STRATEGY FOR SECONDARY EDUCATION IN SHETLAND · STRATEGY FOR SECONDARY EDUCATION IN SHETLAND ......

SG001 Aith staff Group Feedback Form (001).doc

STRATEGY FOR SECONDARY EDUCATION IN SHETLAND

Information Consultation: Feedback Form – Group meetings

Area Aith No. In group 4

Date of meeting 7 October 2013

After reading and considering the options available, please provide feedback below. Please note that all feedback forms must be received by Children’s Services by 15th October 2013. What do you want secondary education to deliver in Shetland?

Fair and equal provision for all with close community links retained.

Options presented 1 – Saving the secondary school estate and meeting the Medium Term Financial Plan

Advantages Disadvantages

Pupils can stay in local community until the end of S4 (legal leaving age).

Local community will continue to thrive e.g. leisure centres, shops etc.

Primary pupils from smaller (closed) schools will have access to larger peer groups; therefore social skills are better developed.

Unsure of what is meant by ‘End of School Clubs’ as most extra‐curricular clubs are NOT funded by school services.

Shortage if learning resources. Removal of enhanced learning

opportunities – music tuition and swimming. Shetland pupils disadvantaged.

Lack of subject choice/ career options for secondary pupils.

2 – Extant Blueprint Option Advantages Disadvantages

No transition at the end of S3 which will reduce disruption to N4/5 qualifications as content will have to be taught in S3 if 7 qualifications are to be studied.

Closure of Aith and Sandwick JHS – increased travel distances, break down of rural community, breakdown of family relationships due to increased numbers of children in hostel.

Increased travel costs.

Increased hostel costs (Whalsay and some Aith pupils having to stay in hostel from S1).


High school provision/experience is unequal due to very large secondary. School vs. very small secondary schools.

Pupils in Mid Yell and Baltasound may not have full choice of subject options due to very small class sizes.

3 – Blueprint Next Steps Option Advantages Disadvantages

All isles schools remain open.

Mid Yell pupils have the option to go to Brae High School and remain at home.

Struggle to retain and recruit staff to work in Junior High Schools, as they are not teaching to exam level. See previous comment for impact.

Aith and Sandwick JHS shutting. Transition at end of S3 which will impact

on pupils learning at crucial stage of national qualifications as learning for N4/5 will have to start in S3 in order to all 7 subjects to be studied in S4.

Increased travel costs. Increased travel time for Aith and

Sandwick pupils – impact on health and wellbeing, impact of snow in rural areas, loss of ability to attend local sports teams/ groups/ supported study.

Loss of community. 4 – Telepresence Option


Computer system will be upgraded.

Local and rural schools will be retained. Loss of teaching time due to inevitable

ICT glitches. Legality of Classroom Assistants in charge

of classes. Increased teacher workload. Teaching techniques used to support and

implement CfE such as co‐operative learning and AifL would not be viable in Telepresence classrooms.

Increased cost – staffing, ICT etc. Lack of teacher‐pupil interaction. Breakdown of pupil‐teacher

relationships, which will impact support and differentiation for pupils.

Breakdown of pupil‐pupil relationships. 5 a – One Hub Option



Local and rural schools are retained (see previous comments).

All pupils are feeding into 1 HS (AHS).

More opportunity for vocational studies.

Large number of pupils going though transition together so less change of pupils being isolated as the ‘outsiders’.

Increased transport/ hostel at later stage of pupil development so less impact on social development.

More sharing of best practice and closer working groups as a result of shared teaching staff.

Increased subject choice for pupils.

Pupils transition at the end of S3 (see previous comments).

Loss of teaching time due to increased travel between schools.

Increased Travel costs as a result of redeployment.

Confusion over travel time vs. non‐contact time for teachers.

5 b – Two Hub Option Advantages Disadvantages

See 5a. Limits staff sharing opportunities e.g. between Aith and Brae.

Equality of subject choice/resources

*See 5a* between 2 hubs.

What, if anything, concerns you about these options?

The status quo is not being supported at all – if the council budget were looked at again then SIC could become inline with other LA’s by allocating a higher percentage of the budget to Education.

Any other comments on the options? Option 5a – transition should not occur until the end of S4 to prevent disruption to

learning during qualification courses. * WHOLE COUNCIL BUDGET SHOULD BE REVIEWED TO REALLOCATE

DEPARTMENTAL BUDGET

After consideration of these proposals, which is your preferred option? 5a*

Please return this form to: Strategy for Secondary Education in Shetland, Children’s Services,

Hayfield House, Hayfield Lane, Lerwick, ZE1 0QD







A high quality level of provision across the isles building upon the current good practice throughout Shetland.



Does not promote centralisation.

Holistic approach, maintaining existing high academic performance.

Existing communities will not suffer major socio‐economic problems.

This option is the only one with costs/savings, which makes comparisons with others not valid.

Identified savings unlikely. Medium Term Plan flawed as Education sector too important and suggested savings acts as scaremongering.


Major transitions for P7 rural pupils.

Major transport costs and safety issues.

Inequality of quality of life and family life for rural households/ community life.

Scale of large school means less supportive environment compared to smaller setting.



As 2.

4 – Telepresence Option Advantages Disadvantages

Blended learning.

Pupils enjoy and are accustomed to technology.

Long distance learning is very much going to be experienced by young learner.

Could have specialist “visitor” online.

Teachers need to know pupils. Would work better with niche situations with peripatetic teacher doing lessons across schools so balancing TT in the week.

5 a – One Hub Option Advantages Disadvantages

Preferred hub option in this group.

Good for sharing management and allowing good across the isles planning and delivering of courses.

Teachers moving rather than pupils.

Sharing staff between centres would allow staff to experience N4/N5/Higher etc.

Change to teacher conditions.

Would be an issue with union.



Work done has been driven by cutting costs rather than having a review on what is important, where and why.

Major concern that the Medium term financial plan as it stands will have a. catastrophic effect on education with major questions still to be answered regarding costs of travel/accommodation.

Any other comments on the options?


Proposed across the board cuts are not reasonable given average percentage spend on education by Scottish local authorities. SIC built up Education delivery and now contemplating dismantling rural provision to meet savings targets.

After consideration of these proposals, which is your preferred option? 1









A fair and balanced education regardless of geographical location.







How does a teacher with a class, control and effectively teach their own class, as well as present the lesson effectively as a Telepresence class?

Will classroom assistants be paid more to control classes?


Have the Hub options been though through enough re‐transport/travel times for teachers, timetabling issues etc.



The fact that the cost (total) of transporting both pupils and teachers is not deducted from the savings amounts.

Any other comments on the options? We as a whole staff have already submitted several pages of information as to why

transition for pupils at the end of S3 should not happen. Please take time to re‐read them. There should be an option for S1‐4 to continue at Aith JHS.

The one‐hub option would be the preferred option only if pupils remained in JHS until end of S4.


After consideration of these proposals, which is your preferred option?



For 2 –Extant Blueprint Option

Aith staff thoughts on Revised Blueprint

Questions, Objections, Observations and suggestions

What was the rationale for the phases?

Travel time – 55 minutes – Westerskeld to Lerwick AHS in a car with no stops takes 55

minutes. Therefore impossible for a bus, stopping to pick up children to take 55 minutes.

It currently takes 55 minutes for a bus from Aith to Lerwick

Transition from small schools to a school of 900‐1000, country children to town children

– very traumatic for 11‐12 year old children

Aith JH achieves some of the best exam results in Scotland – higher than AHS.

Statistically you cant prove an advantage of moving pupils

Where is the proof that moving to AHS will enhance education?

CfE can be implemented in Junior Highs – pupils still have S4 exams, more flexibility in

small school for cross‐curricular working and cross sector working. Why is there a

continued misrepresentation by Hayfield at public meetings that does not?

Pupils in Aith JH work much more closely and cooperatively with their teachers then at

AHS – due to rural culture and nature of school size and culture. Young secondary pupils

would find AHS culture threatening

Rural community identity is closely tied to the school and there is no way that the

community will be retained if schools shut. Knock on impact on Westside Leisure Centre

and Shops.

Secondary pupils use the Westside leisure centre for their entire PE. Will that also have

to close due to the large drop in numbers?

Why is Aith JH first? – Provide sound educational justification. If other junior highs are

not being considered due to pupil capacity at AHS this hardly meets the educational

criteria


Transport – do you intend to build double roads throughout the areas and clear these of

frost/snow properly throughout the winter? Particularly regarding the earlier

announcement of prioritising road gritting

How can pupils be safely bussed to Lerwick from outlying areas when only the main

roads are going to be salted during the winter months?

What are the exact savings – upkeep of Aith School only partly used, extra bus costs,

“high priority” upkeep of roads.

Knock on effect on local clubs – Scalloway netball club has been disbanded within one

year of school closure.

Rural sustainability – people are less likely to move in to Westside if no secondary

department and likely families moving out due to high travel times/cost.

If school are closed how many jobs at Hayfield house will be cut to compensate

Why has QIO’s not come up with savings?

Could secondary teacher share schools rather than closing schools?

What will happen to the secondary department of the building if the school closes?

How can you consider moving pupils until a new AHS is built?

Why target these schools without looking at all the schools in Shetland?

Why are all schools in Shetland not being looked at as Vaila Wishart asked for in June?

Why was there no mention about Brae secondary department?

Why are Burra and Tingwall schools not being considered when there is capacity at

Scalloway?

Why is Cullivoe not being considered along with Burravoe?

Would you like your child to travel on a bus for 2+ hours for 6 years from the ages of 12?

Why does the Education Department not support or value quality education

Why is the AHS the receiving school for Whalsay and not Brae?

For 3/4/5a/5b – Please read regarding S3 transition – why it is not viable.


Comments on Blueprint for Education: The Next Steps – General Comments

Individual comments received separately from staff meeting

At present, this year and next year (in my subject) our Development Group has planned to begin

teaching of the National 4 & 5 course, immediately after the Easter holiday in the pupils S3 year,

carrying over into their S4 year, in order to provide enough hours to complete course content. There

are not enough hours to complete essential folio work in S4 alone.

If transition is to go ahead at the end of this academic year, we need to know now in order to

change our teaching plans to allow the current S3 a good chance of success in S4

Will time be given to Junior High teachers and principal teachers at Anderson to liaise and plan

cohesive subject lessons to ensure a smooth transition for pupils and will supply cover be provided

centrally for teachers to have liaison time?

Teachers have felt under much pressure with the new national courses and the lack of clear

information and delayed information from SQA. Those teaching in Junior High schools have felt

increased pressure, stress and anxiety due to Blueprint and the constantly changing decision and

uncertainty that this brings. The suggestion to transfer pupils at the end of S3, increases stress for

those Junior High teachers whose pupils will be directly effected by the proposed transfer

I am concerned that making a decision to transfer pupils at the end of S3 has so many negative

points for these particular pupils, at a time when no decisions have been made on how many exams

pupils will sit and how they are taught, over one or two years which negates any real benefits to a

coherent senior phase. Until we can see how the senior phase works over the next few years, there

is no advantage to transferring pupils as suggested.

I think there will need to be considerably more liaison between Junior High Schools and the

Anderson High and Brae if these changes take place and that might need some time to set up. The

English course at N4/5, in my opinion, is too much with the Added Value Unit and it has been my

aim, and the aim of AHS and Brae, to complete the Added Value Unit before going into S4. There

would need to be moderation set up for this if pupils were transferring, and the High schools would

need to consult with the Junior Highs to establish what they are doing. At the moment, I am really

thinking about the Nationals when I begin my S3 course, so it is not wholly a continuation of S1, S2,

as I place some emphasis on preparing them for the work thy are doing at National level

From a personal point of view, I don’t see why Junior Highs can’t effectively deliver qualification, as

we have done with Standard Grade. We are already preparing the work and teaching it for National

4/5. I don’t think transition has been detrimental to the grades of pupils who have transferred in

recent years, and I know quite a few pupils who have achieved very good higher results, which goes

to show the high standard of work that has been put in at the Anderson High School, and I also think

it proves that we have given pupils here a good basis, and transition has not affected these pupils at

this age group.

The Paper and Blueprint for Education – the Next Steps claim that pupils sitting Highers over two

years between S4 and S5 would be disadvantaged by the transition at the en d of S4. However, if a

pupil needs to sit a Higher over two years, this assumes that they do not have the ability to sit it in

one session. It is highly unlikely, therefore, that a teacher would put forward these pupils to sit a two


year Higher instead of securing qualifications at National Level first. These pupils may then be

advised to sit their Highers over two years in S5 and S6.

Points identified from Staff meeting

General points

Many staff have concerns with a possible transfer of pupils at the end of S3. At present

secondary education in Shetland is in flux, with decisions yet to be made as to how many

exam subjects the current S2 class will sit in their S4 year. National 4 and 5 exams have still

not been sat by the current S4 class and teachers are in their first year of this new course. As

to how the Nationals course will develop, we have to wait and see how our current S4

achieve within these new qualifications. Decisions on how many subjects Shetland will offer

to pupils in crucial in how these courses will be delivered, either over 1 year or 2 years.

Therefore deciding at the same time to remove the S4 from Junior High Schools was felt

premature and will undoubtedly cause difficulties in terms of how subjects are delivered

and when, for Junior Highs as well as the Anderson High School.

It has been stated over and over that transition during Secondary education is not to be

recommended. At present Junior High pupils transfer at the end of S4 after completing the

first round of exams, only if they choose to stay on to S5. At this stage they are young adults

and are free to leave school if they wish or choose to stay on and complete further

education. The senior phase is only compulsory up until S4, after that, pupils determine

whether they continue school education or not. For those pupils who decide to leave school

at the end of S4, transition in S3 would not be a sensible outcome and the negatives would

outweigh the positives.

S4 is a very short academic year, essentially three terms with Prelims and work experience

to be fitted in before the main exams begin in the fourth term, after the Easter holidays.

Pupils transferring would have to fit into this very busy year, time to orient themselves to

new surroundings, new teachers, new social groups and peers. On top of this they would

face a bus journey of up to two hours a day, there and back to school, shortening time they

would have to do homework, socialise with friends, participate in activities and spend time

with family/or leave home entirely and live in hostel accommodation without the support of

family and their own local community.


Page 1

Is there evidence for curriculum delivery to be different for S4/S5 at AHS as current practice

for S4 is similar to Aith and likelihood of S3 or S4 pupils undertaking higher courses early is

very unlikely. With the current system it is the option of transferring any such pupils to AHS

if the occasion arises

For pupils in the JH schools who would be S4 leavers. Having to experience a transition to

AHS after BGE would be very unsettling for them. Quality of life, coping with an unfamiliar

school setting and less than 30 teaching weeks in which to achieve their final school

qualifications would not be fair to these individuals. Shetland Islands Council’s Senior Phase

Position Paper and Blueprint for Education – the Next Steps promote transition after S3,

where necessary, instead of after S4 as currently happens, so that transition is before the

senior phase commences. However, it is good educational policy to move pupils from their

community after third year when, within a year, they will be the only exams they ever sit, so

crucial in a world driven by certificates for any part of any job. These pupils are often less

motivated by educational achievements or in need of extra support. They are the very pupils

who are most likely to get swallowed up within the large school system and let down or

forgotten about. Pupils with additional support needs would also be at a disadvantage as

the transition can be especially stressful for them. Pupils should complete the legally

compulsory part of their education in one school within their local community and then

explore their options in the wider community post 16. Moving pupils after S3, instead of S4,

does not reduce the number of transitions pupils’ experience, and actually increase

transitions for those pupils who choose to leave after S4

What evidence is there that transition needs to be undertaken before the senior phase?

What does the performance of existing pupils who transfer during secondary years suggest

i.e. pupils moving into larger settings for S5 compared to pupils who have not had a

transition.

Is the existing information referred to on page 1 up to date when considering the proposals?

Page 2

Westside pupils’ interests and skills will not be assisted by commuting time. It will make

accessibility to after school employment less likely and pupils’ ability to assist family

craftwork will be damaged. Existing clubs in the Westside community will be seriously

affected or halted due to lack of secondary pupils and so importantly will there be capacity

on service buses to transport them home at 5pm?

Does the max 65 minutes commuting journey time incorporate walking/commute time to

pick up points, feeder services, waiting between feeder and main buses and actual main bus

commute time.


During past 5 years, how often have Westside pupils lost education or been late due to

wintry weather. Given that road treatment has diminished markedly, whilst session

2012/2013 was relatively mild, this statistic will grow markedly with a bad winter. This does

not bode well for improving the educational experience for Westside youngsters if they

have the additional distance to traverse. AHS may be open for rural youngsters on Westside

will be extra disadvantaged due to geography.

Page 3

Savings mentioned need to be reassessed. Staffing level already reduced so realistic degree

of savings needs to be revisited and compared to earlier calculations need revising.

The councillors need to be take stock on where further savings could be found rather than

removing secondary schools. Other choices should be made available for councillors’

consideration such as reducing the frequency of waste pickup.

What will the existing building in Aith in particular and also elsewhere be used for?

Page 4

Education Scotland supports all through schools as an educational advantage so why is

there the move to finalise the Blueprint in this direction? JH Schools are recognised as being

quite well placed to deliver CfE BGE effectively from 3 to 16 years. The system of pupils

moving schools after S3 would lead to the deterioration of junior high schools. The junior

high schools have gone from strength to strength since the system of all pupils sitting their

S4 exams in the junior high schools was adopted.

Reducing school estate as planned will result in major transition between small Westside

primaries and AHS. Process will be much more critical as a result and there will not be a

safety net alternative for country pupils who find larger settings too challenging

Do Aith JH pupils do less well with current transition at the end of S4? This needs to be

investigated before assuming that transition in secondary is detrimental to pupils.

Page 5

Staff feels that some pupils could feel less confident, have less enjoyment and variable

levels of challenge if transferring at P7/S1.

Page 6

Health and Wellbeing – Excessive travelling time limit opportunities and increase stress on

young people’s lives

Page 7

National courses have to start in S3 for pupils undertaking 7 choices. National 160 hours per

National course. This presumably consists of 40 hours in S3 on theory/coursework and in S4


120 hours (80 hours theory/coursework + 40 hours added value unit (there are not 120

hours available in S4 for 7 subjects)). To state “The necessity of minimising transition is

essential” is erroneous and intended to justify the proposals, as it would not be difficult to

ensure smooth progression with a transfer at S3. Presumably a smooth transition would be

the intention for isles schools so the feasibility is not in any doubt.

Blueprint for Education –the Next Steps argues that the senior phase is best done in one

school with the broad general education being done in a separate three‐year block.

However, a child’s education cannot be simply divided into blocks of three years with no

sense of continuity or progression. Curriculum for Excellence recognises that teachers will

be preparing pupils for their Nationals during S1‐3. Seven Nationals cannot be completed in

28 weeks (S4 August to May) so prior learning needs to take place in S3. Pupils joining the

Anderson High School at the end of S3 could be at a disadvantage. Very carefully planned S3

courses across schools required to match learning experiences. However AHS staffs only

have a very short time to get to really know the new pupils before their very important first

(or only) exams.

Page 8

Aith Primary pupils will also be disadvantaged with the lack of secondary department from a

wide range of links being lost

Transition in S4 is less disturbing than in S3 or S1.

Page 9

Time constraint is almost certainly too tight to manage effectively change in August 2014 for

Aith pupils. Serious consideration needs to be given to postponing date of the secondary

department closure if proposals are to minimise the detrimental effect on pupils.

Proposals – It may be sensible to stop and take stock of the whole school estate again and

look at the balance of primary, Junior High and High Schools with a view to determining the

best balance between educating in Lerwick and the outlying country areas in terms of

educational experience and quality of life.

Page 10

Has the cost of having potential part time hostel places filled been costed? Also vagaries of

additional transport and staffing implications in the hostel.

Is offering the possibility of Wednesday night home a compromise, which will actually

unsettle, tire and stress pupils every week?

Shetland communities need to be considered in context. What is best option for each

community will very depending on their geography. Perhaps some communities, especially

their children, would benefit from the option to have S4 locally.


Page 11

Additional space in schools where secondary departments close is seen as a positive aspect

in the report. Is this really the case? Presumably it will also be a cause of ongoing cost.

Local development plan in place all well and good but reality is local shops, hall, garage,

leisure centre will be affected immediately with the lifeboat station also likely to suffer from

less available volunteers in the community with time as people consider where the best to

build homes. Available pool of young workers for after school employment also removed

from the Westside so depriving them of work opportunities with the attendant benefits

from working such as personal growth of the 4 capacities within their local communities.

Page 12

Pupil role in Aith is rising rapidly both in primary and nursery; this will enhance the cost

effectiveness of educating locally in the future.

Page 14

Conclusions –There was an exception taken that current Junior High model does not support

CfE as well as other comments from the education service and National bodies recognise

that Junior high school do deliver CfE competently. The report states that Blueprint changes

are being made to accommodate CfE and support educational requirements first and

foremost rather than achieving savings. The report also finishes with the statement that

changes are fundamentally about ensuring the best possible educational opportunities for

young people in Shetland. Whilst centralising at a large setting does bring educational

benefits such as a wider curriculum choice, the use of CfE as a vehicle to radically alter rural

Shetland secondary education provision is not compelling.







To maintain the high quality of education currently delivered.

To equip our young people with the skills needed to help them flourish and have a better future.

Providing a good education will benefit the economy of Shetland.



Allows the opportunity for savings to be made in other SIC departments.

Rural schools stay open.

Reduced impact on socio‐economic factors.

Limited cost savings. Quality of service will be reduced. Ending school meals! (May be illegal).


Financial savings. Additional transport /hostel cost.

Additional travelling times.

Centralising education provision.

Reduction in community spirit.

Negative socio‐economic impact on rural areas.



Financial savings.

Island communities retain their young folk at home for longer.

Less hostel/transport costs.

Retention of 7 N4/5 qualifications requires prior learning and consequently control from senior phase school will be critical.

S4 leavers are required to transfer at S3. As per option 2 disadvantages for Aith

and Sandwick communities. 4 – Telepresence Option


None.

Too narrow at present – ICT options would be reviewed in future.

Technology not robust enough at present.

CfE delivery – limited learning activities. Class management issues. Classroom assistants will require training

and more pay! Marking pupils work?


As per option 3. As per option 3.

School community ethos will diminish as control from hub takes over.

Staff recruitment/ retention in Junior High Schools.

Staff work locations.

Merged classes. 5 b – Two Hub Option


As per option 5a) As per option 5a)


Curriculum for Excellence involves 3‐18 years. Current blueprint does not consider “whole” education provision in Shetland – only secondary.

The current proposals seem to be all about finance and not education – education is important in Shetland and may be a price worth paying!

Any other comments on the options?


The current Blueprint appears to be overly bias to directing opinion in a certain direction, which will support school closures and/or reduction in the quality of education provision. We feel there is no “vision” for the future of education in Shetland within the current proposals.

After consideration of these proposals, which is your preferred option? NONE









An education that enables every pupil to achieve their full potential.



Schools remain open and young people are educated within their own community.

No travel implications.

According to central figures this is unrealistic.


Pupils will be taught in S1‐6 school – no transitions.

May be financial savings but no figures shown in presentation.

Increased travel.

Huge social/community implications:

Major upheaval for children and families (travel or staying in the hostel) – could have negative effect on individuals health and wellbeing – pupils and parents etc.

Travel on longer bus journey – intimidating experience for some/tiring/extra curricular activities both in school and community.

Risk of depopulation of some rural areas

Community – Leisure centre? Future?


Shops? Local employment opportunities.

Access to medical appointments during school hours? if child is in Lerwick.


Most pupils will be taught in S1‐6 (no transitions).

May be financial savings but no figures shown in presentation.

As option 2. S3 not best transition point.


None.

Unrealistic –not pupil centred. Individual pupil needs would suffer –

cant tailor classes to meet these.


Pupils in community school longer – schools don’t close.

Long journeys/ hostel is at a later age.

S3 Transition not the best thing.

Not enough savings so resources will suffer.

Staffing issues. Depute Head Teacher doing Head Teacher role.


As per option 5a). As per option 5a).



Comparative work, re S3 transition has never been seen and under recent authority proposals for 7 national subjects, many hours will have to be done in S3 – therefore flawed transition point.

Any other comments on the options? Not enough detail of figures – are all the options realistically viable.

All information e.g. S3 Transition point not available for general public.

Council has to re‐arrange priorities of spending – more importance put on education – in line with other Scottish Education Authorities (General public won’t be aware).

After consideration of these proposals, which is your preferred option? NONE









3‐16 Education within local community.

Followed by S5‐6 in Anderson High School or Brae.

16 ‐ natural transition as they can leave at this point.



Equality of education throughout Shetland.

Travel Times.

Extra curricular activities can still go ahead for rural pupils. These are not funded by education.

All pupils including ASN educated in own community.

Reduction in transport costs due to lack of travel.

Currently offer curriculum for excellence in primary and secondary, which is broad general education from Nursery – S3.

Pupils must start the National courses in S3 if they undertake 7 subjects. It is impossible to choose/start in S4 so the transition at the end of S3 is not ideal.

Cutbacks in provision. Legal requirement on authority to

provide school meals. Cost of hostel places.



It Saves Money. Longer travel times.

Divorcing children from families.

Undermines rural communities.

Inequality of provision between rural and town pupils.

Too tired to engage in education or extra curricular activities.

Health and safety implications.

Reduced gritting.

Dark mornings.

Proposed extended walking distances.

S3 transitions – educational disadvantages because added transition i.e. S1‐S3 instead of S1‐S4.

Unworkable for vulnerable pupils i.e. low academic achievers ASN pupils.

Those going on to vocational courses. 3 – Blueprint Next Steps Option


It saves money. Longer travel times.

Divorcing children from families.

Undermines rural communities.

Inequality of provision between rural and town pupils.

Too tired to engage in education or extra curricular activities.

Health and safety implications.

Reduced gritting.

Dark mornings.

Proposed extended walking distances.

S3 transitions – educational disadvantages because added transition i.e. S1‐S3 instead of S1‐S4.

Unworkable for vulnerable pupils i.e. low academic achievers ASN pupils.

Those going on to vocational courses. 4 – Telepresence Option


Saves money.

No teacher present – is this legal? Pupils need individual attention at times

– even higher. Discipline/ Bullying. Expertise in ICT as well as individual

subject cost – Technical problems. 5 a – One Hub Option



This is partially the situation at the moment as teachers are being shared and closer communications with AHS and Brae and other schools due to subject development groups.

Diagram unclear as pupils transferring at end of S3.

Same disadvantages as options 2+3.


This is partially the situation at the moment as teachers are being shared and closer communications with AHS and Brae and other schools due to subject development groups.

Diagram unclear as pupils transferring at end of S3.

Same disadvantages as options 2+3.


Financially driven – money saving exercise.

Shetland spends less of its overall budget on education than any other local authority in Scotland.

Savings have already been made at a high level.

School buildings still have to be maintained/insured/repaired.

Any other comments on the options? SIC made more money on reserve fund as expected.

Increased revenue from Sullom Voe.

Economy slowly recovering from recession.

Duplication of resources/ staffing in other departments.

Remove non‐statutory departments.

Why do we have SRT and Leisure And Rec – employees/ Managers.

Can the Children’s Services department management structure be revisited to save money?

Education Department should be supporting their staff services, not trying to close them.

No support from Education as they are all spending time on revised blueprint.

Can’t change Shetland’s geography. No getting away from long travel times and VERY high travel costs.

After consideration of these proposals, which is your preferred option? STATUS QUO



STRATEGY FOR SECONDARY EDUCATION IN SHETLAND · STRATEGY FOR SECONDARY EDUCATION IN SHETLAND ......

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