The Scottish Government

Report on the Costs and Funding Of Scotland's Nine Centres of Excellence By IPF - February 2005

TABLE OF CONTENTS

APPENDICES

1.

1.1 The Scottish Executive is committed to helping all children to realise their potential and allow gifted children to develop their talents to the full in a challenging and supportive environment. Since April 1999 the Executive has provided funding to support that commitment through the Specialist Provision Scheme - Excellence Fund.

1.2 This operates across nine Centres of Excellence in Scotland; whose main objective is to encourage gifted pupils by enabling them to receive expert tuition alongside their peers in the specialism concerned, while keeping abreast of the normal school curriculum.

1.3 Three pre-existing centres are covered by the fund, at:

• Knightswood Secondary School, Glasgow (dance)
• Douglas Academy, East Dunbartonshire (music)
• Broughton High School, Edinburgh (music)

1.4 In 1999 the Executive invited bids from local authorities for a further 6 centres. The 1999 bids were considered against the following key criteria:-

• Schools offering specialist provision should aim to become centres of national excellence
• New centres of excellence should be based in schools or authorities that already demonstrate a degree of excellence in the particular area
• Centres of excellence should offer a benefit to education generally and not only to the pupils that attend them
• Centres of excellence should develop links with organisations in the community with a similar focus
• Centres of excellence should offer the full curriculum to pupils
• There should be a demand for the particular specialism - ie, if offered, a sufficient number of pupils with appropriate skills and abilities would want to participate
• The bid should demonstrate that the proposal provides the specialism in a manner that offers value for money

1.5 The successful bids were for centres at:

• Plockton High School, in the Highlands (traditional Scottish music)
• Dyce Academy, Aberdeen (music)
• Shawlands Academy, Glasgow (languages)
• Bellahouston Academy, Glasgow (sports)

and for two experimental projects involving multiple locations:

• the Fife Schools Music Project and
• the Modern Language Cluster Project, Partners in Excellence ("PiE") covering schools in East and North Ayrshire and Argyll and Bute making innovative use of distance learning and ICT

1.6 As the Excellence Fund for Schools completed its 3-year programme at the end of March 2002 it was decided that this would be replaced by the new National Priorities Action Fund which continues to fund the nine Centres of Excellence. For 2002-2003 participating authorities were allocated £4.36M and the annual base-line amount available from 2003-2004 and the next 2 years was set at £5M.

1.7 Ministers remain committed to provision for gifted children, as is attested in the commitment in Partnership for a Better Scotland (PABS) to "ensure that gifted children have the opportunity to fulfil their talents, with appropriate access to national initiatives to give support in drama, music, sport or academic pursuits".

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2.

2.1 IPF was appointed towards the end of 2004 to undertake a review of the funding of the nine centres, to provide an analysis of the operating costs and to establish how much of the total costs were being met from the Executive Specialist Provision Grant and how much from other sources.

2.2 In particular we were asked to report on:

• The sources of support for each centre, including financial support from the host local authority's grant assisted expenditure (GAE) for education, sponsorship, income from commercial activities and the financial value of support 'in kind'.
• The cost of provision, including the cost per pupil.
• The operational management and structure of the centres.

2.3 The results of this study were to be considered by the Executive alongside a separate qualitative review report from HMIE.

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3.

3.1 The review combined a quantitative analysis of costs and funding and consultation with key stakeholders to ensure that we had a good understanding of the context for each centre and the main qualitative factors likely to affect costs.

3.2 All nine centres were visited between 13th and 21st December 2004. Members of the IPF team met with the respective local authority representatives, centre management and key staff to clarify the review objectives, process and timetable and gain initial background information on each centre. These initial meetings also enabled the IPF team to carry out a number of 'guided tours' of the centres to enable them to become more familiar with the facilities and general ambience of the different centres and the host schools.

3.3 Prior to the initial meetings, all centres had been provided with a proforma questionnaire outlining the information we sought to collect for each centre (Appendix A) and that we were able to discuss and agree with the relevant centre teams. Initial responses were requested before the Christmas break to enable the IPF team to carry out an initial analysis of the data for further more detailed discussions to take place early in the New Year.

3.4 In the event six of the centres were able to meet the initial timetable, the remaining three centres forwarding their responses over the first two or three weeks in January 2005.

3.5 Further discussion took place with centres to clarify some of the information provided and to fill any gaps in the data that was requested. Some areas have proved problematic in particular the quantification on 'in-kind' benefits and on the premises running costs (including those sites included with PPP arrangements) where typically these costs have not been included as centre specific.

3.6 The participating authorities were then all given the opportunity to review the individual centre reports before publication.

3.7 A small number of omissions remaining at the time of finalising our report and have been noted within the relevant centre reports.

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4.

4.1 We have set out at Appendix B the individual reports from each of the nine centres. Each contains a brief overview and an indication of centre plans and aspirations for the future followed by:

• An outline of the centre's management and organisation
• An overview of the curriculum and pupil numbers, day and residential where applicable
• A schedule of running costs for 2003-2004, together with details of specialist facilities and equipment (i.e. capital type expenditure)
• An analysis of the relevant costs per pupil
• A five year view (2000-2001 to 2004-2005) of the centre funding showing funds received from the Scottish Executive and all other identified sources

4.2 Of the nine centres, three were already established prior to 1999, based in Edinburgh and Glasgow. The additional six that were included in the programme from 1999/2000 extended the geographic spread across Aberdeen, Highland, Fife and East/North Ayrshire and Argyll and Bute. As a group the centres encompass a range of specialisms and different characteristics summarised in the following table:

4.3 There are a number of points to note concerning the scope and coverage of the centres:

• The music specialism has good geographic coverage with four national and two regional centres providing places for 265 pupils, of whom 73 were boarding away from home. With the exception of Fife places are offered to gifted pupils through entry selection procedures
• Language has very limited geographic coverage and currently offers no specific provision for identifying or supporting gifted pupils. A key issue for both PIE and Shawlands is how they promote excellence and not just increased participation, as ultimately the aim of the additional investment from the Scottish Executive is to improve attainment levels in this area. It may be that the PIE model could be replicated elsewhere and possibly enhanced to fill this gap. This is discussed further later in our report
• Sport offers 'national' coverage for 85 talented pupils in five sports through one regional centre. However, the absence of any residential facilities limits the potential pupil catchment area and places additional barriers for talented students from outside of the Glasgow area

4.4 We have set out below an analysis of the main points arising from our review of the centres running costs and funding together with some further issues that we believe should be considered, covering:

• Running costs and cost/pupil
• Levels of Funding
• Planning Frameworks and Centre Management

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5.

5.1 The collection of costs was made difficult by the tight timescale for this study. Certain categories of costs are typically embedded within the local LA accounts, such as Management and Administration, Premises, Supplies and Services and some Transport services. Costs have to be apportioned to the centres where they are not separately accounted for. The costs included do not cover the cost of delivering the mainstream national curriculum; but only the costs of additional specialist tuition.

5.2 We requested each centre provide a breakdown of capital expenditure spent on specialist equipment and facilities during the previous 5 year period. The equivalent annual cost of this expenditure was calculated by applying a 20 year divisor for property build/adaptations and a 5 year divisor for purchase of equipment.

5.3 A summary of the 2003/04 identified running costs and associated costs per pupil, shown within the individual reports at Appendix B, is set out below:

The day costs per pupil for non-residential pupils was calculated by taking the full running costs (excluding residential costs) and the annualised costs for specialist equipment and facilities, divided by the total centre pupil roll. The costs per pupil for residential pupils was simply calculated by identifying residential costs divided by the number of residential pupils.

5.4 For the purposes of comparison of costs and the costs per pupil it is necessary to categorise the centres, since the operating models adopted lead to significantly different unit costs as follows.

5.5 As noted earlier, Shawlands, PiE and Fife are local or regional centres. Arguably, their focus is more towards increased participation rather than excellence.

5.6 The Shawlands model is deemed to include the school as a whole; in line with its strategic objectives of offering an 'international education' across the curriculum. The school roll (1255 pupils) is therefore used in the calculation rather than, for example, those pupils undertaking an extended language other than English curriculum or a group of gifted children. The resulting costs per pupil based upon 2003-2004 running costs for Shawlands is £316; substantially lower than all of the other centres.

5.7 The PIE model demonstrates a unique and innovative approach to modern language learning built upon a virtual learning centre and offered to pupils on an opt-in basis, primarily around extra-curricular activities. This is clearly a popular medium with pupils that lends itself well to the geographic spread within the region of focus (East Ayrshire, North Ayrshire and Argyll and Bute) encompassing both technology and community networking.

5.8 The up-front investment in technology and set-up costs, relatively low by today's standards, provides a continuing basis for language learning, that by its nature attracts initial interest from pupils and sustains a measured improvement in attainment levels (as evidenced by recent SCILT reports).

5.9 Based upon 2003-2004 running costs and number of pupils "opted-in" to the scheme the cost per pupil for PIE is £662.

5.10 We understand that consideration has been given to extending the PiE approach, not just by offering more languages but to include other parts of the curriculum and within other authorities.

5.11 The Fife cluster model also compares well from a cost per pupil viewpoint, at £1,233 per pupil based upon 2003-2004 running costs and pupil numbers. As with PIE much of the work of the centre is based upon outside of the normal school day activity and a key to its success has been the development of a strong community spirit amongst pupils, parents and staff.

5.12 The other six centres offer more intensive specialist tuition, with formal residential facilities at Knightswood (Dance), and the 4 music schools at Dyce, Douglas, Plockton and Broughton. Broughton currently offers an informal boarding facility for only five pupils, but in other ways offers a comparable model.

5.13 Dyce shows a significantly higher non-residential cost than the other centres, being some 25% more than Broughton and nearer twice the cost of the other specialist centres. This reflects the high levels of payments to Specialist Tutors and the substantial investment in specialist facilities and premises since the centre was established. The centre believes that it has to work hard to attract the right calibre of tutor to Aberdeen and that payments reflect this 'premium'.

5.14 In addition, high residential costs of £10,259 per pupil, reflect the fees for halls of residence at Hunter Hall, provided by the Scottish Agricultural College.

5.15 It is likely that the centre will be in deficit for 2004/2005 and questions regarding the continued access to residential accommodation at the Agricultural College could well place their budget under greater pressure.

5.16 It is believed that with some 44 pupils in 2004-2005 the school is running below capacity and there are plans to increase this to 50 and to extend the bursary scheme from the current level of 6 primary pupils to 15: again placing greater pressure on budgets.

5.17 Broughton has the second highest level of non-residential costs per pupil, and the highest level of running costs if the annualised cost of capital investment is excluded. This is explained by the substantial investment in specialist tutors at Broughton, totalling some £604,772 in 2003-2004. The need for this level of investment is recognised to some extent by the contribution of £200,000 p.a. currently by Edinburgh City Council but large differences remain when compared to Douglas and Dyce.

5.18 The residential costs show a wide range of costs per pupil. The low cost at Broughton (£1,096) reflects the informal nature of the arrangements there, relying on local facilities to provide accommodation. The relatively small number of pupils involved (around 5) probably makes this the only practical method available.

5.19 The number of residential pupils at Dyce equates to approximately 90% of the school population. There are three other centres with a significant proportion of residential pupils, Plockton (82%), Douglas (52%) and Knightswood (82%). These schools differ in the way they accommodate pupils, Douglas and Knightswood share a purpose built residential facility at Dalrymple Hall in Glasgow, and therefore share costs, and Plockton provides residential facilities on site. The facility at Plockton may require significant investment in the future as it has not to date been inspected by the Scottish Care Commission.

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6.

6.1 The individual centre reports set out at Appendix B detail the funding of the centres over the period from 2000-2001 to 2004-2005. The following table provides a summary to show the 2003-2004 Scottish Executive level of funding relative to other sources.

Levels of Funding

6.2 The majority of funding from the Home Local Authorities is a contribution towards the costs of teaching staff, premises, transport and residential facilities. These contributions are mainly based on actual expenditure incurred although Glasgow City Council make a contribution to Knightswood to meet an anticipated budget shortfall and The Highland Council fund residential places at Plockton based on actual pupil numbers.

6.3 As mentioned within the centre reports the premises running costs were not available and are not included. The associated costs would increase the total shown and result in a consequent reduction in the proportion funded by the Executive. In most cases, these costs are met by the host LA.

6.4 It can be seen from the above table that not all LA's make contributions to the centres. Fife and Dyce in Aberdeen are 100% Executive funded. Douglas in East Dunbartonshire is part funded by the LA but the level of these contributions were not made available to us.

6.5 The other sources of income include monies raised through limited sales and fund raising at Broughton and Plockton. Knightswood receive a contribution from East Dunbartonshire Council for the cost of Dalrymple Hall and Shawlands receive a contribution to cover for employees who travel abroad to support school trips.

6.6 It is noticeable that little if any fund raising or sponsorship is undertaken by the centres; perhaps surprising when the profile and nature of the individual centres is considered. There may be merit, for example, in considering the creation of a trust fund for each centre to enable individuals to make (tax efficient) contributions and generate interest from commercial businesses. Money raised in this way could help with "once off" expenditure such as ICT renewal or property refurbishment.

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7.

7.1 Consideration of the individual centre reports at Appendix B demonstrates that all of the centres have evolved and grown over the period since 1999/2000. Shawlands being a possible exception, where pupil numbers have remained fairly static. Where pupil numbers have decreased, for example at Knightswood and Douglas, they have indicated that this trend will reverse in future years. All have detailed plans for the future involving improvement of facilities and increased participation levels through extended recruitment and 'outreach' initiatives with several centres building greater links into primary schools.

7.2 A consistent theme in the feedback from the centres has been the importance of early notification of resource allocations and guidance regarding resource availability in future years. Clearly the current study will inform the Executive's thinking about future funding arrangements.

7.3 It is suggested that the centres, LA's and the Executive should consider a more formal monitoring and planning process against which the respective priorities and intentions can be considered and aligned. Such a process would provide information for the Executive to consider the approach to the development of gifted pupils across the whole of Scotland. It should focus upon the medium to long term as well as the immediate future and bring together service activities, costs and funding needs and availability.

7.4 Centres all operate with a centre Director/Manager reporting to either a Head Teacher or Head of Service. PIE is the exception; being based upon a virtual model through a Project Co-ordinator. Managers have staffing responsibilities, some quite significant and where there is a residential centre managers also have responsibility for the centre and any staff.

7.5 Other responsibilities include transport arrangements, contract negotiation, payment for specialist tutors, purchase of equipment and in some cases oversight of construction and property adaptation. There are all matters where the principles involved and the decisions to be taken would be referred to the relevant Head Teacher, LA or Management Board depending upon the circumstances that were applicable.

7.6 Overall, centres control significant numbers of staff and other resources and have direct responsibility for pupils. A 'framework of management' at each centre would make clear the extent of a manager's/director's responsibilities and the extent of any delegated powers. Such powers need to recognise the status of the centre manager/director in the management hierarchy. Such a framework would encompass such matters as the need to secure expert advice, for instance when recruiting staff and negotiating contracts, and financial authority and limits.

7.7 The process of introducing a 'framework of management' would also provide an opportunity to consider, for example, the merits of a possible standardisation of approach to payments for visiting tutors and assistance to parents for travel costs. This need not necessarily set a national payments schedule, but might set out the principles to be observed at each centre.

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8.

8.1 We would like to extend our thanks to the staff of the Scottish Executive, the nine Centres of Excellence and of the Local Authorities for their time, cooperation and for the information supplied which has enabled us to complete this review.

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Section 3 - Funding

Funding for the school (or scheme): 2000-2004

Section 4 - Other Income and Expenditure

Please provide a full breakdown of income and expenditure for the school and the centre (if identified as a separate cost centre for 2004-05 (budget) and 2001-02 to 2003-04 (actuals) against the standard headings within the Local Authority accounts.

It is anticipated that some costs will be identified direct to the centre and some will be shared between the school and the centre. Please provide additional detail of 2003-04 expenditure in the following categories and the means of attributing shared costs to the centre:

Please also provide details of funds spent on specialist facilities or equipment, including capital expenditure, over the last 5 years, including source of funding and the extent to the specialist equipment or facilities are dedicated to the centre or shared between the centre and the school. Please include details of equipment or facilities which are donated or loaned.

Section 5 - Pupil related data

Specialist centre roll

Host school roll

How does the pupil day for those enrolled at the centre differ from those studying similar subjects within the school?

Section 6 - Other comments and issues

Section 7 - Personal contact details (please complete)

December 2004

1. School profile

• School development plan
• Centre profile
• Centre development plan
• Centre budgets - actual and forecasts
• Management structures/reporting lines

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ANNEX B1

Scottish Executive

Centres of Excellence Review

1. Overview

The 'Shawlands Learning Community' aims to provide excellence in Modern Languages and to promote an international dimension to the curriculum as a whole; encouraging links with schools in other countries.

The model adopted is an inclusive one; the centre is not a unit within the school but it is the school and includes all pupils. As such all pupils:-

• study two languages other than English in First through to Sixth years.
• are involved in international education activities across the curriculum.
• have the opportunity to be involved with links to other schools and take part in visits and exchanges.

The school has been established as the host to Glasgow's Bilingual Support Unit (Secondary) and as a presenting centre for English examination boards which certificate in languages is not available within the Scottish system.

The school has recently entered into a consultative review involving staff, pupils, the local authority and the Scottish Centre for Information on Language Teaching (SCILT). It is expected that the outcome of the review will confirm the following:-

• Maintain the inclusive model for development of Languages Other Than English. Nearly everyone will study two Languages Other Than English in S1-2.
• Work closely with associated Primary Schools in order to expand the provision there (i.e. start earlier) by cross-sectoral working.
• Identify a cohort of 'gifted linguists' at the end of S1 and make arrangements to fast-track these students by a more intensive focus on the development of language skills.
• Relax the model constraints in the curriculum in order to encourage students to undertake a double language programme.
• Provide international language-related experiences in S5-6 in order to encourage increased uptake in S5-6.
• Continue to develop courses in Modern Languages which provide quality educational experiences, including the use of ICT.
• Place the Languages Other Than English programme firmly in the context of a whole school Language Development Programme aimed at developing language skills amongst mono-lingual and bilingual learners.
• Provide a facility for gifted linguists throughout the city to come to the school to specialise in languages other than English with entry points at various stages.

2. Centre Management

The school operates on an inclusive model, the school and centre managements are one and the same. The International School Advisory Group, chaired by The Deputy Director of Education Services, Glasgow City Council, oversees the development of the school. This group meets every 4-6 weeks.

Within the school the Deputy Head Teacher (now Head of School) has been the Head of the International School and is responsible for leading the development. Some funding has been used to enhance another Deputy Head Teacher to release the Head of School from other administrative duties and focus upon the International School.

The Bilingual Support Unit is funded entirely by Glasgow City Council.

The Centre has highlighted that the nature of 'year on year' funding has inhibited the evaluation of the programme, initially requiring the employment of staff on a temporary basis which has led to instability in staffing. Late notice of funding has also caused problems, typically not being confirmed until the new financial year has begun. The ability to plan on the basis of a three year budget would be helpful.

3. Pupil Numbers and Curriculum

Timetabling models are projected from the Scottish Consultative Council on the Curriculum guidelines in order to maintain breadth and balance in the curricula of all pupils. The Centre provides the opportunity to study one Asian plus one modern European language or two modern European languages from S1 for three periods per week. Continuity runs in both languages to S5 with access to Advanced Higher. Provision of a range of languages through 'twilight slots' enable access for pupils from elsewhere in the Glasgow area and beyond. As the Centre is host school based there is no distinction in the type of school day; numbers are based upon the school roll, as follows:

4. Running Costs

Direct costs based upon 2003-2004 figures:

Glasgow City Council makes a single (Unitary) payment to their PPP partner 3ED for the provision of property related services in secondary schools. They can not therefore accurately apportion the cost of this provision to individual schools.

5. Specialist facilities and equipment

In addition, the following specialist equipment and facilities are used by the centre:

Computed annualised cost of £45,549 based upon 20 years property adaptation, 5 years for computing equipment and 3 years for books.

6. Costs per pupil

The following costs are based upon 2003-2004 Centre costs and School Roll pupil numbers.

7. Funding

The funding allocated initially by the Scottish Executive has not deviated from the original funding proposal for this scheme and has remained consistent in recent financial years. The centre received more funding in 2001/02 for one off set-up costs. This is included in the Scottish Executive grant total for the year.

The Scottish Executive initial allocation for Shawlands' for the year 2003-04 was £493,000. This was reduced to £331,000 following agreed virement by Glasgow City Council. Likewise for 2004-2005, £515,000 was reduced to £350,000.

Funding for the period 2000-2001 to 2004-2005:

The funding available from the Scottish Executive is allocated to the three strategic development aims of Shawland's. Departments are able to bid for funds to support such projects and these bids are considered and decided upon by the International School Advisory Group [See Section 2 above].

8. Any Other Issues

Information on Premises Running costs was not available and therefore these costs are not included.

9. Acknowledgements

We would like to extend out thanks to Richard Barron of Glasgow City Council and Ken Goodwin and his colleagues at Shawlands for their time, and co-operation in supplying the information to enable us to produce this report.

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Scottish Executive

Centres of Excellence Review

Centre Report - Partners in Excellence (East Ayrshire , North Ayrshire and Argyll and Bute )

1. Overview

A Modern Languages Project built upon a web based Virtual Learning Centre and run by the three local authorities. Partners in Excellence (PIE) is the formal title of the scheme which has its administration base in Kilmarnock - the centre manager works with three co-ordinators in each of the local authority areas - who in turn promote the scheme within the 29 local secondary schools.

PIE is, by definition, a regional rather than a national centre and the innovative virtual learning approach is supported by a range of other activities including weekend schools and a series of exchange visits.

The development of a virtual community of language-learners to form the 'virtual centre of excellence' aims to raise the uptake of modern languages post standard grade and raise attainment across the participating schools. It involves primarily S5-S6 learners but also raises awareness with S4 students through road shows and on-line information. Pupils are involved on an 'opt-in' basis and involved in the project through participation in the Virtual Learning Environment, residential film-making weekends and visits abroad.

Pupil participation has increased by some 24% over the period from 2000-2001: in East Ayrshire by 48%. There are approximately 800 catchment pupils at year S5 and S6. Approximately 85% of these pupils opt in to the project.

Future plans and aspirations for PIE include:

• expansion of the range of languages covered from French, German and Spanish and into possibly Italian and/or another language.
• to significantly increase the participation at S4 level.
• to share the strategies and good practices across other curricular areas and to other local authorities.

2. Centre Management

The PIE project is managed by a Management Board involving senior managers from each local authority. Argyll and Bute is represented by Head of Schools, East Ayrshire by the Director of Educational and Social Services (who also chairs the Board) and North Ayrshire by the Director of Education.

The Management Board also includes a Project Coordinator and a representative from the Scottish Centre for Information on Language Teaching (SCILT), currently Professor Richard Johnstone. The Management Board meets four times a year to agree strategic developments and funding.

The everyday work of the project is carried out by the Implementation Group led by the Project Coordinator and includes representative from each of the authorities who work closely with the participating schools.

The Centre has re-enforced their need for continuing Executive funding to secure the continued school-based and project-wide support for the virtual learning centre.

They have also highlighted the need for further investment in ICT as the original systems and infrastructure require upgrading.

3. Pupil numbers and curriculum

The total number of students enrolled in the Virtual Centre has increased from 543 to 673 (24%), over the period from 2000-2001, pupils enrol on an 'opt-in' basis.

Students involved follow their normal curriculum during the school day, they have the opportunity to opt in to various activities which normally take place either after school, in the evenings, during weekends or during the school holiday.

The Centre has a strong web presence in the form of a community information site (http://www.pie.org.uk) and a Virtual Learning Environment/Language Zone (www.language zone.org).

Exchange visits and activity weekends form a key part of the Centre's activities, providing opportunities for pupils to meet and work together. In 2003-2004 around 15 different events took place ranging from 'immersion visits', Road shows and film making weekends. These involved more than 1200 pupil attendances.

4. Running Costs

Direct costs based upon 2003-2004 figures:

Total expenditure for 2003-2004 was £388,315.

The nature of the project means that there are no direct premises costs.

5. Specialist facilities and equipment

In addition, the following specialist equipment and facilities are used by the centre:

The annualised cost over five years £57,320.

6. Costs per Pupil

The following costs are based on 2003-2004 costs and pupil numbers.

7. Funding

Project funding is distributed between the three local authorities and an amount held at the centre (Kilmarnock HQ) for centrally-organised activities. Authority allocations are delegated to schools for staffing and other project resources.

Initially these funds were identified as staffing costs in the form of 0.2 FTE to allow schools to implement the project successfully. In subsequent years the funding has been devolved to allow delegated decision making; the funds must be used to support project activity and expenditure is notified to the Project Coordinator.

The Centre has high-lighted the need for continued investment in the ICT equipment as renewal and upgrading becomes necessary. More detailed information on this requirement is needed.

Contributions of £28,000 from the participating authorities in 2003-04 represent contributions collected by the authorities as fees and charges to parents for trips abroad and weekend events.

No other sources of funding or in-kind contributions were identified.

8. Any Other Issues

None

9. Acknowledgements

We would like to extend our thanks to Mark Pentleton and his local authority colleagues for their time, co-operation and for the information supplied to enable us to complete this report.

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Scottish Executive

Centres of Excellence Review

Centre report - Fife Music Excellence Project ( Fife Council)

1. Overview

Fife is regional rather than national centre since the Fife Music Project is restricted to school age children living within the local authority area. The project aims to develop 'excellence' but cannot to the same standard as some of the other centres. It's main aim is to increase participation in music activities and opportunities for local Fife children. Much of the work of the centre takes place outside the normal school day.

The Project work is focused in three locations in Fife geographically spread to allow access across Fife. They are located in east, west and central Fife to minimise travelling time. Use is made out of school hours, of 3 Community Use Schools and, within these the sites Music Departments provide accommodation and facilities for the teaching and learning. Key to the success of the work is the cooperation willingly given by all involved. School and Centre managements welcome the Project and work alongside the requirements.

The most gifted pupils would probably be encouraged to apply for a place at one of the other national music centres - where the investment in terms of time and resources in individual students is significantly greater.

The project currently has 115 pupils (Aug 2003) having grown from 85 pupils in 2000-1. The age range of these pupils is 11 to 18.

Future plans and aspirations

• Key objectives include the opportunity to improve, to access enhanced learning, to increase individuals' fulfilment potential, to provide enhanced teaching opportunities for staff thus creating an inbuilt development plan.
• Fife Music Excellence Project would wish to continue its high quality level of provision while developing strategies to offer a growing number of participants the opportunity to improve.

2. Centre Management

Within the remit of the Music Services Manager, Graeme Wilson is Project Director providing leadership, administration and strategy. Graeme Wilson reports to the Senior Manager - James Bellshaw and to the Head of Education - Roger Stewart. Each centre's operations are managed and directed by a Co-ordinator who also teaches on the project. Administration and pupil and parent contact is dealt with by the Co-ordinators as are local arrangements - accommodation etc - with the Centre. Head of Community Use of the school (centre) and the Rector are also consulted while other Head Teachers and Principal Teachers of Music are in the consultation circle. Parents are kept informed of developments and receive reports on pupils' progress. Surveys and consultations aid reviews and planning.

Teachers, tutors, professional musicians involved in the work of the Project contribute to developments and aid content progression.

The key to successful operations lies in communication and cooperation between and among the Co-ordinators and the Project Director. Meetings are held centrally but regular contact is the most successful component.

The three schools used as project centres are bases or homes for the work. Neither the Heads of Schools nor of Community Use are directly involved in the running of the Project or the individual project centres. There is a great deal of co-operation between and among participants and appropriate reference and consultation is made to and with management of the school and the community use centres.

The project funding covers only the costs of specialist provision. The cost of core curriculum is met by Fife schools as normal.

3. Pupil numbers and curriculum

Pupil numbers have grown from 85 to 115 over the past four years. The original bid was based upon an assumed level of 150 pupils but this proved to be over-optimistic. The scheme does not have a target number of pupils and will cater for all those interested. Pupils initially complete an application form and undertake an audition for entrance into the centre. Most pupils who apply and show potential and a keen interest are accepted on to the project.

The centre provides additional music tuition to that included in the core curriculum. Pupils normally attend the centre for 2 hours per week.

4. Running costs

Direct costs based upon 2003-2004 figures:

The specialist tutors are usually mainstream teachers that agree to invest some extra time with pupils as part of the Music Excellence project.

5. Specialist facilities and equipment

In addition, the following specialist equipment and facilities are used by the centre:

The annualised costs are £18,800, based upon 5 years for equipment.

Instruments, support and teaching materials are not necessarily a full cost to the Music Project. Pupils may use their instrument used in their mainstream education during their time spent on the project. Other items and materials are shared between the project and mainstream schools.

6. Costs per pupil

The following costs are based upon 2003-4 costs and pupil numbers:

7. Funding

The funding allocated initially by the Scottish Executive has not deviated from the original funding proposal for this scheme and has remained consistent in recent financial years.

The following table shows the sources of funding for the project over the four year period from years 2000-01 to 2003-04:

Funding appears to exceed the annual running costs. In practice the excess funding is used for the purchase of musical instruments and teaching/support materials.

A great deal of Local Authority in-kind support exists within the Fife Music Excellence project. This primarily comes from people support in the form of Head Teachers, Head of Community Use in Schools, Janitors and the Project Co-ordinators. Close liaison is necessary and exists with secondary school music departments so that pupils' needs and requirements are met thus enhancing the benefit that the pupils gain from the project.

Other in-kind support comes from the use of facilities principally within the three centres dedicated for use. Standard equipment is required for the fulfilment of activities such as audio reproduction equipment to basic music requirements such as pianos and music stands.

Fife Council have a policy for charging pupils for instrumental instruction. Project members are not exempt from this policy unless they are socially exempt (i.e. they have a free school meal) or if they are working towards an SQA qualification. Any income that is payable by pupils remains with the Local Authority.

8. Any other issues

None

9. Acknowledgements

We would like to extend our thanks to Graeme Wilson of the Fife Music Excellence project and James Bellshaw of Fife Council for their time, cooperation and for the information supplied which enabled us to compile this report.

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Scottish Executive

Centres of Excellence Review

Centre Report - Knightswood Secondary ( Glasgow City Council )

1. Overview

One of the three 'original' centres along with Douglas Academy (East Dunbartonshire Council) and Broughton High School (City of Edinburgh Council). The centre is Scotland's Dance School - established in 1983 in collaboration with Scottish Ballet. The former First Minister of Scotland Donald Dewar took the decision to provide national funding for the centre in 1999 as previously students were funded directly by their own local authorities. The Musical Theatre Course (MTC) was set up in 1999.

The school recruits young people (12-18) from all over Scotland supporting a mixture of residential and day students; the residential accommodation (Dalrymple Hall) is shared with students from Douglas Academy, the Headteacher of Knightswood manages this accommodation. Glasgow City Council charges East Dunbartonshire a fee for these services.

Current year student numbers are 72 including 59 residential. The pupil numbers have fallen from 94 to 72 in the past two years. Numbers fluctuate year on year depending on performance at entry auditions and the attainment of the required quality standards.

Dance tuition is delivered in daily classes and on a personal basis as required. Classes are taught by permanent and sessional staff, the school day is extended to 5 p.m. weekly. Occasional Saturday morning classes are run at various points throughout the year.

The main school has been extensively refurbished as part of the Glasgow PPP initiative. The Dance School is a new building and the facilities are of a very high standard.

Future plans and aspirations include:

• Future development of the Musical Theatre Course into a 'centre of excellence for the performing arts'.
• Maintain the highest standards of Dance training and to expand the contemporary dance provision.
• Continue the high success rate of placing young dancers into professional careers.
• Maximise the benefits of 'crossover activities' with the mainstream school.
• Strengthen the links with other dance organisations.

2. Centre Management

The management of the centre is fully integrated into the management of the school under Ian Muchan the Head Teacher, who was previously the Head of the Broughton High School (incorporating the City of Edinburgh Music School) and Sam Tullis, the Deputy Head, part of whose remit is the day to day management of the Dance School.

The centre's funding includes a small amount to enhance dance provision to mainstream pupils e.g. crossover activities. The costs of the 'core curriculum' are met entirely by the host school.

As a National Dance School pupils travel from outside of the host authority and their travel expenses to and from home at weekends and to and from the School of Residence (Dalrymple Hall) are met by the Centre. In addition accommodation and meals at Dalrymple are provided as well as free meals in school.

The following issues were highlighted by the Centre as affecting resource allocation:

• The level of funding from the Scottish Executive and the budget allocation from Glasgow City Council (See section 7 below).
• The level of intake numbers.
• Future development of the Music Theatre Course.
• The limited number of bed spaces and cost of the residency at Dalrymple Hall.
• The size of accommodation provided by the Dance School Building.

The following have been identified as costs related factors that affect the quality of provision:

• Links with other performing arts and Dance Schools in particular the Scottish Ballet which provides considerable support at virtually free cost. The Dance School believes that it would have great difficulty producing the high standard of provision without this additional funding support.
• The Centre also believes that the future levels of Executive funding will be crucial in the development of the Musical Theatre Course into a centre of excellence for the performing arts.
• Other factors affecting quality include overall staffing levels including contract staff, the Dance School teaching environment and the continuing level of support services.

3. Pupil numbers and curriculum

Pupil numbers have reduced over the period from 2001/02, particularly for day pupil entrants. It is expected that the Musical Theatre course will lead to an increase in volume of admissions. The quality/talent threshold for Dance admission has been a major factor in the overall pupil reductions.

In 2003-04, centre pupils accounted for about 6% of the total school role of 1197.

Geographically the Centre attracts pupils from across Scotland with Glasgow representing around 20% of pupil population, Edinburgh around 10%, Aberdeen 4% and other area, the remaining 61% of the total.

Students attending the centre devote around 30% of the core hours on Specialist Activities, increasing to 50-60% for years S5 and S6 with out of hours activities five evenings each week.

4. Running Costs

Direct costs and shared costs based upon 2003-04 figures:

5. Specialist facilities and equipment

In addition to day to day running costs the following specialist equipment and facilities are used by the centre:

Annualised costs are calculated at £81,715, based upon 5 years for equipment and a period of 20 years for property adaptations.

6. Costs per pupil

The following costs are based on 2003-04 costs and pupil numbers.

The above costs exceed those submitted by Glasgow City Council in July 1999 and upon which the initial Scottish Executive funding was based, which were as follows: Residential £11,993 and All pupils £7,981.

7. Funding

The Dance School was established in 1983 and originally funded by Strathclyde Regional Council. From 1996, it was funded by Glasgow City Council with contributions from other Councils which had placed pupils at the school. Since 1999, the School has been funded primarily by the Scottish Executive and for 1999/2000 Glasgow City Council was allocated £731,735 plus £50,000 for the Musical Theatre Course. This was based upon a role of 65 pupils (including 55 residential). Since that time inflationary increases have been applied.

However, with the Scottish Executive's agreement, the City of Glasgow Council vired £162,000 of the 2003-04 grant allocation for Shawlands and £41,000 for Bellahouston, to supplement the funding at Knightswood. For the year 2004/05 and additional amount of £46,000 was vired from Shawlands. This was supplemented by an additional £200,000 from Glasgow City Council to meet an anticipated budget deficit.

The following table shows the sources of funding for the centre over the four year period for years 2000-01 to 2003-04 together with the allocation for 2004-05.

The £169,000 funding from other LAs reflects charges from Glasgow City Council to East Dunbartonshire for the cost of accommodation and facilities at Dalrymple Hall. This facility is managed by the Headteacher of Knightwood Secondary.

No other sources of funding or in-kind contributions were identified.

8. Any Other Issues

Premises maintenance and running costs are still awaited and therefore are not included in the above report. These will have an impact on the cost per pupil figures.

9. Acknowledgements

We would like to extend our thanks to Ian Muchan and his staff for their time and co-operation which enabled us to complete this report.

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Scottish Executive

Centres of Excellence Review

Centre Report - The City of Edinburgh Music School ( Edinburgh City Council)

1. Overview

The City of Edinburgh Music School, established in 1980 as Lothian Specialist Music Scheme, is based within two neighbouring schools, Broughton High School and Flora Stevenson's Primary School which is a feeder for the High School. It is the only centre to have well established links across the primary and secondary school divide. It is one of the original three centres.

Broughton High School has a strong performing arts tradition, including drama and a specialist dance course.

The Local Authority views the Music School as a well established, integral part of its provision. It showcases the Music School in high profile events mounted in Edinburgh. Music School students make a welcome contribution to the Instrumental Music Service's central programme of bands and ensembles.

The centre focuses upon the development of musically gifted pupils in the age range 7 to 18. The present numbers have exceeded the target of 55 set in 1999. There are currently 56 pupils made up of 16 primary and 40 secondary school pupils. There are 5 boarders who are all staying with host families in the Edinburgh area and receive financial assistance from either the core grant or the Edinburgh City Council. The current number of pupils is at the capacity of the school. Pupils are selected by audition and interview.

The school teaches a wide range of classical instruments (e.g. piano, cello, violin) but also more traditional Scottish instruments such as the bagpipes. Tuition arrangements are similar to elsewhere - some are delivered in class as part of the normal school day with practice and homework exercises carried out in the evening and at weekends. Professional musicians deliver most of the personal tuition on a "sessional" basis - and the hours are negotiated with the centre every year to fit the needs of the student population. There is also a programme of workshops and masterclasses given by visiting artists, national and international.

All music school staff have high expectations of pupils together with a realistic awareness of the standards required for higher education and the workplace. Ex-students are encouraged to return to the school and share their experiences and skills. There are strong contacts with parents and a parents' network that organises termly social events such as jazz nights has been formed.

Music students undergo constant appraisal and assessment. They follow the normal school reporting procedures with the addition of specialist music reports and annual assessment recitals.

Examination results are closely scrutinised, both mainstream and music specific. All music students undertake the normal diet of Scottish Qualifications as well as the Associated Board of Royal Schools of Music grade examinations and advanced level. This allows those students who wish to study in England a route to do so. In 2003 one student gained a distinction in his Advanced Piano Diploma, the youngest person ever to do so. In 2004, two S5/6 students also achieved this award.

Inclusion in national ensembles and competitions is an important measure of achievement. The music school is represented by eleven of its students in national ensembles, all places being gained by audition.

In terms of student destinations for 2004, one pupil gained a scholarship to the Royal Academy of Music, two gained scholarships to the Royal Scottish Academy of Music and Drama, two have taken up places at Newcastle University (traditional music), one to study popular music at Newcastle and one student gained a place to study music at Christ College, Oxford

There are plans to rebuild or refurbish Broughton High School in 2008 as part of the second Edinburgh public private partnership programme and it is intended that this includes the music school. At present, the Music School occupies a wing of Broughton High School and an annex within the grounds of Flora Stevenson's Primary School. Both of these sites would benefit from modernisation.

2. Centre Management

The Director of the Music School is a member of the Senior Management Team (SMT) of Broughton High School. The Director attends a weekly SMT meeting (1 hour duration). In addition to this the Director has supervision duties (3.75 hours duration per week). Other SMT commitments amount to approximately 5 hours per week. The Director also acts as Duty Officer on Fridays in the absence of the Head Teacher (4 hours duration).

The Assistant Director of Music has a weekly meeting (0.5 hours) with the Head Teacher of Flora Stevenson Primary School.

The centre's funding primarily covers the cost of specialist tuition. The cost of the academic provision is met from the two delegated school budgets.

There are no residential facilities for the 5 pupils that are boarders. The Music School and the LA believe there are significant benefits gained from the use of host families in providing a stable family background for young people when they are away from home.

The LA highlighted a number of issues of a similar nature to those raised by other centres. These include;

• Late notification of funding affecting the ability to prepare detailed plans for the year.
• Lack of knowledge of resource availability in future years affecting medium term planning.

3. Pupil numbers and curriculum

Pupil numbers have grown from 30 in the mid 1990's to 56 in 2004/5. The numbers in recent years have been static at about high 40s or low 50s. 16 of the 56 pupils in the music school are from the primary school. The proportion of pupils from each school is around 3.5% of each school roll.

There is large number of initial enquires resulting in the number of applications for places being about four times the numbers of places available. These are reduced through formal audition initially to an internal panel and then, if successful at this stage to external assessment. Most offers are taken up.

Boarders are often children of parents who have moved from the Edinburgh area but wish their children to attend or remain with the Music School.

Approximately 16% of the school population is drawn from areas outside Edinburgh.

There is a relatively even spread of pupils across all stages of the music curriculum from both primary and secondary sectors. Core curriculum excluding music represents about 84% of the school week for primary pupils reducing in each year group at secondary level to around 50% in the final year. In addition, out of hours work increases from about 5 hours per week at primary level to 25 hours at the most senior levels at secondary. Each specialist timetable is an individual "bespoke" arrangement so this summary reflects the broad average. Each pupil learns two instruments initially and then progresses through a range of options such as accompaniment, vocals, composition, technical study etc.

4. Running costs

Direct costs and shared costs based upon 2003-04 figures:

Total expenditure for 2003-2004 was £772,824.

5. Specialist Facilities and Equipment

In addition to day to day running costs the following specialist equipment and facilities are used by the centre:

Annualised costs are calculated at £12,737 over a period of 5 years.

Apart from the pianos and a few other instruments including a Double Bass, Baritone Saxophone and Harpsichord, pupils provide most of their own instruments. The School operates an approved purchase scheme for parents to avoid VAT costs on Musical Instruments. This scheme is approved by HM Customs and Excise and administered by the Council's Central Purchase Unit. This has a net nil cost to the School.

In recent years there has been investment in acoustics in the performance areas and some money has been allocated for essential repairs and some adaptation works.

As mentioned in section 2, Broughton High School is included in Edinburgh City Council's public private partnership programme programme for 2008.

6 Costs per pupil

The following costs are based on 2003-04 costs and pupil numbers.

The above costs per pupil are not directly comparable with those submitted initially by the City of Edinburgh Council in 1999/00 and upon which the initial Scottish Executive funding was based. The costs per pupils were Residential £11,614 and All pupils £9,188. The initial calculation was calculated based on an intake of 20 residential pupils and 55 pupils in total, this level of pupil numbers has been achieved but the number of residential pupils has been substantially lower than predicted.

7. Funding

The figures below summarise resources available to the City of Edinburgh Music School:

The funding allocated initially by the Scottish Executive has not deviated from the original funding proposal for this scheme and has remained consistent in recent financial years.

Additional funding has been provided by the City of Edinburgh Council in each of the years since 1999/2000, beyond the level of grant support.

The Scottish Executive based the initial allocation on an agreed roll of 55 pupils within the school of which 20 pupils were residential. Therefore the award in 1999/2000 was calculated by an agreed per pupil figure multiplied by 55 pupils.

This methodology has not been revised in subsequent years and therefore the school has being funded on the same basis for 55 pupils each year with an inflationary uplift of 2.5%.

8. Any other issues

Some further information has been requested from the LA which may effect the cost per pupil figures within this report.

9. Acknowledgements

We would like to extend our thanks to Roy Jobson, Mary McGookin, Shiela Brown and Meta Matthews of the Local Authority and Tudor Morris at the Music School for their time, cooperation and for the information supplied which enabled us to compile this report.

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Scottish Executive

Centres of Excellence Review

Centre report - Aberdeen City Music School (ACMS)

Aberdeen City Council

1. Overview

ACMS is a national music school for young musicians with well above average ability. It offers a specialist music curriculum within a comprehensive secondary education setting at Dyce Academy.

The school aims to encourage musical excellence and stretch each pupil to his /her full potential within a comprehensive school environment.

Recruitment is from all parts of Scotland with 31 of the 38 current pupils (Aug 2004) being boarders. There are plans to increase this figure to 50 students.

There is also a primary bursary scheme with 6 pupils. It is intended to increase primary numbers to 15 in the next three years. Pupils on the bursary scheme continue within their primary schools and visit the ACMS for instrumental and vocal lessons. The success rate to date for primary bursary pupils completing ACMS auditions has been over 90% because progress at the primary years is very much faster and builds solid foundations for the future. The pupils are young enough to be turned into high quality musicians.

In addition the centre runs an outreach programme that widens opportunity to large numbers of pupils. The Outreach programme includes concerts, international trips, and come and try events.

There has been substantial investment in facilities and premises. The centre, which is really a whole wing of the school, is of a very high standard. The various tuition and performance rooms are first class and include sound proofing. Steinway pianos have been provided. Those playing orchestral instruments provide their own . The centre's start up budget was in the region of £2.5 million and was fully funded by the Scottish Executive grant.

There is the usual mixture of tuition during the school day via a moderated curriculum, which is supplemented by evening and weekend extra curricular work.

Accommodation is approximately 3 miles off site and is currently leased from the Scottish Agricultural College. Owing to the increasing numbers of pupils, new accommodation is being negotiated with the College in a larger building.

Running costs per pupil are substantially higher than other centres of excellence due to the fact that boarding accommodation is not shared with another school (e.g. a dance school) and the fact that the school, due to its wide geographical catchment area, is 90% a boarding institution. The school expects that costs per head will fall as the school grows, overhead costs being split over a greater number of pupils. With an anticipated 45 students next year (2005-06) and a notional maximum number of 50, the centre is now moving rapidly towards full capacity. This is to be expected as ACMS is only in its fifth year of operation.

Future plans and aspirations

• To expand pupil numbers in the school to capacity (50). It is expected this will be achieved by August 2007. It is planned to have over 45 secondary pupils in 2005/6.
• To develop the primary school bursary scheme. There are currently 6 primary pupils in the scheme and the plan is to increase to 15.
• To resolve the matter of boarding accommodation in both the short and long term. The school understands that it can use the Scottish Agricultural College site at Craibstone until 2009 after which time it is to be sold and the school will have to find boarding accommodation elsewhere. This is a serious long-term issue.

2. Centre Management

The centre is managed by a Director (Stephen Pinnock) who reports to the Head Teacher at Dyce Academy but also has regular contact with the Head of Service of the LA. The Director is responsible for 60 staff working in the school and at the residential site. This is made up of 26 regular instrumental/vocal teaching staff that provide regular weekly teaching input, 9 boarding staff (working a roster system), 20 master tutors and occasional visiting staff and 5 part time admin and support staff.

The Director has scheduled meetings every two weeks with the Head Teacher and weekly with boarding staff. Important decisions are cleared with both the Head teacher and Head of Service.

Accommodation is provided at the Scottish Agricultural College using Hunter Hall although the school has outgrown this building and will be moving to another building on the same site (Craibstone). There is a residence manager, two deputies and six house parents on site. Transport to and from site is provided by the school.

From August 2005 the centre will not fund any other transport costs except in case of need. The definition of "need" is a sensitive area and difficult to define. The Music School would not want to prevent a pupil from attending because they cannot afford to do so but are aware that for most parents, transport costs are not a matter of concern. Transport between home and school and to events is largely met by parents.

The centre, accommodation and transport is fully funded by the Scottish Executive grant.

The following issues were highlighted as affecting the management of the school and its ability to develop as intended:

• The centre's original operational budget for 2004/5 was £903K but the allocated Scottish Executive grant was £734K. The centre significantly reduced its plans including freezing tutor's pay, reducing the outreach budget, deferring the renewal of computers, essential sound proofing in the area between the piano studio and main hall was not installed and the move to a larger hall of residence was delayed. Due to the increase in numbers such a move is felt to be essential. The high cost of boarding has resulted in the centre forecasting a substantial increase in costs in 2005/6 which if not met will result in serious consequences for the school. In addition, there is pupil growth in line with the original plans and in 2005-06 there should be an estimated 45 with 10 on the primary school bursary scheme. Moreover, some of the reductions referred to above can only be on a "one off" basis.
• There is need for a forward planning system that enables the school to plan the budget alongside pupil growth on a variable and fixed costs basis over the medium to long term.
• The higher costs of tuition arising from the need to encourage the best tutors to work at the college place a greater pressure on the use of the grant allocation.

3. Pupil numbers and curriculum

Pupil numbers have grown each year as envisaged when the school secured initial funding from the Scottish Executive. The figures below do not include primary pupils attending the school under the bursary scheme (except from 2003 onwards). There are currently 6 such pupils all non residential.

Primary pupils are tutored at the school by centre staff but attend their own primary schools for core curriculum subjects.

The school advertises itself nationally. Pupils have secured places from throughout Scotland. Currently (2004-05) 7 pupils come from Aberdeen; there is a cohort from Aberdeenshire but pupils also come from all over Scotland, eg: Kinross, Glasgow, Forres, Glenrothes, Fife and Orkney. There are around 150 to 200 enquires every year. These are followed by about 60 pre-auditions and then 30 formal auditions from which 8 to 14 will be successful.

Outreach includes concerts, international trips, and come and try events.

Host school roll:

All centre pupils follow the mainstream curriculum. S1 and S2 pupils drop two or three subjects to create about five hours for music in the working week and the school day is extended by one hour for practice.

Standard Grade pupils take six subjects instead of seven and senior pupils do four Highers instead of five. Pupils get two hours tuition on their first study instrument and 40 minutes on their second study.

All pupils do chamber music for up to two hours per week and all pupils do two hours practice per day on their first instrument and about forty minutes on their second instrument. In general, specialist tuition at the music school takes about 20% to 30% of the normal school day dependant upon the level of the pupil.

4. Running Costs

Direct costs based upon 2003-2004 figures:

The costs of the bursary scheme for primary pupils is included above primarily within the cost of specialist tutors.

The over spend of the Executive allocation for 2003/4 balanced by an under-spend on capital developments.

The Music School also spent £88,000 in 2003/04 completing the final stage of the building works and equipment which is included in Table 5 below. The actual expenditure for 2003/04 totalled £780,500.

5. Specialist facilities and equipment

The centre has been developed as a national centre with substantial capital expenditure over the initial three years all funded by the Scottish Executive.

Computed annualised costs £172,800 based upon 5 years for equipment and a period of 20 years for property adaptations.

There will be few renewal demands from this expenditure in the short term, as it largely represents medium to long term investment.

6. Costs per pupil

The following costs are based on 2003-04 costs and pupil numbers:

The costs per pupil at Dyce are significantly more than at other centres of excellence across all measures. This is mainly because of the higher boarding costs. The figures are calculated without taking account of primary pupil numbers which would have been small in 2003/4. The school believes that an increase in pupil numbers to the full capacity of the school would probably reduce unit costs for admin, accommodation and teaching, although the predicted numbers for the period 2005-06 are 45 which is only five short of the notional maximum capacity.

7. Funding

The funding allocated initially by the Scottish Executive has not deviated from the original funding proposal for this scheme. The Scottish Executive funding for 2000/01 and 2001/02 included an element to fund the new building work and adaptations. This wasn't allocated in 2003/04 as all building work had been completed.

The centre is largely funded by the Scottish Executive. Contributions from the Local Authority for shared teaching staff and premises costs are made directly through the host school, but have not been separately identified.

No other sources of funding or in-kind contributions were identified.

8. Other issues

Aberdeen City Music School is largely a boarding school. The planned growth to 50 secondary pupils will increase the number of boarders significantly as it is expected the majority of gifted pupils applying successfully to attend the school will live beyond a reasonable daily travelling distance.

There is a need to attract the best staff to Aberdeen if the school is to be a truly national centre of excellence. Many tutors have to travel long distances and the school decided to pay an all inclusive rate to include travelling time rather than just expenses and pay rates reflect this

Suitable accommodation for adolescent pupils is difficult to find and the school is lucky to be able to lease a hall from the Scottish Agricultural College which is in a rural location not far from the school. The growth in numbers has meant the school needs to secure larger premises. Agreement has been reached with the college to lease a building that will provide for student growth for the next three years but this is at a price. Moreover, the college is withdrawing the catering service and meals out of school hours and the school is working on providing its own catering manager, assistants and the cost of food. It is estimated that the cost of boarding will be will be £100,000 for rent plus additional £40,000 for catering plus £175,000 for staffing making £310K.

Together these changes will increase costs by approximately £105,000 per annum all of which will have to be found. (The grant for 2004-5 was £734,000 and the school estimates that it will need £841,000 for 2005-06). This is based on substantially increased and unavoidable boarding costs plus additional numbers of students that are to be taught.

Despite extensive research, ACMS is unable to find cheaper and suitable boarding accommodation. In addition, there is a requirement to follow the rigorous guidelines set by the Care Commission. For those reasons, the school believes that it is unable to reduce boarding costs and there will be serious problems without an increase in allocation.

9. Acknowledgements

We are grateful for the help and support of Stephen Pinnock the Centre Director who completed the questionnaire and has done his best to answer many questions to enable this summary to be produced. We also thank the Director of Education for Aberdeen City Council, John Stodter and his staff who arranged to see us at short notice in the last few days before Christmas.

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Scottish Executive

Centres of Excellence Review

Centre report - The Music School at Douglas Academy ( East Dunbartonshire Council)

1. Overview

The Music School of Douglas Academy was established in 1979 and originally funded by Strathclyde Regional Council and subsequently East Dunbartonshire Council.

Since 1999 it has been funded by the Scottish Executive and therefore formed one of the three 'original' centres along with Knightswood and Broughton. The centre focuses on developing the talents of gifted secondary pupils between 12 - 18 years of age.

There are 45 pupils currently on the programme, of which 35 are residential. The centre indicates that 70% end up pursuing a professional music career.

The centre operates from a separate building within the school. It is intended that this will be completely re-built by 2008 as part of East Dunbartonshire's PPP programme. Present facilities are very cramped and in a poor state of repair.

Personal tuition is provided mainly by professional musicians who are paid on a sessional basis. Some hours are timetabled into the school day, but there is also a substantial amount of time spent on lessons and learning outside of the normal school day.

The centre appears to be operating under capacity.

Key objectives and policies of the Music School include:-

• The Music School aims to provide the most appropriate environment for secondary school pupils, who allowing for age and experience, can demonstrate potential from which natural music ability can be significantly developed or already have an exceptional musical talent. This is usually interpreted as ability or insight thought to be well in advance of the average standard for a particular age.
• In addition, pupils should convey evidence of strong motivation and commitment to music.
• Consequently, the Music School makes specialist provision for those musicians whose technical competence on entry is at an elementary level and also for those whose talents have already reached an advanced stage. The Music School acknowledges that some applicants may have had limited musical opportunities.
• There is no unique route through which musical talent will emerge; neither is such talent confined to any one musical style or instrument.
• Pupils will be encouraged to develop their talent in a variety of ways, e.g., performance, improvisation, composition, and these areas might well involve a range of instruments or styles relating to Folk, Jazz, Classical, Popular, Rock or Ethnic music.
• It is therefore an underlying principle of Music School Policy that such a flexible approach provides equal opportunity for the development of innate musical talent wherever it is found to exist irrespective of background and experience.
• Development plan targets follow a similar pattern to the school development plan, with the action plan outlines focusing on added value factors.

Future plans and aspirations include:

• Preparing towards a new building programme for Douglas Academy, one which will adequately resource the music department and additional facilities for the Music School.
• The principal aspiration is to use local authority funding for a sizable performing area suitable for school concerts and master classes.

2. Centre Management

The Music School is led by the Course Director. The Course Director of the Music School attends the Douglas Academy school senior management team meeting. These take place twice weekly and are chaired by the Head Teacher of Douglas Academy.

The Music School is independent from the Douglas Academy with regard to matters such as music school timetabling, course content, budget management for classroom supplies, publicity, master classes and the nomination of specialist tutors.

The centre's funding primarily covers only the costs of specialist provision including those activities and arrangements where specialist pupils are involved as a result of being at the Music School. These include:-

• Extra curricular activities - orchestra, choirs and bands.
• SQA examinations - highly specialised course materials and apparatus for music examinations.
• Concert and associated travelling expenses.

The cost of the academic core curriculum is met entirely by the host school, Douglas Academy.

For residential pupils, transport is provided between Douglas Academy and Dalrymple Hall, Hyndland, Glasgow. The Local Authority have provided a purpose built coach designed for carrying musical instruments. It displays a striking instrumental advertisement twice per day during the 25-40 minute journey between the school and the west end of the city. There is no direct cost to the school for the use of the bus as it is funded by the local authority through its funding to the Douglas Academy.

The following issues were highlighted as affecting resource allocation:

• The number of pupils on the roll of the Music School affects the staffing numbers of instrumental tutors.
• Purchase of instruments and IT equipment.
• Examination fees
• The cost of concert visits.
• Hall rental costs of external performance venues.

The following cost-related factors were identified as affecting the quality of provision:

• Costs related to residential accommodation and transport.
• Staffing of school based music staff with responsibilities for the Music School.
• Administration and technical support.
• Classroom supplies budget.
• Publicity and advertising.
• Fees for visiting artists - master classes.

3. Pupil numbers and curriculum

Pupil numbers have decreased from 49 to 44 over the last 4 years. This number is significantly higher though than the previous decade where pupil numbers fluctuated between 29 and 39. The main decrease has been in the number of residential pupils on roll, which has fallen by 20% over the 4 year period. In 2003/04 this trend was reversed with an increase in both day and residential pupils. The number of pupils on roll in 2004/05 is 45 split between 19 day pupils and 26 residential pupils. The music school expects to achieve its target number of 50 pupils within the next few years. In 2003/04 the Music School accounted for just over 4% of the total school roll.

The majority of pupils that attend the Music School are drawn from the local authorities which made up the former Strathclyde Regional Council (from Argyll and Bute to South Ayrshire). A small and declining number come from the home authority of East Dunbartonshire and a consistently small number, averaging, 6 has come from authorities further away including Dumfries and Galloway, Highland, City of Dundee, Stirling District, West Lothian, Clackmannanshire and Aberdeenshire.

The core curriculum timetable for the Douglas Academy is based on 30 periods. The Music School pupils spend 24 periods per week on the Core Curriculum, the remaining 6 periods are allocated to the specialist music courses. This differs in years S5/S6 as the amount of time spent on the Core Curriculum varies based on the number of examination subjects taken. One timetable period equates to either 50 or 55 minutes depending on the subject being studied.

In year group S1, pupils withdraw from 1 period each in Religious Education, Art, Physical Education and Social Sciences and from 2 periods of Music.

In year group S2, pupils withdraw from 1 period each in English (library), Music, Art and Physical Education and 2 periods of Home Economics or Technical.

Pupils at the Music School take seven standard grade subjects rather than eight subjects taken by pupils of Douglas Academy.

Percentage of time spent on curricular subjects during the school day:

Weekly Time spent on specialist activity:

4. Running costs

Direct costs and shared costs based on 2003-04 figures:

Total expenditure 2003/04 £495,000

The expenditure shown above as a direct cost to the Music School is the amount funded through the Scottish Executive core grant.

East Dunbartonshire Council funds, through its allocation to the Douglas Academy, accommodation costs together with additional teaching costs, administration costs and office expenses. This funding is not delegated to the Music School.

5. Specialist facilities and equipment

In addition, the following specialist equipment and facilities are used by the centre:

Annualised costs of £19,669 are based upon a calculation period of 5 years.

6. Costs per pupil

The following costs are based on 2003-04 costs and pupil numbers:

The above costs per pupil do not compare with those submitted by East Dunbartonshire Council in 1999/00 and upon which the initial Scottish Executive funding was based. The costs per pupils were Residential £10,156 and All pupils £9,185. The initial calculation was calculated based on an intake of 40 residential pupils and 50 pupils in total, this level of pupil numbers has not been achieved.

7. Funding

The funding allocated initially by the Scottish Executive has not deviated from the original funding proposal for this scheme and has remained consistent in recent financial years.

The following table shows the sources of funding for centre over the four year period from years 2000-01 to 2003-04:

The Scottish Executive based the initial allocation on an agreed roll of 50 pupils within the school of which 40 pupils were residential. Therefore the award in 1999/2000 was calculated by an agreed per pupil figure multiplied by 50 pupils. This methodology has not been revised in subsequent years and therefore the school has being funded on the same basis for 50 pupils each year with an inflationary uplift of 2.5%.

The school has not had 50 pupils on roll which would suggest it has have been over resourced. The school accounts show a break even position each year as they do not identify any expenditure funded from other sources such as the Home Local Authority.

No other sources of funding or in-kind contributions were identified.

8. Any other issues

None

9. Acknowledgements

We would like to extend our thanks to John Simmons at the Local Authority for his time, cooperation and for the information supplied which enabled us to compile this report.

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Scottish Executive

Centres of Excellence Review

Centre report - Plockton National Centre of Excellence in Traditional Music (The Highland Council).

1. Overview

The Centre of Traditional Music based at Plockton High School offers tuition and all-round, in-depth experience of all aspects of Scottish traditional music, to pupils between 12 and 18 years of age.

The centre is the only one of its kind to emphasise the teaching of Traditional Scottish Music. It has attained a high status nationally during the five years of its operation.

In financial year 2003/04 there were 22 pupils on the roll of which 18 were residential. The high level of residential places is due to the fact that pupils attend from all over Scotland and to the remoteness of the area in which the school is located. The pupils receive personal tuition in timetabled classes and also as an extra curricular activity.

The centre aims to enable pupils' to attain their personal goals in traditional music by providing a pathway to potential careers and to broaden and enrich pupils experience by fostering links with both the local and wider community of traditional music in Scotland and abroad.

The centre has strong links with the Gaelic language movement and in particular the Feis movement, a nationwide programme of community based Gaelic arts tuition festivals, which enjoys an international reputation and a high level of cross party political support. It also has strong links with the Higher Education institutions to which its students progress, especially the Royal Scottish Academy of Music and Drama.

The centre is oversubscribed each year with auditions of a high standard acting as the main criterion for entry.

Key objectives and milestones include:

• provision to the students of the best possible quality of tuition and an all-round, in-depth experience of all aspects of Scottish traditional music.
• enabling students who desire it to attain their personal goals in traditional music through the provision of a pathway to potential careers in traditional music. This includes the placing of as many students as possible on tertiary education courses in music. Approximately 50% of students go on to such courses.
• production of an annual CD of the work of each year group of students. This has been achieved every year thanks to the presence of an on-site recording studio. The CD acts as a training experience for the students as well as a record of what each year group has achieved. It also functions as a publicity tool for the Centre, and, at a modest level, an income generator.
• continuation of a programme of performances which both raises awareness of the Centre's work and broadens and enhances the personal development of its students. Over 30 performances of various types are undertaken each year. These range from major international festivals to local village hall ceilidhs.
• broadening and enrichment of the students' experience through the fostering of links with the local community, and with the wider community of traditional music in Scotland and abroad.

Future plans and aspirations include:

• establishment of an outreach programme which will extend the work of the Centre beyond the confines of the base at Plockton. This programme will enable the Centre to reach some very talented youngsters who would not otherwise be able to benefit from the experiences offered by the Centre.
• expansion of the Centre to cater for 25-30 students, in accordance with the level of demand for places and the quality of applicants experienced so far.
• eventual construction of a facility which truly meets the requirements of the students and tutors, and serves the ambitions of the Centre and the local and national traditional music communities. The present facilities have not grown with the recent development of the Centre, and the Centre is functioning at the extreme limit of its capacity. Any future developments are inevitably inhibited by this situation.
• seeing the Centre's students emerge as influential figures in Scottish traditional music, as performers and teachers. Several of its leavers have already established themselves as performers and leading students in the further education courses available to them.

The Centre has established a national reputation for excellence in traditional music and has contributed to the development of traditional music more broadly through the education system. It has had enquiries for places from individuals outside of Scotland. The Highland Council has been involved in a memorandum of understanding with Nova Scotia, part of which encourages exchanges of young people and possible scholarships. There is clearly potential for the Centre to develop an international perspective through offering a limited number of places to overseas students. There is also scope for investigating the possibility of student exchange with appropriate institutions abroad. A group of 7 students performed by invitation at the prestigious Celtic Colours festival in Cape Breton in 2003.

2. Centre Management

The Centre is led by a Director of Music. Centre Management is independent of Plockton High School and the Pupil Residence facility within the School.

The Director reports to the Area Education Manager and liaises closely with the Rector of Plockton High School and the Pupil Residence Manager.

The management structure of the centre is augmented by

i) a Steering Group which meets monthly and reports to the local authority's Director of Education, Culture and Sport, and

ii) an Extended Advisory Group, which meets twice yearly and consists of interested professionals from the education and traditional music sectors.

The centre's funding primarily covers only the costs of specialist provision. The costs of the academic core curriculum are met entirely by the host school, Plockton High School although the Centre makes a contribution to the provision of music. There is a small element of shared costs for school staff due to capitation costs and extra music staff time.

All pupils regardless of authority have a substantial proportion of travel costs met from the centre's funding. The centre pays for travel at the start and end of each term and for one trip per term.

The following issues were highlighted as affecting resource allocation:

• The Geographical area, large amounts have to be spent on tutor and pupil travel expenses.
• The Centre's tutor team comprises some of the country's best known and most in demand traditional musicians who are based all over Scotland. Therefore tutor pay has to reflect the time commitment involved in working at the centre.
• The high proportion of residential students. The costs of boarding and staffing are high, especially for weekend staff, and any activities provided usually entail a transport cost due to the rural nature of the local community.

The following cost-related factors were identified as affecting the quality of provision:

• The present practice and performance facilities are generally inadequate for pupil numbers. At present, 21 residential students are sharing 9 practice rooms. There is no dedicated performance space in the Centre and the recording studio is in need of extensive upgrading. To remedy, this will require extensive one-off capital investment.
• There is an identified need for an increase in the amount of tutor time which can be afforded. More would be desirable for practice supervision, the monthly music weekends, the development of a more organised series of specialist workshops/ master classes, and the establishment of a programme of targeted staff development.
• The Centre's recording studio, instrument bank and library need to be better equipped and maintained.
• Students of the Centre are invited to perform all over Scotland. The cost of travel to and accommodation at performances can occasionally be prohibitive, denying students potentially positive experiences. Most people who invite students to play make some contribution, but it is rare for all costs to be fully covered, and the Centre invariably incurs some level of expenditure on a performance.

3. Pupil numbers and curriculum

Pupil numbers have grown from 10 to 22 over the last 4 years, and in 2003-04 accounted for 5.5% of the total school roll.

In 2003/04 approximately 45% of the Music School pupils were drawn from the Highland region of Scotland. This has reduced from 60% during the first 2 years of the school being established. The spread of the pupils from outside of the geographic area of the school extends to almost all regions of Scotland, including the Western and Northern Isles. Pupils from 15 of Scotland's 32 local authorities have attended the Centre.

The core curriculum timetable for Plockton High School is based on a 25 hour week. The Music Centre pupils spend 23.2 hours per week on the core curriculum during school hours. This is consistent across all year groups. These pupils then spend a further 1.8 hours per week catching up on the curriculum work they have missed. In addition to this, pupils in S6 spend a further 2.7 hours on examination project work.

In addition to the core curriculum, pupils spend approximately 18 hours per week on specialist out of hours activity. These activities include attending gigs, group work, music weekends, individual lessons and instrument practice.

Percentage of time spent on curricular subjects during the school day:

Weekly time spent on specialist activity:

4. Running costs

Direct costs and shared costs based on 2003-04 figures:

Total expenditure for 2003/04 is estimated at £345,215.

The shared costs between the Music School and Plockton High School solely relate to teaching and admin staff. The Music School fund a full time teacher at Plockton High School as they have 20 pupils attending the High School. They also contribute 0.14 FTE admin time. This is so the Music Centre can have output and make enquiries of the Oracle Accountancy System of which they have no access from within the Music school.

5. Specialist facilities and equipment

In addition, the following specialist equipment and facilities are used by the centre:

Annualised costs are calculated at £8,313. This is based on 5 years for equipment.

The total expenditure to financial year 2003/04 on specialist facilities and equipment was £41,567. The amount spent in 2003/04 totals £12,848. A further £14,976 is projected for 2004-05, mainly relating to instrument purchase:

The above specialist equipment is either funded from the Music Centre's school fund bank account or directly from the Scottish Executive core grant.

The school would expect the musical instruments to be in a good condition for a reasonable length of time and therefore not be replaced. They have a rolling programme of repairs and maintenance which includes purchasing replacement strings and parts which should prolong the instrument life.

The recording studio is likely to need updating due to continued advances in technology.

6. Costs per pupil

The following costs are based on 2003-04 costs and pupil numbers:

The above costs compare with those submitted by The Highland Council in July 1999 and upon which the initial Scottish Executive funding was based. The school was funded at a rate of £10,000 per pupil through the core grant funding and a further £5,000 per pupil through the Local Authority. These figures are approximate.

7. Funding

The funding allocated initially by the Scottish Executive has not deviated from the original funding proposal for this scheme and has remained consistent in recent financial years. The centre received more funding in 2000/01 for one off costs of refurbishing the hostel, creating practice rooms and for the removal of asbestos. This is included in the Scottish Executive grant total for the year.

The local authority is anxious to secure additional funding in order to increase pupil numbers to a suggested capacity of 25 to 30. This is based on the numbers and standards of applications received by the Centre in its 5 years of operation.

The following table shows the sources of funding for centre over the four year period from years 2000-01 to 2003-04:

The Scottish Executive core grant funding percentage of total expenditure has decreased over the last 3 financial years as follows:-

This can be explained by an increase in the number of boarders which is part funded on a per pupil basis directly from The Highland Council. The school accounts show that they either break even or have a minimal under/over spend each financial year. Costs are rising faster than funding due to an increase in pupil numbers and the continued high costs of boarding and transport for pupils.

8. Any other issues

None

9. Acknowledgements

We should like to extend our thanks to Bruce Robertson, Ron Mackenzie, Ken Maclennan, Andy Petrie of the Local Authority and Dougie Pincock of Plockton Music School for their time, cooperation and for the information supplied which enabled us to compile this report.

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Scottish Executive

Centres of Excellence Review

Centre report - Bellahouston Academy School of Sport ( Glasgow City Council)

1. Overview

The School of Sport at Bellahouston Academy is Scotland's national sports school drawing students aged 12 to 18 from all parts of Scotland.

Demand for places at the School always exceeds the number available. There are no residential facilities and therefore it is only practicable for pupils who live within a reasonable travelling distance to attend.

The main aim of the school is to offer pupils the opportunity to receive high quality training and tuition from experienced coaches and subsequently improve Scotland's sporting performances both at a national and international level.

Five key sports are provided: athletics, swimming, hockey, badminton and gymnastics.

Performance indicators used by the school revolve around the achievements of the pupils. Thirty three pupils have so far represented Scotland including one pupil taking part in the Commonwealth Games and two winning gold medals in the Commonwealth Youth Games.

The School of Sport is a purpose built facility standing within the grounds of Bellahouston Academy. The facilities within the centre are first class and include a 6 court badminton hall or full size indoor hockey court, a strength and conditioning gym, treatment room and coaching/ resource room.

Pupils travel by minibus to specialist sports facilities including a fully rigged gymnastics centre at Bellahouston Leisure Centre, a 50 metre swimming pool at Tollcross Leisure Centre, and an indoor athletics track at Kelvinhall International sports arena.

The School of Sport is within easy reach of Glasgow's sports facilities.

Future plans and aspirations include:

• Further development of sports programmes in the five key sports in primary schools to strengthen selection to the sports school and simultaneously increase interest and participation in these key sports.
• Strengthen the sports development pathways for youngsters within the school of sport and their wider communities to ensure a support structure for youngsters leaving the programme at all stages (improve links with sports development programmes, Area and Scottish Institute of Sport, sports clubs).
• Continue to 'provide sporting champions of the future' adding to the 33 pupils that have so far represented Scotland, 10 who have been selected to the West Area Institute of Sport, Two Commonwealth Youth Games Gold Medal winners and 1 Commonwealth Games Manchester 2002 gymnast.
• Retain and invest in the current coaching team to remain at the forefront of high performance coaching.
• Explore expanding the number of pupils, sports and sports schools.

2. Centre Management

The School of Sport Director is responsible for managing the school of sport and the nineteen staff employed. Centre management is entirely independent of Bellahouston Academy. The Director attends Bellahouston Academy senior management team meetings on a weekly basis. A management group meets every six weeks comprising representatives from Education and Cultural and Leisure Services to oversee management and practice and a Policy Group meets twice a year to determine and ratify policy.

The centre's funding covers only the costs of specialist provision. The costs of the academic core curriculum are met entirely by the host school Bellahouston Academy. The costs of the sports core curriculum; coaching, sport education, travel, sports science etc are met from the centre's core grant. There is no funding from a pupil's 'home' local authority for attendance at the School of Sport.

The School of Sport does not provide residential facilities, although some pupils travel considerable distances to attend. All pupils regardless of authority have their travel costs met from the centre's funding. In the years previous to financial year 2004/05 Glasgow City Council Education Services met the cost of this. However from August 2004, the costs of all travel will be met by the School of Sport from within their existing Scottish Executive core grant.

The following issues were highlighted as affecting resource allocation:

• Late notification of funding- well into the financial year.
• Late release of funding-well into the financial year.
• No cycle of funding in place -difficult to plan and further develop programmes.
• Late notification of funding has a knock on effect to the financial contribution from key partners, Education and Cultural and Leisure Services. Other demands on budgets inevitably means resources are already allocated.
• Difficulties in prioritising resources -for example numbers are hard to predict in the key service of sports science (How many will get injured and need physiotherapy?) and transport (how many will need travel passes?).
• Five sports and strength and conditioning to be supported from the one budget.

The following cost-related factors were identified as affecting the quality of provision:

• Transport between facilities. To reduce transport costs, coaching staff will drive the minibuses. Time is lost in dropping off and collecting pupils for each coaching session.
• Time consuming procedures to gain authorisation to process orders, in particular travel. Flights have increased in cost due to length of time for approval.

3. Pupil numbers and curriculum

Pupil numbers have grown from 42 to 85 over the last 4 years, and in 2003-04 accounted for just over 10% of the total school role.

As the School of Sport is the only one of its kind in the country, there is wide demand for places from throughout Scotland. The catchment area to date has spread across fourteen local authorities. Due to the lack of residential facilities it is only usually practicable for pupils who can travel on a daily basis to attend.

The core curriculum timetable for Bellahouston Academy is based on 30 periods per week which equates to 27.5 hours. This timetable differs from non-sports pupils in that the time devoted to sports coaching requires a modified curriculum with reduced contact time in Physical Education, Religious Education, the Creative and Aesthetic mode and the Technology mode. Qualifications for the School of Sport pupils are therefore restricted. These pupils can achieve up to 6 standard grades as opposed to 8 for non-sport pupils.

The School of Sport pupils in years S1 and S2 spend approximately 20 hours per week (22 periods) on the core curriculum during school hours. This core curriculum time is reduced to 21 periods (19 hours) in years S3 and S4. Pupils in years S5 and S6 have the option to opt for three or four higher grade subjects and therefore the time spent on the core curriculum is adjusted to 18 periods (16.5 hours) or 23 periods (21 hours) accordingly.

Percentage of time spent on curricular subjects during the school day:

Weekly time spent on specialist activity:

The time spent on specialist activity after school and at weekends varies according to the sport, the year group and competition season.

4. Running costs

Direct costs and shared costs based on 2003-04 figures:

Total expenditure for 2003/04 is estimated at £468,041

5. Specialist facilities and equipment

In addition, the following specialist equipment and facilities are used by the centre:

The annualised cost of £115,040 is based upon 5 years for equipment and a period of 20 years for property upgrade.

The School of Sport building was built as part of Glasgow's Project 2002 programme, a Public Private Partnership with 3ED. Under the project 11 city Secondary Schools were rebuilt and the remaining 18 (including Bellahouston Academy) were extensively upgraded.

The reasonable useful life of the sports equipment depends on the nature of the equipment. For example, fixed weights machines are more robust than swim benches and should therefore last longer. Most of the equipment is fairly new but a rolling programme of replacing specialised equipment is currently being investigated.

6. Costs per pupil

The following costs are based on 2003-04 costs and pupil numbers:

7. Funding

The Scottish Executive received 3 proposals for new sports centres under the specialist provision scheme. The bid for the School of Sport was the strongest bid and was the only sports bid that was accepted.

The funding allocated initially by the Scottish Executive has not deviated from the original funding proposal for this scheme. The bid indicated the need for increased funding each financial year. The number of pupils is increasing each year following selection.

In 2004, the School of Sport moved from using Consultant Coaching staff to employing permanent coaching staff. There are now 20 employees whose cost is paid for out of the Scottish Executive core grant. This is a noticeable increase from 1999 when there were 7 pupils and 1 member of staff. There is a continued need for increased funding as the School of Sport develops.

The following table shows the sources of funding for centre over the four year period from years 2000-01 to 2003-04:

The 2003-04 funding includes an additional £150,000. This was a result of money being vired by Glasgow City Council to the Glasgow School of Sport as an additional allocation in 2003/04.

The Scottish Executive core grant funding percentage of total expenditure was approximately 64% in 2003/04. The data is not available to make this comparison in previous financial years.

No other sources of funding or in-kind contributions were identified.

8. Any other issues

None.

9. Acknowledgements

We would like to extend our thanks Richard Barron of the Local Authority and Angela Porter of the School of Sport for their time, cooperation and for the information supplied which enabled us to compile this report.

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