2. BACKGROUND
2.1 What is a City Academy?
2.2 Funding for City Academies
2.3 Need for A City Academy in Lambeth
2.4. Demographics of Lambeth and the School Population
2.5 Consortium Proposal for a City Academy

3. CONSULTATION PROCESS AND METHODOLOGY
3.1 Media Activity
3.2 Qualitative Research
3.3 Public meetings
3.4 Interviews and group meetings
3.5 Focus groups
3.6 Quantitative Research
3.7 Questionnaire survey
3.8 Telephone Poll

4. ANALYSIS OF EVIDENCE
4.1 Admission Policy
4.1.1 Fair Banding
4.2 School Ethos
4.3 Specialism
4.4 Governance
4.5 School Intake and Sixth Form Development
4.6 Community Involvement and Extra-Curricular Facilities

5. RECOMMENDATIONS
5.1 Admission Policy
5.2 School Ethos
5.3 Specialism
5.4 Governance
5.5 School Intake and Sixth Form Development
5.6 Community Involvement and Extra-Curricular Facilities

REFERENCES

1. INTRODUCTION
This report sets out the findings of the consultation process to examine stakeholder opinion on a proposal for a City Academy in Lambeth. It has been prepared for the Lambeth Education Executive Committee.

The consultation was initiated by the Department for Education and Skills (DfES) as part of the Government's flagship policy to establish City Academies in urban areas. The consultation process has been carried out by independent education consultants Hexagon and has been project-managed by Parkman Ltd.

The aim of this consultation has been to give Lambeth's stakeholder community (in particular, parents, pupils, businesses and people living in the vicinity of the proposed City Academy), an opportunity to express their ideas and views on the type of school they want for their children and themselves.

Public consultation took place from mid-March to 31st May 2002, sufficient time for the development of the City Academy project, intense public consultation and to meet the planning deadlines for opening the proposed City Academy in September 2004. The consultation process involved statistically validated qualitative and quantitative research, public and private meetings across the stakeholder community, and a series of advertised public meetings.

We believe that the opinions of both a statistically accurate sample of Lambeth and the views of interested parties across the community are fully reflected in our findings which overwhelmingly support the proposal for the Lambeth Education Authority in partnership with the Church Schools Company (CSCo) and the DfES to create a new build, co-educational, 6-form entry, non-denominational, all-inclusive school for 11-18 year-olds in Lambeth.

We likewise support the proposal for the City Academy, and recommend the proposal that the school be run on an extended- day basis and be built on the former Henry Thornton School site at Elms Road in Clapham.

1.1 Structure of the Report

Section 2 of this report sets out the key features of a City Academy and details the relevance of the City Academy policy initiative to Lambeth. It provides background on the need for secondary school places in Lambeth, the demographics of the Borough and, in particular, the multi-ethnic and social mix that makes up the Wards surrounding the proposed school site, and the demographics of the school population.

Section 2.5 explains the specific proposal for Lambeth that has been put to consultation.

Section 3 details the consultation process and methodology used in preparing this report and recommendations.

Section 4 discusses certain key issues specifically put to consultation:

• Admission Policy
• School Ethos
• Specialism
• Governance
• School Intake and Sixth Form Development
• Community Involvement.

2. BACKGROUND

2.1 What is a City Academy?

"We believe that all children and young people, whatever their background and wherever they live, can achieve high standards. Our ambition is to make that happen": David Blunkett, Secretary of State for Education & Skills, October 2000.

City Academies form part of the DfES's overall strategy to regenerate inner city secondary education. and are intended to provide LEAs with be an important new resource for the local family of schools.

City Academies are publicly owned, independent secondary schools with sponsors from the private or voluntary sectors or from churches or other faith groups. They replace schools in challenging circumstances or are set up as part of a wider school reorganisation or where there is unmet demand for school places.

All places in City Academies are free and are available to the local community within an agreed admissions policy. The Academies are required to comply with admissions law and the Admissions Code of Practice, which apply to maintained schools.

City Academies are all-ability, inclusive schools for 11-16 or 11-18 year olds and will be expected to admit pupils with special education needs and disabilities as appropriate, according to the pattern of local provision.

Substantial refurbishment or new build give City Academies state of the art facilities, through which they offer a broad curriculum with a specialism on an area of the curriculum. The specialisms available are:

• sport
• science and technology
• design and technology
• modern foreign languages
• business and enterprise
• visual performing arts

Each City Academy is set up as a company limited by guarantee with charitable status, having responsibility for governance and strategic leadership of the school.

2.2 Funding for City Academies

The capital costs of each City Academy are funded by central government (DfES) but sponsors are required to make a major contribution of 20 percent of these costs (up to £2 million).

The recurrent costs are funded directly by the Department at a level comparable to the funding of similar schools in the local authority area in which each City Academy is located. The funding also takes account of the hold back by the authority for services for which the City Academy is responsible.

Each City Academy receives the addition of a per-pupil grant equivalent to specialist schools in the maintained sector.

Funding of 16-19 education is directly from the DfES. From 2001, the Learning and Skills Council (LSC) has an advisory role in the planning of learning provision up to Higher Education level. The objectives of the new arrangements include the maximising of participation and social inclusion, and supporting the Employment Service in its aim of helping those without jobs to find work.

2.3 Need for A City Academy in Lambeth

Lambeth has a complex system of providing secondary education. At present, ten secondary schools exist in the Borough. Five are denominational (four voluntary aided and one voluntary controlled), three are community schools, and two are foundation schools. Of these, three are for boys, three are co-educational, and four are for girls.

In 1998 there was a 38.8 percent surplus for places in secondary schools in Lambeth compared to 11.5 per cent nationally. Although numbers have reduced since then, they remain above national averages and Audit Commission guidelines.

To address this imbalance, Lambeth has established plans to reduce the capacity of two of the Community schools. It has been given Private Finance Initiative (PFI) credits to replace one secondary school (Lilian Baylis) with a smaller school and is also drawing up proposals to remodel Stockwell Park High School.

But, as a result, pressures have built up on secondary places in year 7, and although a technical surplus of places exists, about 50 per cent of Lambeth primary pupils leave the borough on secondary transfer. Year 7 is full in all Lambeth schools and a number of unplaced 11 year olds are studying at the Woodfield Centre whilst secondary school places are being sought.

The LEA estimates that there are currently up to 400 children out of school for a variety of reasons.

The secondary transfer scenario that exists in Lambeth was one of the most hotly discussed issues during this consultation. Parents and teachers spoke of their own and the students' distress in not getting into a school in the borough and feeling unwanted.

The Goddard Enquiry, which focused primarily on how to increase provision in Lambeth for 16 - 19 year olds, recognised that the number of secondary school places in Lambeth providing high quality 11-16 education is inadequate, and the exodus out of the Borough at 11+ suggests there is a need for further 11-16 provision of high quality. (Table 3 at Appendix 1 shows the secondary school imports and exports in Lambeth in years 7-11).

The establishment of a City Academy will not add to surplus places, and are in line with the other changes being carried out as stated above - the removal of places where demand is less.

The LEA, both councillors and officers, are on record and have stated publicly that Lambeth does not have a basic need case for a new community-based, co-educational comprehensive secondary school due to the current level of surplus in the Borough. Whilst there is, in Lambeth, a vocal and highly organised campaign group, the Secondary Schools Campaign in Lambeth (SSCIL), seeking such a community-based school, the quantitative research carried out during this consultation shows a thorough rejection of this option in comparison to a City Academy for Lambeth (see Addendum 1 Questionnaire Analysis).

Since July 2000, discussions have been ongoing with the DfES on proposals to establish a City Academy in Lambeth.

In March 2001 the DfES put the LEA in touch with the Church Schools Company (CSCo) as a potential sponsor for the school.

In October 2001 members agreed that the Executive Director of Education should submit a joint proposal on behalf of the LEA with CSCo to establish a City Academy. In doing so it was the LEA's goal to not only provide the additional secondary places, but also to develop a City Academy in Lambeth as a unique opportunity for the community to gain a high quality educational facility.

In January 2002 the Secretary for Education and Skills accepted the expression of interest from the LEA and CSCo for the project's development and for this consultation process to start.

2.4. Demographics of Lambeth and the School Population

A full background of the demographic make-up of Lambeth and its implications for the proposal is set out at Appendix 1.

2.5 Consortium Proposal for a City Academy

The proposal for a City Academy for Lambeth brings together Lambeth LEA and the United Learning Trust (ULT) which has now been formed by the Church Schools Company (CSCo) to run a series of City Academies around the country. As sponsors of the City Academy, the United Learning Trust will bring to this project CSCo's decades of experience in delivering high quality education.

The ULT aims to offer the highest educational experience to students to ensure that they are thoroughly prepared to meet the challenges of the workplace, either directly from school, or after higher education.

Throughout the consultation process, the stated aims of the ULT/CSCo in relation to City Academy provision have been:

• A desire to build relationships with the local community through strong parent/school bonds and through the provision of facilities for the community.
• A deep-rooted commitment to the children who would attend the City Academy.
• A clear dedication to new teaching methods and technology to support these.
• A clear commitment to work with the Local Governing Body to identify and recruit the strongest possible leadership for the City Academy.

Within the new premises, the City Academy will deliver a modern curriculum and will create access to the most modern technology. The City Academy will ensure that all students will have maximum benefit from the use of technologies throughout the entire curriculum, using the latest equipment (e.g. video conferencing, interactive whiteboards, internet and email). It will offer a fully accessible school open for extended hours and with the possibility of home-based ICT access points.

The City Academy will seek to enshrine within its ethos and practice the very best practises of inner city multi-ethnic and multi-faith education.

The City Academy expects to promote an ethos which will be caring and tolerant, with a disciplined and hardworking approach to learning. Students will be expected to achieve and develop learning and life skills to a high level.

Approaches to learning will be targeted to the needs of students by using a mix of learning paths with support from personal tutors and peer mentoring systems for individual students. The City Academy will promote social inclusion and offer "excellence in cities" programmes.

Parents will be expected to support the ethos of the school and participate actively in the education of their children to achieve success.

The teaching and support staff will be at the heart of the City Academy's success. Sound and sensitive employment practices will be established with modern management structures to promote excellent working conditions and relationships, supported by competitive levels of remuneration and rewards.

The City Academy will be a facility for the whole community. It will provide facilities for adult learning, (e.g. for language and computer courses and for social and cultural activities) and aims to become a beacon for the future of Lambeth.

The consultation process revealed considerable enthusiasm for the proposal. This enthusiasm was widespread across all communities of the Borough with no demographic group showing substantive opposition to the proposal.

3. CONSULTATION PROCESS AND METHODOLOGY

The consultation process contained a comprehensive programme of activities designed to reach out to a wide cross-section of the diverse and multi-ethnic community in Lambeth.

To ensure that the consultation process was conducted fairly, the following actions were taken:

• The appointment of independent education consultants to carry out the consultation process
• The establishment of a Reference Group comprising interested groups and individuals drawn from the parents, school governors, local authority, local activists and key community stakeholders in Lambeth. Two valuable meetings were held with the Reference Group and their input came additionally at public and other meetings (see Appendix 2).
• The development of a joint consultation document on the proposals providing information to potential parents, staff and governors and the wider community on the details of the proposal.
• The commissioning of a robust, statistically validated opinion poll (conducted by telephone) of a representative cross section of Lambeth's population.
• Production of publicity materials including a flyer to advertise the dates of the public meetings and where to find the information. This included a statement in eight of the most spoken foreign languages to engage the interest of non-English-speaking groups in the consultation process.

• Distribution of a questionnaire with an insert giving a brief summary of the proposal, the public meetings and where to find the information. Freepost return envelopes were also provided.

• Ten thousand questionnaires, twelve thousand flyers and five thousand copies of the consultation document were printed and distributed widely in Lambeth and were also available at the following venues:

• Primary and secondary schools in Lambeth
• Lambeth Education Authority - One-Stop Shop
• Public Libraries
• Clapham and Stockwell Town Centre
• Notre Dame Residents and Tenants Association
• Lambeth Voluntary Action Council (LVAC)
• Lambeth Communications Website - www.lambeth.gov.uk

• Headteachers were sent letters seeking their support and active assistance in ensuring the resources were disseminated to parents, governors and school staff. Further, to engage the interest and support of parents for the consultation process and in getting the questionnaires completed and returned, letters with questionnaires, summary inserts and flyers were sent to every parent in the 16 primary schools in the middle band of Lambeth, which includes the proposed school site.
• Smaller numbers of the materials were sent to all other primary and secondary and special schools in Lambeth, faith groups, Supplementary Schools and other groups. Several ad hoc requests for the resources were responded to from schools and other individuals and organisations. (A distribution list is attached at Appendix 3).

Throughout the consultation process, the media was used as a platform for encouraging public participation. Media activity included an interview on Choice FM (Wednesday 20th March) with the lead consultant to discuss the purpose and importance of the public consultation.

The public meetings were publicised throughout April, with advertisements and news items on Choice FM and a special subject feature on BBC London Live.

The public meetings were advertised in the following Media:

• The Voice
• South London Press
• Streatham and Clapham Guardian
• Lambeth Local News

3.2 Qualitative Research

Qualitative evidence was gathered through a comprehensive number of public and private meetings with the general public, specific stakeholder groups and individuals. Focus groups were additionally held with primary and secondary school-age pupils. Written evidence was also received from a number of key stakeholders. Details of all stakeholder interviews and written evidence submissions are set out in Appendix 5.

3.3 Public meetings

Six public meetings were held during April (3rd, 18th, 23rd, 27th [two meetings] and 29th). On 11th May a meeting was held with leaders of faith groups and supplementary schools; on 8th May with members of the Lambeth Governor's Forum; with trade union representatives on 16th May; and on 22nd May with the newly elected Ward Councillors.

Two further meetings were held at the invitation of primary schools on 7th and 21st May with parents, teachers and governors (see Appendix 4).

The format of the public meetings included a presentation by the LEA on the City Academy proposal followed by a presentation by CSCo on the topics for consultation and the education content. Attendees were given an opportunity to put questions to both the LEA and CSCo, who then withdrew to allow a free discussion and exchange of views on the key issues including the admissions policy, the specialism and curriculum, the school ethos, governance and community access.

A "comment book" was available at meetings, and interpreters were on offer, but were not requested. Creche facilities were made available at all meetings with one exception.

The DfES was not present at these meetings. It was their view that this was a local consultation, the outcome of which would influence the DfES final decisions, hence their involvement at this consultation phase was not appropriate.

3.4 Interviews and group meetings

Face-to-face topic-based and open-ended interviews were held with individual key stakeholders and stakeholder groups. These included:

• LEA Officers
• Councillors
• School Governors
• Primary and secondary head teachers
• Learning Skills Council
• Lambeth College
• Supplementary Schools
• Diocese & faith group leaders
• Trade Unions
• Secondary Schools Campaign in Lambeth (SSCIL)
• Clapham Public Forum
• Community organisations (Appendix 5 details the schedule of interviews).

3.5 Focus groups

Two focus groups were held with year 6 pupils drawn from two primary schools to solicit pupils' views on their expectations of secondary school.

One focus group was held with secondary school-aged students drawn from a youth club and supplementary school. The aim was to seek their views on what they would be looking for in a new school (including attitudes towards a sixth form, after-school facilities and the curriculum) and their aspirations for their future careers. Details of the focus groups are given in Appendix 6a & 6b.

3.6 Quantitative Research

It was important to quantify the views of the target communities on the proposals to give some independent validity to the qualitative opinion on the proposals. This has been collected from two sources:

3.7 Questionnaire survey

A multiple choice Questionnaire was designed for this purpose to explore views across the stakeholder community on the key issues that will affect the nature of the school: the ethos, the admissions policy, the specialism, governance and the wider community use of the school. Particular care was taken in drafting to ensure that the questionnaire was straightforward to complete to encourage participation across the community.

Ten thousand questionnaires were distributed and 650 returned, a 6% response rate, which we believe to be a good response. The questionnaires have been analysed by PiE (Partners in Evaluation)1 using SPSS (Specific Package for Social Science). The results of the questionnaire are shown in Addendum 1 to this report.

3.8 Telephone Poll

An independent research company, ORB2 (Opinion Research Business), was commissioned to carry out a telephone poll among a fully representative sample of the residents of Lambeth. The aims of the research were to assess the public reaction to the proposed school, to find out what the local community expect from the school and to measure overall interest in the proposal. The sample covered 201 interviews and was carried out in accordance with the Market Research Society Code of Conduct. The findings and analysis of the poll are contained in the Addendum 2 to this report.

Opinions and findings from the questionnaire and the telephone poll are reflected fully in this report and in making recommendations.

4. ANALYSIS OF EVIDENCE

These statements provide a flavour of the reactions of those stakeholders consulted during the process:

"This is an opportunity for an exciting new school in Lambeth".

"I believe this school will provide an opportunity for any child whatever their background".

"General ethos, equal opportunities, free from discrimination, friendly environment for children, non-denominational".

"Discipline, the dress code of the staff and that they are not called by their Christian names by the children".

"Security and crowd control and bullying important. Streaming needs to be addressed at both ends of the spectrum. Needs to be structured appropriately to reduce the burden of administration and to maintain dedicated teachers".

"It's a Christian based school and I don't want my children taught rubbish".

"It all sounds very idealistic.....but whether in reality it will be possible is another matter".

"This kind of school is a good idea. I like the fact that it is open for adult education, it is free and open to everyone in Lambeth".

"I teach my son at home because I am so unhappy with what is available in Lambeth, so from what you have told me I would very interested".

"It's like everything I am looking for. It's perfect".

We now turn to the key areas and summarise the views expressed across the consultation process. These views illustrate the diverse but overall highly supportive response to the proposal.

4.1 Admission Policy

The Proposal

The proposal states that the City Academy will be fully inclusive and places allocated to reflect a comprehensive intake across all ability ranges, including SEN (Special Education Needs) and the visually handicapped (to provide secondary places for students from Kings Avenue primary school).

It is proposed that the City Academy be at the heart of the community and provide 1100 -1200 places for students aged 11 -18.

The proposal includes a six-form entry and to welcome students of all faiths and none.

It also proposes to select up to 10 percent of pupils on the basis of aptitude for the specialism.

The admissions arrangements will follow the DfES Codes of Practice (including the guidance on appeals against refusal to admit). The proposed admissions policy has to be accepted and agreed by the Secretary of State for Education and Skills and cannot be changed without the Secretary of State's agreement.

The City Academy's admission policy will also be constrained by the legal implications of the Greenwich judgement which means that Authorities cannot use Borough boundaries to define schools' catchment areas, and the Rochester judgement which allows parents preference in where they wish to send their children to school.

Views Expressed

There was general agreement that the school should serve the local community, although a minority wanted the school to serve the entire Borough.

There was vigorous debate on whether the school should have a catchment area or a number of feeder schools. The majority of views in meetings favoured a feeder school or similar system.

The preferred option centered on working closely with nine or ten feeder schools:

• Clapham Manor
• Macauley Church of England
• Kings Avenue
• St Mary's Roman Catholic
• Bonneyville
• Glenbrook
• Heathbrook
• Richard Atkins
• Cavendish
• Sudbourne.

However, other considerations would have to be taken into account, such as the proximity of the school to two primary schools in the Wandsworth area. If there was a situation in which the school was oversubscribed, it was felt that the defining criteria would be distance from the school (i.e. walk to school) and existing siblings in attendance.

In evidence from the questionnaire 66 per cent indicated that pupils who live nearby or could walk to school should be given priority. However 61 per cent also felt that pupils who live anywhere in Lambeth should also have access to the school.

In the telephone poll 21 per cent said pupils who live close enough to walk (i.e. local catchment) should be given priority, but the most favoured admission criterion was for pupils who live anywhere in Lambeth (59 per cent increasing to 76 per cent amongst black people).

The LEA expressed the strong view that the downside of a feeder schools policy would be managing expectations of parents at the feeder schools, not all of whom would be guaranteed a place for their child. Nor would such a policy sit comfortably with admissions arrangements for other Lambeth schools. The LEA's view was that the Greenwich judgement would mean that any Wandsworth schools that were as close to the City Academy as the named feeder schools would also need to be identified as feeder schools. (The Greenwich judgement allows for freedom of movement across borough boundaries and the Rochester judgement allows parents preference in where they wish to send their children to school).

However, it should also be recognised that pupils from denominational primary schools normally choose a denominational secondary school. We were told that from one primary school 56 percent of year 6 transferred to fee paying private schools.

During the consultation process, it was suggested that the admission policy should be totally inclusive and ensure that it did not fail black pupils (especially boys). As one black parent said, "this proposed City Academy will provide an opportunity for a fresh start to black pupils". Another black parent said that " black children had failed in Lambeth and this new City Academy would redress this problem. It would stretch students and should engender strong parental involvement - they should be going forward, holding hands together".

Another view was that there should be onsite provision for pupils who are in crisis and in danger of exclusion. This should include children who needed special individual attention. Further, the City Academy should give careful consideration to provision for a small number of students who might display extreme disruptive behaviour.

It was also suggested that there should be a general policy of "no exclusion" except for persistent bullying.

4.1.1 Fair Banding

Fair Banding is a system whereby as a result of a test to ensure a comprehensive intake, pupils are allocated to three or five bands equally.

Opinion on fair banding for the City Academy was evenly split. Parents, in particular, were concerned that the SEN intake might distort the balance. Some Secondary Heads are concerned that the school would "cream off" the top of the ability range.

An almost universally raised point was support for one Lambeth entrance examination, sat in all primary schools on the same day with some external invigilation.

Given the demographics of both the Borough and the three wards immediately surrounding the proposed Henry Thornton site, the majority of evidence stressed the importance of the school having a balanced ethnic intake, including refugees.

Evidence received has highlighted the following view expressed by a key stakeholder: "Any population analysis of the area will show that provision should address the needs of a highly mobile population and the need for second chance both at the post-16 and at the under-16 levels. These areas have a continuous record of accepting newcomers who have immediate educational needs related to access to mainstream education provision and the London job market. Any new education resource should be tailored to meet these under-acknowledged needs".

The proposed 10 percent intake based on aptitude for the specialism was almost universally opposed at the public meetings, the main reasons being that at age 10/11 years it would be "too early to tell" ..... "against equal opportunities"

4.2 School Ethos

The Proposal

The ethos of the school will be caring, tolerant, disciplined and hard working. It will be a school in which all children and adults are respected and helped to be of equal worth. It will have a philosophy that will encourage positive achievement with students expected to achieve and develop learning and life skills to a high level.

Views Expressed

The ethos as set out above was universally supported and welcomed.

This was further supported by responses to both the telephone poll (78 percent) and the questionnaire (94 percent), in which respondents ranked discipline alongside the quality of education as the two most important features in choosing a school. In addition, respondents said that the right ethos should also include building confidence and respect for all individuals and promoting positive attitudes towards cultural diversity. The promotion of equal opportunities was a recurrent theme and should underlie the vision and values of the Academy.

Some concern was raised on whether the proposed ethos should be referred to specifically as a "Christian ethos" as it was one that could be welcomed and represented by all faiths and none.

The consultants felt some unease about the difficulty sponsors had in their presentations at meetings in describing in detail what they meant by "Christian ethos". It was however noted that this term was clearly not intended or perceived to carry any denominational or sectarian weight. But this confusion may account for a number of concerns raised. For example, many respondents felt that there were already a large number of faith schools in the borough, and did not wish the new City Academy to be de facto another faith school.

The acceptance of the proposed ethos by all of the many faith and non-faith, groups in Lambeth is wholly encouraging. None of the faith groups advocated that the City Academy should be a faith school or associated with any particular faith or denomination.

Another related issue raised concerned the appointment of the Headteacher and the Head of Religious Education, whom it had been proposed should be Christians.

Whilst some respondents expressed the view that the challenge would be to appoint people of vision as the Head and as teachers, many believed that a Headteacher need not be Christian to work within the proposed ethos and have the strong sense of public morality, experience in inner city education, and strongly valuing diversity and with dignity and respect for all individuals, to lead the City Academy successfully. Strongly-held views were expressed by a minority opposed to a Christian Head who it is likely would continue to challenge such a decision to adopt this element of the proposal, on the grounds that it would be inconsistent with the non-faith-based status of the City Academy.

With regard to the Head of Religious Education, the view was frequently expressed that the City Academy should seek to appoint the best person for the job and who knew most about world religions - the Lambeth Approved syllabus was highly recommended.

None of the faith groups consulted advocated the appointment of staff with particular religious views.

On school assembly, many believed that there should be adequate provision for faiths other than Christianity. However it should be noted, that under section 385 of the Education Act 1996, "all pupils in attendance at a maintained school other than a maintained special school shall on each school day take part in an act of collective worship". Section 386.2 states that the collective worship required in the school by section 385 shall be wholly or mainly of a broadly Christian character".

A further suggestion was that as part of the school ethos, the school had to provide a full multi-cultural atmosphere and environment with a multi-ethnic staff, and ensure that equal opportunities were enshrined in all its policies. Also, the curriculum needed to reflect as widely as possible the full multi-cultural nature of the students and the community.

Some stakeholders expressed the wish that the Academy would incorporate the equal opportunities policy of Lambeth Council3. Many parents stressed the importance of valuing diversity and challenging racism and that the Academy should promote positive attitudes towards cultural diversity and this should be a goal of the teaching philosophy.

4.3 Specialism

The Proposal

The City Academy is required to have a specialism. The proposal put forward Business and Enterprise as suitable for Lambeth.

In evidence given to the Consultants, the Learning and Skills Council recommended Business and Enterprise to be the specialism, based on their research on the skills needed by employers in the London area up to the year 2010.

Views Expressed

At the six public meetings there was considerable opposition to the suggested specialism of Business and Enterprise. There was criticism that the audience had not been given a choice of all the six possible specialisms available. Some attendees did not want any specialism but, instead, a broadly-based curriculum.

However at the public meetings, of those accepting that the City Academy is required to have a specialism, there was strong support for Modern Languages to be the specialism.

The evidence from the questionnaire indicates acceptance of the specialism of Business and Enterprise (60.5%), and for Design and Technology (70%) and Languages (60%) to be linked to the specialism. In the representative research (telephone poll), where respondents were given a choice of six specialisms, 31 percent favoured specialising in IT. (See detail in Addenda 1 and 2).

The cumulative evidence from all sources (including stakeholder interviews) indicates Modern Languages to be the favoured specialism linked to Business and Enterprise.

The development of Community Languages to examination levels would also it was said, help to support the maintenance of the cultural heritage of many in the community and enhance their career opportunities internationally, and links with the Supplementary Schools and language classes would assist this development.

Another significant group felt that "links to business, industry and enterprise (e.g. ICT) should be offered and strengthened for all students in all schools, and that the selection of Business and Enterprise as a specialism should be unnecessary. Languages or Science and Technology would fill a gap that was both relevant to the Lambeth community and was not being offered elsewhere locally".

Some Lambeth Secondary Heads supported the option of Business and Enterprise. Even schools where Business and Enterprise is far advanced in their development would be willing to develop a partnership with the City Academy to share expertise in both Business and Languages. It was said that " in choosing a specialism for the City Academy it is important to avoid duplication and to work in close partnerships with other secondary schools in the borough".

4.4 Governance

The Proposal

The DfES has agreed in principle that the United Learning Trust will sponsor and create a group of City Academies across England.

The budget for each City Academy will be ring-fenced and cannot be used for any other City Academy or purpose. At the local level each City Academy will have a Local Governing Body (LGB).

Governance of individual schools will be the responsibility of the Trustees of the Trust. It will be legally responsible for:

• The employment of teaching and non-teaching staff
• The overall policy of each City Academy
• The budget of each City Academy.

Views expressed

During the consultation and especially at the public meetings, the question of governance of the City Academy and the division of responsibilities between the Trustees of the United Learning Trust (then unnamed) and the Local Governing Body, created the most heated debates.

At these public meetings, all of which included SSCIL members, the majority views expressed were that the Trustees should delegate all their powers to the Local Governing Body so that the City Academy could be run as a local community school. Their views were summed up as follows: "If the LBG had responsibility for hiring the Head, the admissions policy and the hiring of staff, we would all be assured".

Another view expressed was that "the modern school governing body has become an effective manager of individual schools. I see no reason why the local governing body should not be responsible for all the listed functions and the other functions required of the Governors of mainstream schools, including special educational needs and the publication of specified data".

Concerns were expressed about the proposed governance as set out in the consultation document, and in particular the division of responsibility between the Trust and the Local Governing Body. It was said, " While we understand the logic of having a Trust, in addition to a LGB, we wish to ensure that the range of responsibilities delegated to the LGB resembles as closely as possible those that would normally be fulfilled by the Governing Body of a community school. In particular, we consider the responsibility for the overall policy for each City Academy and for the appointment of Heads and deputies should fall to the Local Governing Body rather than the Trust".

A view expressed at the public meetings and at some stakeholder interviews was that the composition of the governing body should reflect the composition of governing bodies of community schools. The view was that no one group, either parents or the sponsors, should be the dominant group and that membership of the Governing Body should be wide-ranging.

The responses from the questionnaire and quantitative research were more balanced and accepting of the proposal. Whilst many respondents were unclear as to the exact role and status of the Local Governing Body in relation to the Trust, a significant number accepted that the Trust had the ultimate legal responsibility for the overall running of the City Academy, including the appointment of the Head and the senior staff.

A significant number of people felt that an appointment panel comprising members of the Trust should appoint the Head and that the Head should be selected as being the best person for the job, rather than on the basis of being a Christian.

The fact that the Trust would have ultimate legal responsibility for the overall running of the City Academy was accepted by a number of key stakeholders. They also held the view that the Trust and the Local Governing Body should form a panel for the appointment of the Head and deputies. It was suggested that the DfES and the LEA sit as advisory members of this panel.

Respondents to the questionnaire (91 percent) wanted parents to sit on the Local Governing Body and believed that the Local Governing Body should not be faith orientated.

There was concern expressed that the codes of practice of employment and a proper appeals machinery both for appointments and admissions should be established and in line with the DfES and the LEA. The usual disciplinary and grievance procedures should be clearly documented so that the LGB could be satisfied that any concerns were properly dealt with.

The major issues expressed by the trade unions related to staff conditions of employment. It is their expectation that staff will be employed under the same pay and conditions as contained in the Teachers Pay and Conditions document and the Burgundy book, the Green book and APT&C conditions for Administrative and Support Staff. Concerns were also raised about the working arrangements for part time teachers (e.g. pensionable service, time shifting without consent) and that any conditions attached to the extended day should be advertised.

4.5 School Intake and Sixth Form Development

The Proposal

The proposed City Academy is due to open in new-build accommodation on the Henry Thornton site in September 2004 starting with year 7 only. Over time, the City Academy would include a sixth form of 250+ places.

Views expressed

There were a number of requests for the City Academy to open with year 7 in September 2003. The following sites have been suggested as suitable: (a) Hasselrigge, (b) the Strand. Others have suggested a year 7 intake in 2003 in the partially built new school.

Another idea suggested was "that the sponsors and the LEA find ways to populate the school more rapidly than waiting for up to 7 years for it to become full. These might include transferring in those pupils temporarily being educated at the Woodfield Centre in Lambeth, or children that are not in school in Lambeth, Southwark or Wandsworth for a variety of reasons".

Other options might include "exploring with Archbishop Michael Ramsey School in Southwark whether their sixth form students might wish to transfer whilst their new communiversity building is built, and joint planning of the 14-19 year offer with Lambeth College".

The preferred option was to start with year 7 intake only and to review the intake policy when the year 7 students become year 9, with a view to introducing year 12, the first year of the sixth form.

The LEA made clear, during the consultation process, that there was no suitable alternative site for the City Academy.

The secondary school-age students' views from the focus group, conducted as part of this consultation, all agree that it is a good idea for the school to have a sixth form. They would choose to go there "if it was good and if it provided them, alongside the normal curriculum subjects, with good negotiating skills which gave them greater confidence and self assurance".

4.6 Community Involvement and Extra-Curricular Facilities

The Proposal

The new Academy will serve the multi-ethnic community of Lambeth and will be a facility for the whole community, complementing the existing facilities in the area.

Views Expressed

Views expressed were in favour of the City Academy offering (in order of popularity):

• Adult Education
• New skills beyond NVQ
• Sports facilities
• Access to computers and internet
• Use of the school hall and meeting room facilities

• A youth club
• English language support
• A digital learning ring and an IT suite with child care provision
• Library access
• Swimming pool
• Classes for children with disabilities
• Involving students as volunteers in the community.

There was little demand for use of the City Academy's facilities during the afternoon.

Both primary and secondary Heads emphasized the increasing importance of building strong links with the parents and the wider society. This, they said, will help to develop trust and to inculcate a sense of service and responsibility in the students.

A key view expressed was that successful links between the City Academy and the community will only partially develop through the community use of the school premises and facilities. A multiplicity of links is necessary to ensure the community feels a sense of responsibility for the success of the school and vice versa, including through governors, links with local businesses and community organisations, voluntary work by students and work experience placements.

Another related view was that any new educational resource should be tailored to meet the acknowledged needs of students and the wider community.

We were told that Lambeth College and Morley College, the two large adult education providers locally, each work in support of the Adult Learning Plan. It was suggested that any adult education provision made by the new City Academy should be integrated into that Plan. It was further suggested that it may be better for the City Academy to commission the College to run facilities in its premises, as is the case with other family learning initiatives in the Borough.

It was suggested that the City Academy should develop close working links with the New Deal for Communities in the Clapham Park area and the Master Plan for Lambeth. Some of the suggested links were:

• the tracking of pupils from primary to secondary school, noting where they go and their academic achievements, with a view to providing support for students in reaching their full potential
• The 16-plus sustainable employment project
• Lifelong learning
• Excluded pupils, supporting their education needs and working to prevent their degeneration into crime.

5. RECOMMENDATIONS

The consultation provided an excellent opportunity for Lambeth residents and stakeholders to participate and engage in the debate about the proposed City Academy.

The results of the consultation have shown that residents have reacted favourably towards the proposal put to them for this City Academy and the benefits it could provide for the Borough and the local community.

64 per cent of parents with children currently in primary schools in Lambeth expressed great interest in finding out more about the City Academy.

We set out below a series of recommendations on the specific areas covered in the consultation process for taking forward the proposal.

5.1 Admission Policy

We recommend:

• The establishment of a fair, parent/child-friendly and transparent admission policy.
• That, in addition to statutory requirements (eg banding requirements), the admission policy should be designed to ensure that the City Academy is genuinely co-educational and that the intake reflects the multi-ethnic population of the Borough and the local community.
• That equal opportunity access with regard to gender, race and ethnicity, faith or none, and provision for special needs, such as disability, Special Educational Needs and for refugees, forms part of the admission policy.
• That the admission policy is based on a "feeder school" or similar system, working closely with 9 or 10 feeder schools, with the further defining criteria of distance from the school and siblings at the school if the school is oversubscribed
• That the proposed 10% aptitude assessment attached to the City Academy specialism is withdrawn.

We recommend:

• Adopting the proposed ethos.
• That the four principles of this ethos (caring, tolerant, disciplined and hard working) should govern all policy areas, including staff recruitment, education policy and exclusion procedures.
• The development of a fuller Mission Statement for the City Academy, with reference also to Equal Opportunities and the Community Involvement of the City Academy.
• The withdrawal of the proposal to appoint only a Christian as Headteacher and the Head of Religious Education.
• That the City Academy should develop a strong component of Religious Education in the curriculum, with clear and non-discriminatory provision for people of all faiths or none, as well as promotion of inter-faith communication and co-operation.
• The adoption of the statutory requirements for the School Assembly, which were fully accepted by those consulted, but with adequate provision for pupils of all faiths (e.g. with regard to dress codes, prayer rooms and ablution, gender-based facilities and observance of holy days).

We recommend:

• Adopting the proposed specialism of Modern Languages linked to Business and Enterprise.
• That the curriculum implications of the specialism are made clear, and in which year it would be introduced.
• That the curriculum offer of the City Academy gives due recognition to the views expressed for Design and Technology.
• That the City Academy should adopt a policy of developing Community Language education to examination levels in collaboration with other appropriate providers such as Supplementary Schools and language classes.

We recommend:

• That the roles of the United Learning Trust and the Local Governing Body in decision-making should be clearly defined, and that they reflect as closely as possible the delegated responsibilities normally fulfilled in the governance of a Foundation school.
• That the appointment of the Head and senior members of staff should be by a panel comprising members of the Trust and the Local Governing Body, with the LEA and the DfES sitting as advisory members.
• That consultation takes place with trade unions on matters of staff employment and working conditions, in particular to help to allay the concerns expressed by Lambeth Secondary School Heads that the City Academy might "cream off" their best staff.

• That the City Academy opens in 2004 with year 7 intake only, and that the intake policy is reviewed when year 7 becomes year 9 with a view to introducing year 12 (the first year of the Sixth Form).
• That the City Academy has a Sixth Form and in developing the Sixth Form the City Academy should work collaboratively with other Lambeth secondary schools and Lambeth College, sharing resources and staff expertise.

We recommend:

• That the City Academy adopts a clear policy and strategy of Community Involvement.
• That the Local Governing Body should work closely with adult education providers, Supplementary Schools and languages classes, the local business community (e.g. through New Deal for Communities in Clapham), and in line with the Master Plan for Lambeth.

REFERENCES

Choosing a Secondary School in Lambeth 2002

Choosing a Primary School in Lambeth 2002

Challenging racism and promoting race equality: Guidance to Schools: London Borough of Lambeth, 2000

Education Statistics 2001 - 2002: Lambeth Education

Education Act 1966: Part V Chapter 3: Religious Religious Education and Religious Worship

Equal Opportunities Policy Statement: Lambeth Council, draft Issue 3: March 2002

Extending Opportunities: The Goddard Report on 16-19 provision in Lambeth 2000: Lambeth Education

I Care Projects: Christian Victory Group

Lambeth Education - Chief Inspector's Report 2000 -2001: Effort + Effectiveness = Excellence

Lambeth College: Report from the Inspectorate 2000 -2001: The Further Education Funding Council

Lambeth College: Annual Review of 2001

Lambeth Listening: Consultation Framework and Toolkit: A guide to better consultation in Lambeth

Profile of Refugee Populations and Languages in Lambeth Southwark and Lewisham: Community Health South London NHS Trust 10. 08. 2000

Proposed Consultation Arrangements for the City Academy in Lambeth: Policy Committees 11. 03. 2001 and 22. 10. 2001

Schools Survey for Lambeth Education: MORI: February to April 2000

School Organisation Plan 1999 -2004: Lambeth Education Directorate

Second School Organisation Plan 2000-2005: Lambeth Education Directorate 2001

Skill Needs Assessment 2002: Learning + Skills Council, Central London

The City Academy in Lambeth: A Joint Consultation Document: Church schools Company and Lambeth LEA

"We're in a class of our own", John O' Farrell: London Evening Standard 04.04.2002
"Ten Children fighting for each place at top London schools: Tim Miles, Education Correspondent: Evening Standard 15.03.2002
"The African Child in the UK" Conference 23 January: New Nation
"The Crisis in our Schools" New Nation 21.01.2002
"A cheat's guide to getting into a good school": Guardian Newspaper 22.05.2002
1 PiE - Partners in Evaluation are specialist evaluation consultants based in Lambeth
2 ORB - Opinion Research Business has substantial experience in polling on education and in local communities
3 Extract from LEA Equal Opportunities Policy Statement: "Our values of Fairness, Respect, Excellence, Service and honesty will underpin our work in promoting equality and diversity. We are committed to eliminating discrimination in service delivery and employment on the grounds of race, gender, disability, age, sexuality, religion, belief or on any other grounds. We will promote equality of opportunity, access and outcome for all our communities".
4 On 14 May 2002 Stephen Timms, the then Minister for Standards, announced that the United Learning Trust will take over and run Ducie High School in Manchester as a City Academy.

The City Academy in Lambeth

Consultation Report June 2002

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