Replacement Calderdale UDP : Adopted 25 August 2006 (as amended August 2009)

Replacement Calderdale UDP : Adopted 25 August 2006

• Foreword
• 1 Introduction
• 2 Calderdale in Context
• Strategic and Core Part One Policies
• 3 Guiding Principles and Key Themes
• 4 Employment, The Economy, Tourism and Regeneration
• 5 Housing
• 6 Retailing and Town Centres
• 7 Open Space, Sport and Recreation Facilities
• 8 The Built and Historic Environment
• 9 Transport
• 10 Infrastructure, Education and Community Facilities
  • Introduction
  • Infrastructure and Facilities Necessitated by New Development
  • The Strategic Framework for Community Facilities Planning
  • Education
    • Improving Attainment in Schools and Standards of Education
    • Schools and Housing
    • New Schools and Other Proposals
    • Longer Term Education Facilities Proposals
    • Community Use of School Facilities
    • Surplus Education Land and Buildings
  • Village Shops, Post Offices, Public Houses and Hotels
  • Cemeteries
  • Social Services and Health Infrastructure
  • HM Prison Service
  • Major Leisure Uses and Urban Entertainment Facilities
• 11 Natural Environment and the Countryside
• 12 Environmental Protection
• 13 Minerals
• 14 Waste Management
• 15 Monitoring and Review of the Plan
• Annex A Privacy, Daylighting and Amenity Space
• Annex B Trees On or Adjacent to Development Sites
• Appendix 1 National Planning Policy
• Appendix 2 National Minerals Policy
• Appendix 3 Supporting Published Documents
• Appendix 4 Glossary of Terms
• Appendix 5 Acronyms and Abbreviations
• Appendix 6 Policy Topic Index
• Appendix 7 Policy Number Comparison
• Appendix 8 Supplementary Maps

Education

Improving Attainment in Schools and Standards of Education

10.11 The Council’s first corporate priority is to improve attainment in schools and standards of education. This priority is in line with the Government's agenda and is the main focus of the Department for Education and Skills (DfES). In relation to the Council’s own priorities and pressures from Central Government, the Council must be in a position to respond to change. The following changes have important implications for the use of land:-

• Demographic Changes

The evolving structure of the population of Calderdale will create the need to address changes in the provision of school places. Throughout the District there will be a need to modify, create or remove elements of school premises. There will be instances during the period of the Plan where new schools or replacement schools will be built and others where whole schools will be closed. There is pressure from Central Government and the Audit Commission to remove surplus school places. The DfES state that 10% is an acceptable level for the Authority overall, however, each authority must submit plans to the DfES to show how they will reduce surplus capacity in individual schools with surplus places in excess of 25. The Secretary of State for Education and Skills, the School Organisation Committee and the Learning and Skills Council will be the bodies approving proposals to significantly change provision on school sites.

• Legislation/Government Initiatives

Legislative changes and Central Government initiatives will result in change to the way education is delivered across Calderdale. Changes such as the Government plans to increase the number of specialist colleges or the creation of the Learning and Skills Council will have an impact on the delivery of the education service including the Youth Service and Adult and Community Learning Service during the period of the Plan. The introduction of the Disability Discrimination Act (1995) and the Special Education Needs and Disability Act (2001) will have a significant impact on developments at education premises. Other initiatives impacting on delivery of the education service will also come forward during the Plan period.

• Education Development Plan

The DfES requires the Council to produce an Education Development Plan (EDP) in which it must reassess its policies for the provision of education on a three year rolling programme. The purpose of the EDP is to show how the Council will raise standards. The next plan is 2002–2007. Any elements of the plan that may change the delivery of the curriculum in schools may trigger a requirement to modify school premises or grounds.

• Schools Asset Management Plan

The DfES requires the Council to produce an Asset Management Plan (AMP) to provide them with comprehensive, accurate and consistent data on the condition, suitability and sufficiency of all maintained school premises. Capital funding is allocated on the basis of the AMP data to invest in school premises to improve the quality of the building stock.

• School Organisation Plan

The DfES requires the Council to produce a School Organisation Plan (SOP) covering a five-year period. The SOP, which is revised on an annual basis, provides information relating to the supply of school places in the District. The Plan is used by the School Organisation Committee to help them make decisions in relation to school organisation matters.

10.12 All these considerations have widespread effects upon the use of schools sites and facilities. In response to the changing demands on the education service the Council must seek to ensure that future needs of education are properly co-ordinated with the land and building requirements. These aims are set out in the following Part One Policy:-

10.13 As part of its long term planning for education, the Council prepares a number of plans that have implications for the use of school's land and buildings. To assist in developing these plans on a consistent basis across the District the following Policy will apply:-

Schools and Housing

10.14 Significant new housing developments or demographic changes may create additional, localised demand for new or extended school facilities. In this respect the Council will seek to identify and safeguard suitable sites and ensure that future population and land use changes are properly co-ordinated with their educational requirements. Major new housing development will be generally acceptable where there is an adequate supply of appropriate school places as far as practicable. POLICY GCF 1 ‘INFRASTRUCTURE AND OTHER NEEDS ARISING FROM DEVELOPMENT’ gives the Council the ability to negotiate with developers for contributions towards education facilities (and other necessary infrastructure), to ensure that the requirements of Policy CF 1 ‘Co-ordination of Schools and Housing’ are met . A separate Supplementary Planning Document is also in preparation. As a result:-

New Schools and Other Proposals

10.15 The changes identified above in paragraph 10.11, are creating new demands, pressures and opportunities on the premises and sites used in the delivery of the education service. Much of Calderdale’s building stock was erected in Victorian times. These buildings along with the 1950’s buildings, in some instances, are in need of capital investment to remodel, refurbish or replace them in order to improve the condition of the fabric of the building and to provide suitable spaces within the school building to enhance the teaching and learning environment. There are additional requirements to ensure there are adequate and suitable outdoor facilities to meet the needs of the service providers. Importantly, there will be a requirement that all buildings meet the Disability Discrimination Act (1995) and the Special Education Needs and Disability Act (2001). There are cases where small schools serve an area, but individually, the sites and premises do not adequately meet modern requirements. In the interests of improving attainment in schools and standards of education, removing surplus places and providing value for money, rationalisation onto a fewer number of sites with enhanced or increased facilities may represent the best way forward. Conversely, some schools have reached or are beyond their capacity. Other factors influencing sites and buildings include the development of specialist colleges and the formation of the Learning and Skills Council, which will impact upon the planning and organisation of post-16 provision. All maintained schools have the responsibility for repair and maintenance of school premises.

10.16 The development of policy for the provision of education in Calderdale will result in the need for some schools to be extended on existing sites or in certain cases for completely new sites to be provided. The Council’s School Organisation Plan, Asset Management Plan and Class Size Plan set out the strategies for the provision and replacement of educational facilities throughout the District. These plans form the basic strategy but are to be taken alongside the Council’s other policies and priorities. 

10.17 In line with guidance provided by the DfES new or extended school premises and grounds should be of an adequate size and configuration, wherever possible, to provide the recommended floor space, open space, car parking, access and service provision. The sites, through their development, should enhance an area and should be in conformity with other UDP policies.

10.18 The Council will seek to replace temporary accommodation with permanent buildings. Due to changing demographics the Council will seek to provide additional temporary classrooms on some school sites.

10.19 The Council identified a Community Comprehensive Improvement Area at Wellesley Park, which is now the approved site for one of the five Private Finance Initiative (PFI) schools in the Calderdale Schools PFI Project. The following projects, which are all now completed and operational are therefore identified. The proposal for Moorside J, I & N School is currently seeking funding :-

Longer Term Education Facilities Proposals

10.20 The Council is continuing to support a substantial programme of works in schools. Increased amounts of substantial sums of capital investment continues to be made available by the DfES to allow local authorities to plan long term capital investment schemes for schools.

10.21 The production of the Statement of Priorities (StOP) is a dynamic document that provides an explanation about capital expenditure for schools in Calderdale and sets out the planning framework for capital investment to identify the funding of mid and long term major projects. The current StOP identifies projects that will be focused to deliver whole school improvements over the next three years.

10.22 The 2006/07 Capital Programme

• Hipperholme & Lightcliffe High School. Phase II. The work has now commenced and will lead to a significant modernisation for the school, comprising new library, CDT rooms, changing room facilities and improved reception and administration area. This work will also improve access for pupils with disabilities.
• Siddal Primary School. The work involved a total refurbishment of the 1960’s existing building, together with a new build children’s centre attached to the existing building. The work has resulted in whole scale classroom improvements, circulation and outdoor play. The new school was occupied on 6 June 2006. The old Victorian school formerly occupied by junior pupils has now been sold.
• New Road Primary School. This scheme was completed at the end of March 2006. The school has undergone complete internal refurbishment work and includes a children’s centre that has been partly funded through the early year’s provision.
• Rastrick High School. The capital allocation for this scheme has provided the school with a new extension which houses enhanced sixth form facilities, together with extensive refurbishment to existing classroom provision. The scheme included Access Initiative funding to provide adaptations to improve access for pupils with disabilities. The whole work was completed in April 2006.
• Todmorden High School. It has been recognised by the Authority that this secondary school is at the top of the list for complete replacement. Essential work is needed in order to keep the school running until major capital funding can be obtained. Phase II of the capital programme to provide additional science laboratories were completed in May 2006.

10.23 The capital programme for 2006/7 has concentrated resources on single school improvements. These comprise the following:-

• Carr Green Primary School. This project involves complete roof renewal, removal of asbestos ceilings, refurbishment of electrical wiring and light fittings and new fire alarm system. The work is complex and is currently being specified. Commencement will be dependent upon the defined feasibility study. Prior to the work commencing plans for a school decant will need to be effected.
• Scout Road Primary School. This project is geared to whole school modernisation and will involve the removal of two temporary classrooms and replacement with new build. This is likely to be a difficult project because of the nature and location of the school (on the side of a hill). Improvements include total modernisation of the existing facilities including the integration of the former caretaker’s house to be developed as a new administration bloack and entrance area.
• Cliffe Hill Community Primary School. This school has been identified as having structural defects which necessitates replacing the whole school. However, the planned proposals involve decant into modular accommodation in the first instance. This is currently being planned. Running parallel with this work will be a feasibility study to detail new primary school build proposals (subject to obtaining necessary capital). Once pupils have been relocated the old school will be demolished. In essence this is a three phase proposal.
• Bradshaw Primary School (Infant Building). This project has resulted from the identification of a serious roofing problem: the school has been flooded on several occasions in the last year. The work comprises complete replacement of the roof and includes improved insulation, removing of light fittings and new suspended ceilings.
• Luddendenfoot J & I School. Initially funding for the renewal of the school roof had been set aside for 2005/6. However, in the development of this planned work it became clear that this was not the most effective solution for the teaching environment of the school. Therefore, included in the work will be modernisation of teaching environment, circulation and administration facilities.
• Calder High School. DfES capital funding under the umbrella of the 14 to 19 agenda has led to proposals that involve refurbishing performing arts facilities including the school theatre.

10.24 Potential Schemes 2007/2009

Although these following schemes are identified in the StOP for capital investment, they will be subject to an annual review, in order to respond to changes in circumstances, e.g. where emergencies occur and unforeseen structural problems:-

• Carr Green J, I & N School – Phase II;
• Luddendenfoot J & I School – Modernisation Phase II;
• Scout Road Primary School – Modernisation Phase II;
• Cliffe Hill Community Primary School – Health and Safety Work Phase II;
• The North Halifax Grammar School – 14-19 Agenda (Modernisation);
• Heptonstall J & I School – Modernisation;
• Ripponden J & I School – New Pupils Places Scheme;
• West Vale Primary School – Modernisation;
• St Mary’s CE (VC) J & I School – Modernisation;
• Salterhebble J & I School – Modernisation;
• Triangle CE (VC) Primary School – Modernisation;
• Brighouse High School – 14-19 Agenda (Modernisation);
• Bowling Green J & I – New Pupil Places Scheme;
• West Vale Primary School – Modernisation Phase II;

Community Use of School Facilities

10.25 Schools and other educational premises represent a valuable resource in terms of land and buildings. The Council supports the wider use of school facilities for community purposes. In considering the existing use of schools and proposals to expand or relocate schools, the Council will take account of existing or potential use for local community facilities. Therefore the following Policy will apply:-

Surplus Education Land and Buildings

10.26 Policy CF 3 ‘Use of Schools for Community Purposes’ refers to the open space around schools, both as a means of assisting in the provision of the national curriculum and also as a resource for wider community use. The Council will not consider the release of such open space for alternative uses where there is a demonstrable need for the facilities. The Council will not, however, exclude the alternative use of open space if it is deemed appropriate or beneficial. However, such consideration will need to be in the context of a District wide assessment of formal and informal recreational and leisure needs as advised by PPG17 'Planning for Open Space', 'Sport and Recreation' (2002). Where the land is proven to be surplus it will be released from education use. However, the potential for wider community use of the facilities should be considered before final disposal. Any decision will be made in line with the Council’s Asset Management Plan, the Schools Asset Management Plan, the School Organisation Plan and in the light of the formal assessment of recreational and leisure needs. Similarly, any whole school sites, including buildings which have become surplus to requirements, will be brought forward for alternative appropriate use once those uses have been assessed. The Council will ensure that the released site is not required for other alternative Council uses prior to disposal and will seek in the first instance to assess whether alternative community use of the buildings or site would be appropriate before disposal. Any new use for the site will need to be consistent with UDP Policies. Local authorities and/or schools’ governing bodies need to seek the consent of the Secretary of State for Education and Skills to dispose of, or change the use of, land used or formerly used by schools. The DfES take this action to ensure that existing school playing fields are protected to provide for future needs of schools and their communities (Section 77 School Standards and Framework Act (1998)). Therefore:-

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