Supplementary memorandum submitted by
Tim Byles, Chief Executive, Partnerships for Schools
Ensuring local authorities are sufficiently prepared
for BSF
One of the key lessons we have learned from
early days of the programme is that many local authorities were
not sufficiently prepared to embark on BSF. You will know that
local authorities have been prioritised for BSF according to two
key criteria: deprivation (measured by free school meals); and
academic attainment (measured by GCSEs A—C).
While this is an entirely appropriate and sensible
approach to prioritisation, local authorities with schools that
meet these criteria (not surprisingly) have typically had a number
of other challenging issues to tackle in their area. As a consequence,
the degree to which these authorities were sufficiently prepared
and resourced for BSF was not always ideal.
To address this, we have put in place a number
of measures. In particular, in addition to the criteria on deprivation
and attainment, we have added a third which relates directly to
an authority's preparedness for BSF. All local authorities entering
the programme must now pass a "readiness to deliver"
test. In addition, the Chief Executive of the local authority
must also sign a Memorandum of Understanding with Partnerships
for Schools, which I personally countersign. This document sets
out very clearly the roles and responsibilities of both PfS and
the local authority so that expectations are clearly defined from
the outset.
Over the past month, I have visited all 15 local
authorities who entered the BSF programme in January for remit
meetings with the Chief Executives and their senior teams and
feedback has been overwhelmingly positive. And so, although it
is still early days, these measures look set to make a significant
difference to the efficiency of the programme and ultimately,
the quality of the schools delivered in local areas.
Learning from Experience
It is only right that for a programme of this
vision and magnitude that we take time to reflect on what has
worked well and what has worked less well. As such, since taking
up post last November, I have been very keen to stress the importance
of all partners and stakeholders learning from experience. Continuous
improvement and an openness of approach to the fact that we are
all learning from the programme is to my mind essential to the
success of BSF; this is particularly important in terms of giving
feedback and practical pointers to local authorities that are
due to join the programme in later waves.
To help start this process of learning from
experience, earlier in the year, we commissioned an independent
piece of research to pin down and quantify the key lessons that
both local authorities and private sector providers had learned
from the early days of BSF.
Overall, we were encouraged to see there is
genuine enthusiasm for BSF amongst both local authorities and
private bidders. The research also identified a broad consensus
of opinion amongst local authorities and private sector providers
about the most important lessons learned, including the need for
sufficient resourcing and corporate buy-in within the local authority.
Detailed findings of the research (enclosed)
have now been published on our website and in the next week or
so we will also be launching a dedicated "lessons learned"
area on our website which will include research, such as this,
along with case studies and practical pointers for local authorities
and private sector providers.
In addition, we have also recently established
a Chief Executives Advisory Group (CEAG), comprising key individuals
from the local government community. The CEAG has been tasked
with exploring and advising me and my team on further ways in
which we can identify and disseminate best practice more widely.
At its first meeting last month, discussions focused on the formation
of a new National Learning Network which will provide a mechanism
to draw up lessons learned from local areas—both good and
bad—and to share these with key individuals in the wider
BSF community.
Flexibility of the LEP model
One of the issues that we sought views on in
the "lessons learned" research related to the Local
Education Partnership Model. While we recognise there was some
reticence towards this procurement model in the very early days
of BSF, it is encouraging to see that there is a far greater appreciation
of the value and benefits that the LEP model can deliver.
As you know, this is the first time that local
authorities and their partners have been asked to look at the
entire schools estate in their area and decide what infrastructure
is needed as a whole, as opposed to a piecemeal school by school
approach. We believe that the LEP model is the most effective
mechanism for this and delivers efficiencies in time and costs.
These long-term partnerships which have been
forged in around half a dozen local authorities help ensure that
stakeholders are firmly focused on delivering world class learning
environments that will engage and inspire young people and their
teachers, as well as the wider communities in which the schools
serve.
Interestingly, as well as recognising the benefits
that the LEP model brings to BSF, many are now thinking much more
broadly about how these 10-year partnerships can develop and deliver
wider investments to local areas, covering primary schools, healthcare,
as well as complete regeneration strategies alongside their secondary
schools. This move away from procuring services in silos, not
only reflects the way that people live their lives bringing real
and tangible benefits to the whole community, but also incentivises
the private sector to help the public sector deliver value for
money, high quality services that reflect the wishes and aspirations
of the community
Sustainability
Finally, with regards sustainability, I have
been very clear about PfS' commitment that we will continue to
explore ways in which our new schools can move ever closer to
becoming carbon neutral You will be aware of the Secretary of
State's recent announcement of additional funding to help secure
this aim, and I am confident that while there remain challenging
issues around the cost of carbon neutrality, we are nonetheless
making some significant strides towards reducing the carbon footprint
of our schools.
This is an issue which I personally feel passionate
about. Not only do we have an opportunity here to introduce new
schools which have an environmental conscience, but in doing so
and by bringing sustainability as an issue into the classroom,
BSF can also be seen to making a powerful contribution to the
understanding that our young people have about the environmental
impact of their actions.
May 2007
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