This page contains a Flash digital edition of a book.
analysis


Local authorities are still in the dark as to how funding will be allocated in future


see more children looking to start primary school in their area by September 2016 than they currently places available for. The pressures are leading to some schools having to convert non-classroom space, such as music rooms and libraries, into classrooms. Others have been forced to reduce playground space or are having to expand classes beyond the statutory 30 children per class. The LGA argues that the ability to plan locally for school places is being adversely affected by the uncertainty over future funding for extra places. The DfE has used four different methods to allocate funding for school places since 2007


L 10 educationdab.co.uk


OCAL Government Association (LGA) analysis shows that as many as two in three councils in England could


which has led to a piecemeal approach to planning and councils are still in the dark as to how it will be allocated in future.


No powers


The move towards a more autonomous school system, with more than half of all secondary schools now being run as academies and a growing number of primary schools also converting, is leading to an increased pressure for school places. Unlike with maintained schools, councils do not have the power to direct academies or free schools to expand or close in response to changes in demand in their local area. The Government's new ‘schools presumption' also means councils can't create new schools that are not academies or free schools. David Simmonds, chair of the LGA's


Councils want ‘single pot’ to meet demand for places


Local Authority leaders want government to untie councils' hands so they can implement sensible local solutions to meet the rising demand for primary school places. They are calling for the introduction of a single capital pot locally that can be accessed equally by maintained schools, academies and free schools.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84