TACOT:IE - Formal Integrated Schools - Transformation

Formal Integrated Schools

c. Transformation

31. The cost of any expansion of integrated education will depend on the ratio of new schools to transformed schools. Parental choice argues that whether integrated schools should be new or transformed should be determined by parents but prudent financial planning argues that, where possible, integrated schools should be formed through transformation, thereby saving the capital cost of £5.6m for a new 400 pupil secondary school and £1.1m for a new 175 pupil primary school. Transformation can also mean that there is some impact on the enrolment of neighbouring schools but proposals normally avoid the VFM concerns about additional surplus places when entirely new schools are created.

32. Assuming that 80% of new integrated secondary schools and 50% of new primary schools will be from transformations the total capital cost of the 20,000 additional integrated school places projected by the IEF would be almost £75m.

33. Prior to 1996 the transformation route to integrated status was rarely used but in the past year (1997) 9 transformation proposals have been published, 7 of which have been approved. NICIE gives equal status to transformation and the creation of new integrated schools. Transformation is the preferred route for ELB's and Transferors for social and economic reasons.

34. It was noted in discussion, however, that the transformation option is only available for moving to integrated status and in practice has only affected controlled schools. On grounds of equity there are arguments for the transformation option to be available to change an existing controlled school to a Catholic maintained school (where population shifts have changed areas) and for transformation of controlled schools to church-related maintained status. This should be further considered.

35. It is proposed therefore that, while the option of new build should main open for individual groups to pursue, the availability of a transformation option should be actively investigated within a clearly defined timescale before a proposal for a new school is considered under the formal development approval procedures. This role could be carried out by the group consisting of ELB/NICIE/Transferors representatives. More work is necessary to determine how transformation plans will be actively investigated.

36. Effective transformation requires cultural change in a school and this is inherently difficult to achieve. There are major implications for management, appointment of teachers, the curriculum and the pastoral system. Advice and support are necessary if effective transformation is to take place. If more schools are to be encouraged to transform:

i. there is a need for an agreed information pack which covers all options and offers clear guidance on what is necessary to qualify for integrated status; this should be drafted centrally by a group representative of all partners using the present DENI draft as a starting point and issued by DENI; ii. roles and responsibilities of all interested parties should be clarified and co-ordinated; iii. more resources should be available to support curricular changes, staffing pressures and improved pastoral provision; and iv. the concerns of the teaching staff affected by transformation and the key role of the principal also need to be considered and addressed; in particular, adequate training is necessary for principals, staff and governors to prepare them for transformation, and for their leadership roles in bringing it about.

37. In order to qualify for transformation under present arrangements, evidence is required that at least 10% of the school's annual intake in the first year of transformation will be drawn from the local minority community and that this is likely to increase over time to at least 30%. The group considers that this is a realistic figure. Concern was however expressed that, while a school exists to serve the needs of present and future generations its future may be determined by a majority vote of current parents only. The CCMS view was that the current transformation legislation and trusteeship are incompatible. No workable alternative to the present arrangements was, however, suggested.

38. It is noted that the Transferors Representatives Council has expressed two concerns:-

(a) Firstly, it is suggested that there is a loss of community confidence in transforming schools due to the halving of the transferor representation on the Board of Governors. Such a significant change in the composition of a Board of Governors, at the same time as managing change in the culture and ethos of a school, is also not considered desirable. The TRC proposes, therefore, that rather than halving the number of Transferor Representatives, the number of people deemed to represent the Roman Catholic community should be increased to equal that of the Transfer Representatives. Having listened to NICIE's concern that in the composition of Boards of Governors it has a preference for a substantial number of parental representatives, the TRC would recommend that the regulations state that one of the Transferor Representatives and one of the Roman Catholic representatives should be parents of children at the school - in addition to those elected in the customary manner by parents. In this way the needs of several interests can be met without increasing the size of the Board of Governors to an unrealistic number.

(b) Secondly, the TRC has drawn attention to the impact on teacher training of a transformation process which for the most part will affect the controlled sector.

39. It is suggested that both these issues should be considered further.

Demand
A planned approach
Transformation
New schools
Pre-school
Post-16 provision
Grammar provision