management of Drumrane Primary School was, Good. The ETI report indicated: ‘The principal provides very effective leadership and supports well the staff both pastorally and professionally with a clear focus on the holistic development of the children. The co-ordinators provide effective leadership and monitor and evaluate effectively the quality and standard of work within their areas of responsibility. Overall, the work is progressing well and appropriate targets have been set by the leadership team for the further improvement of standards.’ 2.5 Accessibility

Drumrane Primary School can be accessed by foot, car and bus. 2.6 Strong links with the Community

The ETI report in January 2014 stated that: ‘The school has a wide range of effective links with the local community”. Drumrane Primary School is involved in the Collaboration and Shared Education Peace IV Project, partnered with St Canice’s Primary School, Dungiven and St Mary’s Primary School, Gortnaghey. The partnership has recently secured Level 2 Funding to focus specifically on Activity Based Maths for Key Stage 2. All 3 schools are engaging at whole school level and have focused on various areas of the curriculum including outdoor play in the early years, animation at Key Stage 1, and online safety

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for Key Stage 2. The school is part of the local Extended schools cluster group and a Flagship School for Ulster Scots. The school premises are utilised by the local community for summer clubs run by the local churches and the summer fayre.

3 AREA PLANNING IMPACT

The proposal aligns with the key themes of Area Planning. The Area Plan for Northern Ireland aims to ensure that all pupils have access to a broad and balanced curriculum that meets their needs in sustainable schools within a diverse system of education. It sets out the key priorities and objectives in providing access to a network of sustainable schools for the Education Authority, Council for Catholic Maintained Schools and other sectoral bodies in the light of Department of Education policy, in particular the need to raise standards and close the attainment gap through a network of sustainable schools. The focus of the plan is on the educational best interests of children and young people.

Since 2011, statutory planning authorities and school managing authorities have been engaged in implementing the objectives of the Sustainable Schools Policy through Area Planning. The first four objectives are:

ensure that the excellent quality of education available to some young people is made available to all, in both urban and rural settings, in accessible, modern, fit-for-purpose accommodation;

improve outcomes for all but, in particular, to provide additional support to those who require it, including those children with special educational needs, to realise their full potential;

encourage schools to co-operate in sharing best practice to support children with special educational needs and those with other barriers to learning; and

sustain strong, successful and viable schools, well-led by their governors representing local stakeholders, principals and their staff, to be the centre of the education system, supported by effective administrative and strategic direction.

In consideration of the objectives of Providing Pathways Strategic Area Plan for School Provision 2019-2021, the Local Area Working Group identified Drumrane Primary School as a school to be included within the Annual Action Plan for Primary, Post-Primary and Special Schools 2019/20. The school was identified under key issue ‘ensure school places are located as required’ with the action ‘Managing Authority to consult on an increase of admission number by January 2020’. The Education Authority’s recommended option is to increase Drumrane Primary School’s admissions and enrolment numbers from 17 to 20 and 116 to 140 respectively, with effect from 1 September 2020, or as soon as possible thereafter.

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4 RATIONALE FOR PROPOSAL

Drumrane Primary School has, as detailed in Table 1, experienced an increase in pupil numbers over the past number of years. The school has received temporary variations from the Department of Education to both increase the admissions and enrolment numbers. The school is a sustainable school with numbers exceeding the school’s admissions and enrolment numbers. The increase in demand for places will continue to be experienced in 2019/20. To meet the demand in the local area, as supported by stable live births for the electoral wards served by the school, a permanent increase in admissions and enrolment numbers is required. This will provide stability to parents applying for admissions to Year 1 as currently the demand outweighs the approved admissions number, parents are anxious in seeking admission to the school. This also places pressure on the school. Visually the area is experiencing an upturn in new build affordable housing, with a small development underway. Drumrane Primary School requires an increase to its admissions and enrolment numbers to enable continuation of controlled school provision for the area. The proposed increase in admissions and enrolment numbers would put Drumrane Primary School in the five classroom category. Composite classes already exist in the current groupings of year groups within the school. An increase in admissions and enrolment numbers would help to ensure no additional composite groupings are required. Rural Needs Act (Northern Ireland) 2016 places a statutory duty on the Education Authority to have due regard to rural needs when developing, adopting, implementing or revising policies, strategies and plans, and designing and delivering public services. The area from which Drumrane Primary School attracts pupils is, according to the Inter-Departmental Urban-Rural Definition Group, defined as rural. The proposal to increase the admissions and enrolment numbers of Drumrane Primary School will have a positive impact on the local area. The provision of home-to-school transport will provide for the safe transportation of pupils from the area to their nearest suitable school. 5 EDUCATIONAL IMPACT

The proposal will provide for the educational needs of pupils in the area and will enable local pupils to attend their local school. Drumrane Primary School has, as detailed above, experienced increasing numbers over the past eight years which has resulted in the school applying to the Department of Education for temporary variations to meet the demand. The approval to the temporary variations provides a rationale for a permanent increase in the school’s admissions and enrolment numbers. The proposed increase in admissions and enrolment numbers would retain Drumrane Primary School in the five classroom category meaning no further composite groupings would be created. An increase in admissions and enrolment numbers would sustain provision for the area.

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6 IMPLEMENTATION PLAN (IF THE PROPOSAL IS APPROVED)

The proposal is being brought forward under Article 14 of the Education and Libraries (Northern Ireland) Order 1986. The implementation date for the proposal is for 1 September 2020, or as soon as possible thereafter. The timetable, pending approval from the Education Committee, for the consultation process is:

Development Proposal Timeline

Proposal: Drumrane Primary School will increase its admissions

number from 17 to 20, with an annual phased increase in the enrolment number from 116 to 140, with effect from 1 September 2020, or as soon as possible thereafter

Proposed Timeline

Consultation with Governors, Staff, Parents – (8 weeks plus an additional week for mid-term and additional two weeks for the Christmas break) Consultation Responses to be forwarded to the Education Authority Responses will be considered and a Case for Change document compiled before submission to the Education Authority’s Education Committee A deputation from the Board of Governors may also choose to attend the Education Committee or the Board meeting

22 October 2019 – 8 January 2020

Consultation with other affected Schools (8 weeks plus an additional week for mid-term and additional two weeks for the Christmas break) Consultation Responses to be forwarded to the Education Authority Responses will be considered and a Case for Change document compiled before submission to the Education Authority’s Education Committee

23 October 2019 – 8 January 2020

Education Committee to seek Approval To Publish Case for Change to be taken to the February 2020 Education Authority’s Education Committee for consideration If approved to publish, a Development Proposal will be published in the local newspapers which begins the start of a two month statutory objection period

20 February 2020

Statutory Objection Period (2 months) Objections/Comments to be forwarded to the Department of Education

Week commencing 24 February 2020 (2 months)

Await Ministerial/Department of Education Decision

May/June 2020

Implementation If approved, the Development Proposal would take effect from 1 September 2020, or as soon as possible thereafter

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7 RESOURCE IMPLICATIONS

The proposal is to increase the admissions from 17 to 20 and enrolment numbers from 116 to 140 for Drumrane Primary School. This would place the school in a five classroom school category. Finance

The school has submitted a financial plan indicating an increasing deficit over the next three year until March 2022.

Staffing

No additional staffing is being sought in relation to the proposal.

Transport

Transport arrangements will be in accordance with transport regulations and identified preference school. With increased numbers already experienced within the school, the increase in transport costs will be minimal.

Accommodation Drumrane Primary School currently has five classrooms. However, to provide for the needs of the additional pupils at the school, there is a requirement for additional toilet provision and small multi-purpose room.

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Education Authority: Consultation Response

The Education Authority is proposing to increase the admission and enrolment numbers at Drumrane Primary School with effect from 1 September 2020, or as soon as possible thereafter. The Education Authority, in consulting on this important issue, would welcome your comments on this proposal. It is important to indicate how your response meets the Sustainable Schools Policy requirement ‘that all schools are sustainable in terms of the quality of the educational experience of children, enrolment trends, financial position, school leadership and management, accessibility, and the strength of their links to the community.’

Option 1 – Agree with the proposal Drumrane Primary School will increase its admissions number from 17 to 20, with an annual phased increase in the enrolment number from 116 to 140, with effect from 1 September 2020, or as soon as possible thereafter.

Option 2 – Disagree with the proposal Drumrane Primary School will increase its admissions number from 17 to 20, with an annual phased increase in the enrolment number from 116 to 140, with effect from 1 September 2020, or as soon as possible thereafter.

Please use the space below to comment further or provide alternative options:

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Please use the space below to comment further or provide alternative options (continued):

[It should be noted that this process cannot be used to consider specific issues as they currently relate to any individual pupil or adult associated with the school. If for example as a parent you have concerns relating to your child’s present education you are advised to contact the Principal. Every effort will be made to address your concerns.]

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Equality Consideration Under Section 75 of the Northern Ireland Act 1998 all public bodies are obliged to consider the implications of any decisions on nine different groupings before decisions are implemented. The two duties within this Equality legislation include promoting equality of opportunity and promoting good relations between all communities. The equality of opportunity duty requires that the Education Authority shall, in carrying out all its functions, powers and duties, have due regard to the need to promote equality of opportunity. 1 Between persons of different religious belief. 2 Between persons of different political opinion. 3 Between persons of different racial groups. 4 Between persons of different age. 5 Between persons of different marital status. 6 Between persons of different sexual orientation. 7 Between men and women generally. 8 Between persons with a disability and persons without. 9 Between persons with dependants and persons without.

The Good Relations Duty requires that the Education Authority shall, without prejudice to their equality obligations, have regard to the desirability of promoting good relations: 1 Between persons of different religious belief. 2 Between persons of different political opinion. 3 Between persons of different racial groups.

In light of these obligations do you consider that an increase in admission and enrolment numbers at Drumrane Primary School will impact positively or negatively on either Equality of Opportunity or the Promotion of Good Relations in any way?

Section 75 Category Positive Negative Don’t Know

Religious Belief

Political Opinion

Racial Group

Age

Marital Status

Sexual Orientation

Gender

Disability

Dependants

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If you have ticked any of the above boxes, please clarify your reason:

Arrangements for returning your completed questionnaire

Please return the completed questionnaire no later than 8 January 2020 by post to: Rachel Campbell Area Planning Education Authority 1 Hospital Road OMAGH Co Tyrone BT79 0AW Or e-mail your comments to: areaplanning1@eani.org.uk

Source of Response (Please specify)

Please Tick

Name of School(s) Representing

Governor

Parent

Teaching Staff

Non-Teaching Staff

Union

Other (Please specify)

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