Modernising Education Strategy

Programme Overview

The Modernising Education Programme (MEP) is designed to deliver on the Local Authority’s School Modernisation and reorganisation aspirations. Since its inception in 2004, the Modernising Education Programme has drawn widespread recognition for its strategic vision, transformational planning and impressive record of delivery. The purpose of this document is to outline the strategy, objectives and principles established to direct the MEP’s future delivery.

In March 2010, the Welsh Assembly Government launched the 21st Century Schools Programme, a long-term investment programme which enables Welsh local authorities to provide learning environments fit for teaching and learning in the 21st Century. The first phase of investment (Band A) commenced in 2014 and represented a £1.4 billion investment over the five-year period ending in 2018/19.

Carmarthenshire’s preparations for the national 21st Century Schools Programme commenced in 2010 through an invitation by the Welsh Government (WG) to local authorities to submit a Strategic Outline Programme (SOP) for the modernisation of their whole schools’ estate, placed within four bands for investment (A-D), in order of priority according to most urgent need.

In 2010 a major review of the MEP was completed as part of the process of developing the County Council’s submission and the Authority’s Strategic Outline Programme (SOP) which identified the preferred option for programme delivery to implement on a local area basis.
Through the initial submission process Carmarthenshire’s Band A programme was approved at a value of £86.7 million (funded 50% by grant from WG and 50% from the Council’s own resources). Carmarthenshire’s Band A commenced in 2014/15 following approval of Band A projects as part of the MEP update in 2013.

Band A was updated in 2016 following a reassessment in line with the approved MEP investment criteria and the practicalities of delivery.

In May 2017 the WG confirmed its intention to progress with the 21st Century Schools and Colleges Band B Programme. Band B began in April 2019 and was expanded to include further education colleges and as such was renamed as the 21st Century Schools and Colleges Programme. This Programme was expected to see a further £2.3 billion investment in school and college infrastructure and was expected to run until 2024/2026.

In December 2017, Carmarthenshire’s Band B was approved at a value of £129.5 million. The Band B intervention rate is 65% grant for mainstream and 75% grant for Special Schools and Pupil Referral Units. Band B commenced in April 2019.

Background

Carmarthenshire’s MEP was approved by the County Council in November 2004 as our strategic investment and rationalisation plan to transform school provision across Carmarthenshire. The aim is to transform the network of nursery, primary and secondary schools into a strategically and operationally effective resource that meets current and future need for a school based and community focused education.

This is achieved (in collaboration with Welsh Government’s Sustainable Communities for Learning Programme) through developing and improving buildings, infrastructure and spaces that are appropriately located, designed, constructed or adapted to foster sustainable development for the people and communities of Carmarthenshire.

In line with the Local Authority’s responsibility to review the number and type of schools it has, and whether or not it is making the best use of resources and facilities, the MEP is reviewed regularly to ensure that flexibility is maintained so that changes can be incorporated when required in line with current educational circumstances. Despite being a number of years since the MEP was last reviewed, the culmination of a number of factors has determined that it would be prudent to review the programme and strategy now.

Post the Covid 19 pandemic, the authority has seen a number of demographic changes across the county, such as shifts in pupil numbers and parental preference when choosing schools etc. Understanding the needs of the local community is important in order to provide the right school within the right area. It has also become necessary to review the future design of school buildings to ensure compatibility with organisational requirements set during the pandemic and meets the needs in terms of ventilation / access to good air quality etc. Serious consideration must be given to the consequences faced by the global pandemic. Staff, pupils, and facilities have had to work much harder in order to create a viable, safe yet still nurturing teaching and learning environment, however moving forward buildings could be designed in such a way to take account of all of these factors in order to avoid this dramatic change in operational management again in the future should it be required.

In addition, it has become apparent that the authority has an aging stock in terms of school assets, where the condition of these buildings is also deteriorating, resulting in the need for substantial capital maintenance. Consideration must be given to how suitable the stock continues to be in terms of being able to provide facilities fit for the 21st Century to provide the best for our learners. With the implementation of the new curriculum, we must also ensure that our assets are able to enhance elements of the new curriculum such as sustainability, biodiversity and outdoor learning.

It has become clear that due to financial pressures there are a number of Carmarthenshire schools in significant deficit. This causes additional stress on school leaders and impacts on recruitment. Increasing construction costs result in elevated project costs which limits the funding available to progress and develop new schemes. UK building costs are continuing to experience an unprecedented spike arising from a combination of Covid-19, inflation and Brexit implications. This has impacted upon contractor labour capacity, as well as causing the inventory of available materials to diminish thus contributing to price hikes on core packages, such as timber, steel, and cement. However, cost is not the only issue and extended delivery times on materials have also been experienced which has had an equally adverse impact on project programmes.

In November 2022 the Welsh Government published guidance on Community Focused Schools, detailing aspirations for schools to:

  • build a strong partnership with families,
  • respond to the needs of their community and
  • collaborate effectively with other services.

Following this, further guidance was published in September 2023 on community engagement and how schools can maximise their role in securing educational, health and community developments, and how they can help to create, thriving, empowered and connected communities. The Local Authority is currently utilising Community Focused Grant to develop projects to help schools become more accessible to their communities. As such, moving forward consideration needs to be given as to how schools can be designed with the local community in mind.

Over the last couple of years, the Welsh Government have promoted the expansion of early years childcare and education in Wales through the expansion of the Childcare Offer and Flying Start programmes. The Childcare Offer for Wales provides 30 hours a week of funded early education and childcare for eligible working parents of three and four year olds for up to 48 weeks a year. The childcare available through Flying Start is for two to three year olds. It includes 12.5 hours a week, for 39 weeks of the year, of funded high-quality childcare and is being implemented through a phased approach. Consideration now needs to be given on whether facilities to be able to provide these services need to be included within new school builds, if provision is not available within the local area.

In contrast to the development of Bands A and B, in 2024 Welsh Government are introducing a new 9 year rolling programme of investment, which will help local authorities prioritise projects on need and achievability whilst also manging the expectations of stakeholders. This programme will help local authorities plan over a longer period and determine an appropriate project plan for each scheme, meaning that stakeholders can be updated at the relevant point in time rather than waiting in anticipation of when their project is likely to start. Moving forward and in collaboration with the Sustainable Communities for Learning Programme, Carmarthenshire County Council can provide schools with 21st century facilities, through a carefully planned programme of re-organisation and investment.

The culmination of all of these factors means that the Local Authority can now undertake a holistic review of its MEP, ensuring that all key points are addressed suitably and effectively as part of the new strategy.

Carmarthenshire County Council’s aim is to ensure that all learners are provided with the best possible start in life, with facilities and opportunities that are fit for purpose for teaching and learning in the 21st Century, as well as being accessible to the community.


Strategic Alignment (The Golden Thread)

As already noted the development of the MEP is underpinned by the principle of a holistic approach and the requirement to enhance and support a range of national, corporate and educational objectives. The development of the MEP is aligned to key national and local documents and policies as outlined below:

National

  • Cymraeg 2050
  • Curriculum for Wales
  • Additional Learning Needs and Education Tribunal (Wales) Act 2018
  • The Additional Learning Needs Code for Wales 2021
  • The Equality Act 2010
  • Well-being of Future Generations (Wales) Act 2015

Local

  • Corporate Strategy 2022-2027
  • Cabinet’s Vision 2022-2027
  • Education Sir Gar 2022-2032
  • Welsh in Education Strategic Plan (WESP) 2022-2032
  • NZC/Climate Emergency
  • Medium Term Financial Plan

The MEP features prominently in the Council’s Corporate Strategy 2022-2027 which sets out the direction for the Local Authority over a five year period, incorporating our improvement and well-being objectives as defined by legislation:

Well-being Objective 1- Enabling our children and young people to have the best possible start in life (Start Well)

The future direction of Education Services will focus on supporting learners to become:

  • Ambitious, capable learners, ready to learn throughout their lives.
  • Enterprising, creative contributors, ready to provide a full part in life & work.
  • Healthy and confident individuals, ready to learn fulfilling lives as valued members of society.
  • Ethical, informed citizens of Wales and the world

The MEP has a significant role to play in the Cabinet Vision Statement 2022-2027.

The Cabinet’s Vision for Education outlines a range of commitments that they will work towards achieving during the course of this administration. These commitments include:

  • Continue investment in school buildings across the county and overhaul Carmarthenshire’s Sustainable Communities for Learning Program to meet the needs of the 21st century. Ensuring that all new schools meet the required standards of insulation and ventilation to cut energy bills and be more environmentally friendly.
  • Look to improve the availability of early years education and childcare settings across the county, particularly in rural areas; with a particular focus on providing and strengthening Welsh-medium childcare in all areas.
  • Continue to ensure that pupils with additional learning needs (ALN) are fully supported to meet their potential in line with ALN Reform.
  • Work alongside schools to increase school attendance rates and improve access to education for vulnerable pupils.
  • Increase the utilisation of school facilities for community use outside of teaching hours.
  • Work with schools to deliver a full and rounded curriculum which aspires to raise educational standards and ensures that pupils understand and celebrate their local history, geography, and culture.
  • In line with the vision of Welsh Government, provide high quality nutritious free school meals to all primary school pupils, over the lifetime of the administration.
  • Support the provision of opportunities for residents in the county to engage in essential learning in literacy, numeracy, and digital skills, in line with current Welsh Government funding. Enabling post 16 learners to upskill for employment and progression, as well as lifelong learning and community benefits and offer learners’ high quality 21st century learning environments.
  • Ensure that the standard of learning and teaching in our schools is of a high quality to support our learners to make appropriate progress.
  • In line with the Welsh Government’s programme, increase the availability of bilingual and Welsh medium education in our schools, following thorough consultation with parents, school governing bodies, learners, and the local community.
  • Work with Welsh Government to consider the effectiveness of anti-COVID ventilation devices in schools.

To complement the Cabinet’s Vision, the Education and Children Department has developed a Vision and Collective Moral Purpose:

We will support all Carmarthenshire learners. We will ensure that they are happy, safe, are thriving, and are fulfilling their personal, social and learning potential. We will strive to become the best we can be and be highly regarded locally, whilst also earning national and international recognition."

Moral Purpose

Making sure every learner is valued and valued equally.

In Carmarthenshire we strive to provide our learners with the best possible education experience. The Education Sir Gar 2022-2032 strategy sets out a clear, shared vision for the role that education services play in the future development of vibrant communities and a prosperous economy in Carmarthenshire.

 

Our desired outcomes 2022-2032

We endeavour to develop the whole child/young person equipping them with the skills and knowledge they need for the next step in their learning or career pathway.

We are trying to achieve this at a time of increased demands on our resources and an increased focus on improving outcomes and attainment. Ultimately, we want to ensure that our learners are well educated, well informed and well qualified.

As a department we have clear priorities focused around four key themes, tied into Education in Wales: Our National Mission. We will achieve our desired outcomes by realising our 'purpose pieces' and the ideals of the new Curriculum for Wales.

Carmarthenshire Learners-

  • Ambitious, capable learners, ready to learn throughout their lives.
  • Healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
  • Enterprising, creative contributors, ready to play a full part in life and work.
  • Ethical, informed citizens of Wales and the world

The aspirations of the Corporate Strategy 2022-2027, the Cabinet’s Vision 2022-2027, Education Sir Gar 2022-2032 and feedback from engagement with Carmarthenshire’s headteacher are summarised in the department's 8 Education Priorities for 2022-2025:

Inclusion and Engagement - Ensure a proactive, inclusive education system.

Teaching and Learning - Ensure excellent progress for all learners.

Safeguarding Children - Ensure all children and young people are happy, safe and thrive, overcoming poverty.

Wellbeing - Foster very good mental and physical health for all.

Leadership - Ensure that aspirational Leadership leads to excellent progress for all learners.

Sustainable Communities - Deliver high standards of education in increasingly modern and sustainable community focussed environments.

Welsh - Ensure successful bilingual and multilingual development for all.

Departmental Operations - Provide high quality support services that impact on the efficiency of the education system.


Modernising Education Programme Strategy

The most recent Estyn report published in September 2023 notes the following with regards to the authority’s educational objectives and strategy:

  • The authority has a clear strategy for modernising and re-organising its schools, which is based on sound principles and objectives. The strategy reflects the authority’s desire to create a range of high-quality schools, which meet the needs of their current and future learners. There is an appropriate link between the objectives of the school modernisation strategy, the council’s well-being objectives and the education service’s ten-year plan. This includes the vision to ensure that children and young people have the best possible start in life, as well as making their communities safe and prosperous. The authority has specific plans for providing community facilities to reduce the effects of poverty on the achievement of pupils and young people.
  • The commitment of senior authority leaders, the Council Leader and the Cabinet Member with responsibility for Education and Children's Services to make the strategy a reality, is a positive feature. They are working effectively with the school modernisation team and other stakeholders to review the strategy to ensure it is intertwined and responsive to the authority's current requirements. For example, they adapted the strategy to support Curriculum for Wales, the Welsh in Education Strategic Plan (WESP) 2022-32 as well as meeting challenges such as recruiting school leaders in rural areas of the county.
  • However, delays in decision-making, including following formal consultations, have meant that the authority has not fully addressed their plans to reorganise and modernise education.

 

Strategic Objectives

This strategy has been developed to direct the future delivery of the new Modernising Education Programme. The MEP is guided by a set of strategic objectives:

  • To develop a schools’ network that is educationally effective, resource efficient and sustainable for the long term.
  • To develop a pattern of provision within which every learning setting can facilitate a high-quality education to all its learners, either as an individual institution or as part of a federation or collaboration with other settings or providers.
  • To create school environments that allow every child within every school to access a curriculum and experience teaching that motivates them to achieve their full potential, whilst also facilitating a programme of extra-curricular activities that stimulate their physical and emotional well-being.
  • To develop infrastructure at all schools that is equipped for learning in the 21st century, facilitating the realisation of core objectives for raising educational standards and sustaining them at high levels of performance.
  • To deliver a strategic approach to capital investment, integrated with a programme for the rationalisation of provision across the schools’ network to effectively match supply with demand.
  • To develop a sustainable and integrated school network that aligns with local and national transport policies, ensuring efficient access for students while balancing statutory requirements with affordability considerations. This includes optimising school locations, transport links, and active travel routes to support accessibility, environmental sustainability, and cost-effectiveness.
  • Aspire to rebuild, remodel, refurbish or modernise all school settings that are to be retained for the long-term, so that they conform as closely as practicable to adopted design standards.
  • To contribute to the achievement of wider policy objectives, for example, community regeneration and renewal, healthy lifestyles, etc., through the development of appropriate enabling infrastructure.
  • To improve the efficiency and educational viability of the schools’ sector by reducing the number of empty places to a reasonable level, whilst facilitating wherever practicable the expression of parental preference, responding effectively to demographic change.
  • To develop infrastructure at schools that is fully accessible to all persons and enables all learners to access a high-quality education, irrespective of individual needs.
  • To develop individual and collaborative school solutions that contribute to a county-wide single comprehensive education system.

 

Carmarthenshire’s Primary Educational Principles

Carmarthenshire’s Primary Education Principles serve as aspirational goals. While they guide our approach and inspire our educational practices, they are intended to provide direction rather than a mandate. The principles should be seamlessly incorporated and continually pursued, reflecting our commitment to achieving excellence in education.

  • Aspire to have sustainable leadership, with leaders who are free to lead and manage, without a permanent full-time teaching commitment.
  • Aspire to have no more than 2-year groups per teaching class.
  • Strive to maintain sufficient pupil numbers to support the above structural arrangements.
  • Be financially viable under the Local Management of Schools (LMS) funding framework and operate long-term without a budget deficit.
  • To have access to suitable outdoor teaching facilities to enhance learning and support physical well-being across the school.
  • Be fully inclusive and accessible for all.
  • Be equipped with modern facilities to support digital learning.
  • To create a high-quality learning environment that supports the well-being of all learners and enhances their progress and achievements across a wide range of skills and curriculum areas.

It must be noted that:

  • As part of any review, we will consider how we can realise Carmarthenshire’s Welsh in Education Strategic Plan and enhancing Welsh medium education.
  • Should the decision to discontinue a Welsh medium school be taken, we will facilitate and support access to alternative Welsh medium provision.

The strategic aims and objectives/benefits of the MEP have been designed to promote and complement a range of expectations, alongside the Educational Principles and are centred around seven key themes:

 

Theme Objective/Benefits
Viability Develop a schools’ network that is educationally sustainable and resource efficient for the long-term in line with Carmarthenshire’s educational principles.
Strategic Deliver a strategic approach to capital investment, integrated with a programme for the rationalisation of provision across the schools’ network to effectively match supply with demand through school re-organisation or federation.
Modern

Deliver 21st century infrastructure and facilities at all schools in enhanced learning environments with:

  • Upgraded Facilities
  • Improved Safety and Security
  • Accessible Infrastructure
  • Technological Advancements

These will support the achievement of core objectives for raising educational standards and maintaining them at high levels in line with the Local Authority’s aspirations.

Equity

Contribute to the achievement of core policy and sector objectives such as:

  • Welsh in Education Strategic Plan (WESP)
  • Poverty
  • Early Years
  • New Curriculum
  • Foundation Phase
  • Key Stages 2, 3 and 4.
  • Post 16 (KS5)
  • Additional Learning Needs (ALN) (Inc. ALN Reform)
  • Behavioural Needs
  • Vocational
Community Creating a community focused environment and delivering prosperity for all through facilities that can be shared by both the school and its surrounding communities and therefore contributing to personal, health, economic and community development.
Cohesion

Contribute to the achievement of wider policy objectives such as:

  • Active Travel
  • Outdoor Play and Sports Provision
  • Childcare and Wraparound Care
  • Healthy Living
Sustainability Rebuild, remodel, refurbish or modernise all school settings that are to be retained for the long-term, so that they comply with 21st century design standards to ensure that all buildings have the lowest environmental impact in order to meet the Local Authority’s objective of becoming net zero carbon by 2030.

Modernising Education Programme Review

In 2010 County Council resolved MEP be reviewed every two years or otherwise as required to ensure consistency with the timeframe of the national 21st Century Schools Programme (Renamed Sustainable Communities for Learning Programme (SCfLP)).

Since its inception regular review is a central feature of the MEP in order that it is able to retain flexibility at its core to ensure that the programme is current and responsive to changes in the education policy framework and is able to meet the needs of a constantly developing society. This is even more important in the current climate/post pandemic period.

Long-established criteria, developed and adopted locally through consultation with representative school leaders, have been agreed and adopted as appropriate indicators of viability and investment need. These were formally adopted in 2008 and have directed the structure of the MEP since that time. The criteria have been reviewed in line with strategy and policy changes, in addition to changes to external factors such as: financial pressures/budgets, school footprint, class sizes, recruitment, deteriorating building conditions and demographic changes to ensure they align with current and future aspirations.


Appendix 1- Illustrative flow chart for statutory proposals

 

Illustrative flow chart for statutory proposals

 


Appendix 2 - Presumption against the Closure of Rural Schools

In Wales, the presumption against the closure of rural schools means that Local Authorities must consider alternative options before formulating a proposal to close a rural school.

Carmarthenshire County Council’s Cabinet remains fully supportive of doing all that it can to support and build the future resilience and sustainability of its rural schools and will work to Welsh Government’s set of procedures and requirements within the School Organisation Code which works on a presumption against closure.

As part of its vision to promote the Welsh language and sustain rural communities the Cabinet has a positive approach to maintaining rural schools if they are sustainable in terms of stable leadership, provide high standards of education within a safe and suitable environment and operate within their delegated budgets. However, Cabinet will consider the future of any school if it is not sustainable.

The 2018 School Organisation Code “makes special arrangements in regard to rural schools establishing a procedural presumption against their closure. This requires proposers to follow a more detailed set of procedures and requirements in formulating a rural school closure proposal and in consulting on and reaching a decision as to whether to implement a rural school closure proposal. This does not mean that a rural school will never close but the case for closure must be strong and all viable alternatives to closure must have been conscientiously considered by the proposer, including federation.”

The Code notes that “the proposer must identify any reasonable alternatives to the proposal which might also address the reason for formulating the proposal. It is important to ensure that all reasonable alternatives identified are properly explored before the proposer decides to proceed to consult on closure.”

Carmarthenshire County Council continues a commitment to incorporate Stage 0 in the flow charts (see appendix 1 and 3), so that Stage 0 is considered for every school subject to the MEP strategy. This means that all schools will be subject to a detailed set of considerations before formulating a proposal.

Improving the sustainability of a rural school can involve various strategies focusing on financial stability, community engagement, environmental practices, and educational innovation. Listed below are a number of options that could be taken forward by the Local Authority or school in order to address any issues, prior to the consideration of the closure of a school.

Collaboration Models- Federation/Amalgamation with Other Schools (Formal or informal)

  • Voluntary Collaboration between schools for specific purposes or for a specific period of time. Each schools retains their Governing Body.
    • Resource Sharing: Schools can share resources, facilities, and equipment, leading to cost savings.
    • Enhanced Curriculum: Broader subject offerings and extracurricular activities become possible.
    • Cost Efficiency: Reduces administrative and operational costs by combining schools.
    • Improved Professional Development: Teachers benefit from shared professional development opportunities and best practices.
    • Community Stability: Keeps the school operational, maintaining its role in the community.
  • Research different models of Formal Federation e.g.
    • A formal federation between a certain number of schools creating a single governing body to rationalise the use of human and educational resources.
    • A Formal Federation consisting of one central school and a certain number of smaller schools with one governing body.
    • A Formal Federation between a secondary school and a certain number of the primary schools that feed it, under one governing body.
    • Multi-site school- there may be circumstances in which it is more appropriate to close a number of neighbouring schools and reopen them as one school on a number of sites.

Implementing Shared Leadership Models

  • Leadership: Provides leadership across multiple schools.
  • Management: Streamlines administrative functions, reducing costs.
  • Collaborative Culture: Fosters a collaborative culture among schools, benefiting pupils and staff.

Enhanced Use of Technology

  • Remote Learning: Facilitates remote and blended learning, expanding educational opportunities.
  • Resource Efficiency: Reduces the need for physical resources and space.
  • Access to Specialist Teachers: Provides access to specialist teachers who may not be available locally.

Enhanced Utilisation of School Building

  • Early Years Education/Childcare: Inviting a Cylch Meithrin / private provider in to provide wrap around care (subject to space)
  • Increased Revenue: Renting out space can generate additional income for the school.
  • Community Engagement: Strengthens the school’s role as a community hub and use the school as a venue for community services like a library, daycare, health clinic, or Community Education Centre.
  • Energy Efficiency: Implement energy-saving measures like LED lighting, solar panels, and better insulation.

Increasing Community Involvement

  • Parent-Teacher Association (PTA): Strengthen the PTA to involve parents in decision-making and fundraising efforts.
  • Volunteer Support: Engages community volunteers to support school activities and programmes.

Exploring Grant and Funding Opportunities

  • Financial Support: Secures additional funding to support school operations and programmes.
  • Innovation: Encourages innovative programmes and initiatives funded by grants.
  • Sustainability: Helps maintain financial stability and sustainability.

By considering these strategies, a rural school in Carmarthenshire could enhance its sustainability, ensuring it continues to provide valuable educational opportunities for its pupils.

Whilst the Local Authority is committed to considering the viability of the options above prior to considering a proposal to close a school, this does not mean that it will not take forward individual school closure proposals if it is deemed that that is the most appropriate option based on the challenges faced by individual settings.


Appendix 3 - Siart llif eglurhaol ar gyfer cynigion statudol

 

Illustrative flow chart for rural school review

 


Appendix 4 - MEP Governance

The governance framework (shown below) for the MEP (as part of the Modernising Education and Communities Programme (MECP) Board) is now well established with clearly defined roles and responsibilities.

Modernising Education & Communities Programme Governance Framework