School Organisation - Proposal to amalgamate Blaenymaes and Portmead primary schools consultation document

Foreword from Director

In February 2024, Swansea Council's Cabinet set out its investment priorities for Sustainable Communities for Learning (SCfL) based on clear criteria for new and better schools. Since that time, the Welsh Government has approved outline proposals up until 2030, and recently more detailed timelines have been established to help with the order of consulting on an amalgamation.

Better school buildings are needed to meet the current and future needs of learners at Blaenymaes Primary School and Portmead Primary School. The investment proposal would create a better learning environment for children and their families to be nurtured, educated and feel safe and supported in. The plan is to create a single brand-new 3-11 years learning community for learners in the Penderry Ward, close to existing schools. This proposal seeks to amalgamate two schools by 2027 before moving into a state-of-the-art building with a planned completion of 2031.

The conditions and suitability of both schools are not ideal. Significant investment is required to maintain and improve learning environments within both schools. The investment in a new school would provide far more suitable learning environments, better outdoor facilities and better value for money.

In amalgamating two schools the main aims would be to improve the quality of the learning environment, to maintain and improve standards of achievement and make the best use of human, physical and financial resources available. The change would be implemented from September 2027.

The wider benefits of amalgamating schools include:

• wider opportunities for professional learning
• a larger staff providing more flexibility
• a larger school with a larger budget; and
• wider community benefits.

By amalgamating before moving to a new build school, an opportunity is created to help governors, staff, learners and other stakeholders from both schools to co-design the new building and its facilities, in partnership. This proposal aligns with the wider strategic plan for school organisation in the Penderry area.

The admission number and process for the amalgamated school would be unchanged, and the proposed new school would still have a Flying Start and Specialist Teaching Facility.

Helen Morgan-Rees
Director of Education, Swansea Council

Glossary of Abbreviations

ALN - Additional Learning Needs
AN - Admission Number
Estyn - His Majesty's Inspectorate for Education and Training in Wales
LA - Local Authority
PLASC - Pupil Level Annual School Census Data
STF - Specialist Teaching Facility
FIO - Family Inclusion Officers

Contents

1. Introduction
2. What would this proposal mean?
3. The consultation process
    Consultation meetings
4. Schools affected by this proposal
5. Details of new school
6. Impact of proposal on quality and standards in education
7. Appendices

1. Introduction / background / rationale for change

Introduction / background

The proposal is to discontinue Blaenymaes Primary School and Portmead Primary Schools under s43 of the School Standards and Organisation (Wales) Act 2013 on 31 August 2026 and to establish a new primary school (age range 3-11) on the existing school sites and using the same buildings under s41 of the School Standards and Organisation (Wales) Act 2013. This is essentially a school 'amalgamation'.

The newly amalgamated primary school would be established on 1 September 2027.

Legally closing both schools ensures that the schools are treated on an equal basis.

Rationale for change

This proposal is part of a wider strategic plan for schools in Swansea generally and the Penderry area specifically.

The council has developed a wide-ranging school organisation and investment programme, in conjunction with the Welsh Government, called the Sustainable Communities for Learning Programme.The clear aims of this programme are to raise standards of achievement and attainment for all children and young people, to improve the quality of the learning environment and to make the best use of human, physical and financial resources. This was endorsed by and approved in principle by the Welsh Government in August 2024.

The amalgamation of Portmead and Blaenymaes primary schools on existing sites will enable a new build school to be developed in future to accommodate all pupils from the existing communities at one site.

The plan is therefore to build a brand-new school for the amalgamated primary school on land in the locality of the existing Blaenymaes Primary School. While the new school building does not form part of this consultation, amalgamating the two schools is the first step towards realising that plan.

This proposal is a key component in the regeneration of the area and presents a significant opportunity to not only provide fit for purpose educational facilities in this locality but to realise wider community benefits and help to facilitate the regeneration of this area through the development of a community campus. The project will be to continue to build upon the community engagement that has taken place in this area that has already established positive relationships, working collaboratively with Social Services, community groups, Pobl Group and schools and colleges across Swansea to facilitate co-construction of the project and ownership through appropriate and active engagement.

2. What would this proposal mean?

1. Currently Blaenymaes Primary School and Portmead Primary School are two separate schools with two headteachers, two groups of staff, two separate budgets and two governing bodies.
2. If the proposal were to go ahead, there would be a single school with an age range of 3 - 11 years, although we would envisage that both sites would continue to operate with all year groups on each site from Nursery through to Year 6 (however the final decision would be for the new headteacher and governing body).
3. The capacity of the new school would be 518, and the admission number would be 74 (applicable to all year groups Reception - Year 6).
4. Part-time nursery provision and the Flying Start provision would remain in place.
5. There would be one headteacher, one group of staff and one budget. There would also be a single governing body. There would be a new school name and a new school uniform. (The governing body will be advised to consider the Welsh Government guidance on school uniform and allow a period of transition/phasing in of any new uniform. Eligible pupils can access grant funding from the Welsh Government School Essentials Grant).
6. Existing buildings at Blaenymaes Primary and Portmead Primary Schools would be used to form the primary school under this proposal.
7. The council's transportation policy provides free transport for primary aged pupils who live two miles or more from their catchment area school. All mainstream children within the combined catchment areas would live within two miles of both schools. Some STF pupils at Portmead Primary School would be entitled to transport under the existing policy arrangements.
8. The STF at Portmead Primary School would not be affected by this proposal and would continue to operate as it does now; however, as part of the statutory process we would have to follow, the STF would have to officially close at Portmead Primary School and then re-open at the newly amalgamated primary school. The STF would continue to host learners with Social Communication with Learning Difficulties.

Resourcing of education and other financial implications

1. No capital funding is being sought for the amalgamation. However, whilst not part of this consultation, the funding requirements for the Sustainable Communities for Learning Programme, which includes a new build for the amalgamated Portmead and Blaenymaes primary schools, were noted by Cabinet on 15 February 2024.
2. There will be revenue funding implications as the newly amalgamated school would receive one budget share, as opposed to two. This will be calculated using the approved funding formula and would include a 'split site' funding element while the school operates on two sites.
3. No decision has been made as to the future use of the existing sites if vacated, but it would be reviewed in line with the council's Asset Management Plan.
4. Estimated budget information for the newly amalgamated school can be seen at Appendix D.

Governing body implications

1. A temporary governing body would be established by the council, if the proposal proceeds, to take all appropriate action in advance of the new school being set up. This will include agreeing a staffing structure.
2. The council will make the appointments to the temporary governing body (with the exception of the Community Governors who will be appointed by the temporary governing body). It is likely that many of the governors on the temporary governing body will be governors of the existing governing bodies in order to ensure continuity, although ultimately this would be a decision for the council.
3. The existing schools' governing bodies will continue to operate until both schools are closed, i.e. until the end of the Summer Term 2027. The temporary governing body will continue to operate until the new school's permanent governing body is constituted.

Staffing implications

1. The new school would be funded for one headteacher and one deputy. The governing body would need to appoint to these posts and may decide to have more than one deputy headteacher or assistant headteachers. Regulations state that the governing body may decide not to advertise nationally for the post of headteacher and deputy headteacher posts; however, the decision on how to appoint these posts lies with the governing body. Once the headteacher is appointed they would work closely with the temporary governing body in establishing a new staffing structure.
2. It is vitally important to ensure a smooth transition to seek to minimise any anxiety or uncertainty for affected staff. Regular communication and support provided to staff will be important so that progress can be reported, and staff kept informed. An appropriate consultation process must be undertaken with all employees and trade union representatives in relation to the new structure.

Transport implications

Transport arrangements will be made in accordance with Swansea Council's home to school transport policy and this can be found by following this link: School transport

Flying Start implications

Both schools currently host a flying start setting and these will continue to operate as two distinct settings as they currently do at each school site. A flying start facility will be an important part of the design for the new school building. Flying Start staff will be consulted with as part of this process.

Risks / dependencies of the proposal

1. This proposal is subject to this consultation process and subsequently statutory notice period.
2. The new build school (not formally the subject of this proposal), whilst endorsed by, and approved in principle by the Welsh Government in August 2024, is subject to detailed business case development, further Welsh Government approvals, together with separate reports to Cabinet for decision, and local planning permission being granted.

What are the benefits of the proposal?

The amalgamated school will have the following benefits:

1. Schools operate as one, sharing best practice and whole school ethos and shared philosophy.
2. Better able to adapt to meet the needs of all pupils.
3. A single set of policies and procedures.
4. The school would only require one governing body.
5. Greater opportunities for staff continuing professional development.
6. All pupils could benefit from all available facilities.
7. Economies of scale and the most effective use of resource.
8. Greater flexibility to manage business continuity risks.
9. Opportunity to collaborate on a shared curriculum.
10. A larger team of staff that can provide more flexibility in terms of covering all the curriculum. It can provide staff with more opportunities to develop their skills as they share best practice from the two existing schools and can enable the best use to be made of staff expertise.
11. Greater range of educational and extracurricular activities.
12. The facilities previously available to two separate schools would be available to all pupils in a combined school.

This proposal supports the plan of building a brand-new school within the local area, which will bring wider community use/benefits, noting that until there is a statutory determination, the council is unable to work with confidence and closely with the schools to plan for a new school build. Once the statutory consultation is determined, if the proposal is approved, then the council will then be able to commence the detailed planning for a new school build working with both schools and temporary governing body once formed.

What are the potential disadvantages?

1. Amalgamating two schools and moving pupils onto a new site will inevitably cause some disruption and uncertainty for a period, although experience shows that this can be kept to a minimum and that the learner's education does not suffer. The amalgamation in advance of the occupation of the new build will help to manage this by ensuring that the schools are working as one at that time.
2. There will be staffing implications in that, for example, there will be the need for only one headteacher and one deputy. Some parents may have concerns about access to the headteacher when there are two school sites but there are other schools in Swansea operating successfully with one headteacher on split sites. This could only be a short-term issue if the bid to build a replacement school is accepted.

Alternative options considered

In developing this proposal, the council considered a range of alternative options:

Option 1 - Status quo - discounted due to:

• Does not address building condition, suitability and accessibility.
• Existing buildings are not (at least in part) fit for purpose.
• Does not improve the learning environment for pupils.
• Could result in an additional school in the locality if the Local Development Plan is realised.
• Community facilities not incorporated and updated.
• Does not align with Penderi Regeneration Strategy.

Option 2 - Keep both schools open but address building condition and suitability - discounted due to:

• Would only address in part suitability and accessibility issues.
• Inefficient use of resources.
• Could result in an additional school in the locality if the Local Development Plan is realised.
• Community facilities not incorporated and updated.
• Does not align with Penderi Regeneration Strategy.

Option 3 - Rebuild both schools on existing sites - discounted due to:

• Increased capital requirement.
• Inefficient use of resources.
• Could result in an additional school in the locality if the Local Development Plan is realised.
• Community facilities not incorporated and updated.
• Does not align with Penderi Regeneration Strategy.

Option 4 - Federation - discounted due to:

• Does not address building condition, suitability and accessibility.
• Existing buildings are not (at least in part) fit for purpose.
• Does not improve the learning environment for pupils.
• Inefficient use of resources.
• Could result in an additional school in the locality if the Local Development Plan is realised.
• Community facilities not incorporated and updated.
• Does not align with Penderi Regeneration Strategy.

Option 5 - Close one or both schools and increase capacity in alternative school - discounted due to:

• Would require pupils to attend school away from their community and peers.
• Does not address building condition, suitability and accessibility.
• Existing buildings are not (at least in part) fit for purpose.
• Does not improve the learning environment for pupils.
• Community facilities not incorporated and updated.
• Does not align with Penderi Regeneration Strategy.

3. The consultation process

The consultation on this proposal will follow guidelines established by the Welsh Government, as stated in the School Organisation Code (2018).

Who will be consulted?

This document will be circulated to all interested parties, including the following:

• Staff (teaching and support) - Blaenymaes and Portmead Primary Schools 
• Governors and parents/carers - Blaenymaes and Portmead Primary Schools
• All schools within Swansea*
• Director of Education - All neighbouring authorities
• Diocesan Director of Education - Church in Wales and RC
• Estyn
• Swansea Councillors 
• Local Community Councillors 
• Local Members of the Senedd (MS)/Members of Parliament (MP) 
• Welsh Ministers 
• All relevant Trade Unions
• Swansea Parent Carer Forum 
• Partneriaeth Regional Consortium 
• Local Child Care Providers
• Family Information Service 
• Social Services 
• Local Police and Crime Commissioner
• Welsh Language Commissioner
• Pobl Group (Key Penderi Regeneration Partner) 
• Flying Start

(* Consultation document sent to headteacher and chair of governors of all schools in Swansea.)

The consultation period

The consultation period for this proposal starts on 31 March 2025 and ends on 15 May 2025.

Consultees can submit their views in favour of or against a proposal. Responses received during the consultation period will not be treated as statutory objections. If consultees wish to object, they will need to do so in writing during the statutory objection period outlined below.

During the consultation period you can ask questions and express your views by writing a letter to the address below or by completing the .

Letters should be sent to the following address by no later than 15 May 2025:

Helen Morgan-Rees, 
Director of Education, 
The Guildhall,
St Helen's Crescent,
Swansea
SA1 4PE

or email schoolorganisation@swansea.gov.uk 

Consultation meetings

A number of consultation meetings will be held, and you are welcome to attend one of the below meetings.

You are welcome to use the Welsh language in any of the below meetings. We kindly ask that you inform us by emailing schoolorganisation@swansea.gov.uk for us to make arrangements for simultaneous translation to be available at the meeting specified.

To book onto the virtual consultation meeting, please email schoolorganisation@swansea.gov.uk

Please can you register your interest for the virtual consultation session by no later than Monday 7 April. This will give us sufficient time to send you a virtual link and instructions ahead of the session.

Consultation with pupils

There will be an opportunity for the pupils of both schools to participate in the consultation process.  A pupil consultation paper, which outlines the proposal in a simplified format, is available. Pupils can let us know their views by submitting the response form at the bottom of the pupil paper or by completing the online survey.

The school pupil councils will also be consulted, and feedback from them will be included in the consultation report.

Consultation report

The information gathered from all stakeholders will form part of the consultation report which will be submitted to Cabinet for consideration following the consultation period.

The consultation report will be published on Swansea Council's website. Hard copies of the report will also be available on request. The report will summarise the observations submitted by consultees and provide Swansea Council's response to these observations. The report will also contain Estyn's view of the proposal and details of consultation undertaken with the pupils.

Cabinet will consider the consultation report and decide whether to proceed with the proposal.

Statutory notice

If Cabinet decide to go ahead, there would be a statutory procedure to follow to make the proposed changes. A statutory notice outlining the proposals would need to be published, inviting any formal written objections to be submitted within 28 days of publication of the notice.

The statutory notice will be published on Swansea Council's website and displayed at the entrances of both schools. Copies of the notice will be made available to the school to distribute to pupils, parents/carers, and staff members (the school may also distribute the notice by email).

Statutory objection period

The statutory notice will set out the details of the proposal and invite anyone who wishes to object to do so in writing within a period of 28 days. If objections are received an objection report will be published on the Swansea Council website. Hard copies of the report will also be available on request. The report will summarise the issues raised and provide Swansea Council's response to those objections.

Determination of proposal

Swansea Council will determine the proposal. If there are objections, Cabinet will need to consider the objections to the proposal before making a final decision.

Decision notification

Following determination of proposals, all interested parties will be informed and advised of the availability of the decision which will be published electronically on Swansea Council's website.

The statutory process timetable

Integrated impact assessment

An Integrated Impact Assessment has been completed and the full assessment is available at Appendix A.

Welsh language impact assessment

A full Welsh Language Impact Assessment can be found at Appendix B.

Community impact assessment

A community Impact Assessment has been completed and the full assessment is available at Appendix C.

United Nations Convention on the Rights of the Child (UNCRC)

Article 12 of the United Nations Convention on the Rights of the Child states that children have the right to have a say in decisions that affect them and to have that view taken seriously. Therefore, throughout the process we will ensure that children and young people have a chance to have a say on the proposals and on how they think it will affect their rights under the convention.

It is our view that children's rights will be enhanced under the proposal, as a purpose-built school would improve learning facilities and ensure adequate play facilities.

4. Schools affected by this proposal

5. Details of new school

6. Impact of proposal on quality and standards in education

Quality and standards in education

Pupils from both Portmead Primary and Blaenymaes Primary, including those from socio economically disadvantaged contexts and those with additional learning needs (ALN), generally make suitable progress over time in speaking, listening, number and social skills.

However, Estyn in the recent inspection of Blaenymaes Primary, recognised that at Blaenymaes a few pupils do not develop their oracy or their writing skills as well as they could. The school had already identified speaking, listening and writing as priorities in their School Development Plan 2024-2025 and are working diligently to address through staff training and curriculum planning. The proposal to amalgamate will have a positive impact as the schools could collaborate on curriculum development, particularly on the quality of teaching.

Provision for the development of pupils' Welsh language skills is effective across both schools. Blaenymaes is accredited with Cymraeg Campus' Siarter Iaith Bronze Award.

Portmead has gold award status and is a system leader to other schools in the region regarding promoting the Welsh language and developing pupils' Welsh oracy skills. Again, the opportunity to strengthen provision through close collaboration should improve outcomes for learners.

Across both schools, pupils build their reading skills appropriately. By the time they reach Year 6 many pupils read with increased accuracy and fluency. It is anticipated that the provision to support positive attitudes to learning would be at least as good as seen currently if the proposal were to go ahead.

Portmead Primary has identified assessment and pupil progress as an area for development for 2024-2025. Blaenymaes takes a structured approach to teaching mathematics and numeracy, allowing pupils to reflect on their learning before each unit. This helps them recognise their progress and areas for improvement. Amalgamation could have a positive impact, as both schools collaborate and share good practice. In addition, both schools are working on providing purposeful opportunities for pupils to apply their numeracy skills across the curriculum, and when they do it is at an appropriate level. Amalgamating schools would support professional learning, planning and provision in this area. By creating a larger amalgamated school, there is greater potential for sharing roles and responsibilities equitably when it comes to planning for improvements.

Many pupils across both settings develop sound digital skills. For example, In early years, pupils use drawing and painting apps independently. In Year 1 and 2 they scan QR codes to locate information to complete tasks or to share their work with visitors. They also use programmable toys to find objects on a plan. By Year 6 pupils learn how to enter one or more formula when using spreadsheets. Pupils in Years 3-6 can use different software such as branching databases and Microbits. Amalgamating the two schools allows for pooling of digital resources, including staff expertise to support professional development, as individuals can learn from one another and stay updated on emerging technologies. Another positive impact of amalgamation would be a shared digital infrastructure enhancing accessibility, enabling remote learning, teamwork, and seamless communication across different locations. Potentially, time and money can be saved on developing the digital competence of staff and learners by partnering on planning and professional learning.

Both schools provide valuable creative experiences, including drama workshops, performances, and collaborations with local artists. This provides pupils with access to artistic/creative experiences and supports their broader wellbeing as part of the curriculum. Amalgamation would allow pupils from both schools to benefit further from these experiences and provide economies of scale when procuring.

Physical development is encouraged through a range of activities and team sports which has a positive impact on pupil health and wellbeing. This could be enhanced further through amalgamation, as sporting opportunities for pupils could be widened.

Teaching and learning experiences

Overall, the quality of teaching in both schools is good. The curriculum in both schools makes good use of the locality and community resources as a starting point for learning. Both schools have repurposed Foundation Phase Learning provision to promote pupil independence, learning through play and learning outdoors. Amalgamation can support the sharing of good practice, resources and provide equitable provision for all learners.

Teachers at Blaenymaes and Portmead already collaborate on a broad-based, well balanced curriculum design through the Bishop Gore Cluster Partnership. Teachers across the cluster co-construct a progressive curriculum overview to ensure consistency and equity for learners on transition to secondary school. Each school within the cluster has the autonomy to tailor the curriculum to the meet the needs of its learners. Currently, pupils across both schools are provided with similar learning experiences. For example, participation in a local theatre company's production for primary schools and the historical and social content follow-up work in class. This partnership working is a strength and would be further enhanced through amalgamation. The recent report for Estyn's inspection at Blaenymaes spotlights partnership working with a strong team ethos and mission of working together to improve outcomes for learners. Similarly a child-centred approach is evident in Portmead with a strong track record of inclusivity. Both schools already hold similar values for the communities they serve. This proposal would ensure that a common ethos would be the foundation for formal partnership that could build upon an engaging curriculum designed to maximise pupil participation.

Both schools are developing a shared understanding of progression and working on formative and summative assessment processes. Leaders, supported by local authority school improvement advisers, are focusing on upskilling teachers to use day-to-day assessments and observations of learning to plan lessons that ensure appropriate support and challenge for all pupils. Amalgamation would facilitate opportunities for staff to work collaboratively and co-construct this work, upskilling staff using the best practice identified in each school.

As part of Curriculum for Wales reform, leaders across both schools recognise the benefits of action research in developing individuals professionally, in informing practice and supporting others. Leaders in both schools encourage most teachers to undertake enquiry that improves outcomes for learners. Leaders in both schools promote action research to bridge the gap between theory and practice, ensuring that innovations are practical, context-specific, and responsive to real-world needs. Amalgamation can embed and widen this evidence-based practice to promote continuous improvement in teaching and learning by enabling individual teachers and teams to identify challenges, implement solutions, and evaluate their effectiveness in real time. A larger and broader approach empowers practitioners to take ownership of their learning and professional growth and thereby, drive meaningful change.

Care support and guidance

Across both schools, staff know their pupils well and provide high levels of care and support. As a result, most pupils have good attitudes to learning and feel safe in school.

Both schools emphasise pupils' understanding of their rights, fostering empathy, tolerance, and appreciation for others as a key aspect of the schools' values and education. As a result, pupils across both schools have a strong sense of belonging and pride in their school.

Both school advocate children's rights. Blaenymaes is accredited the UNCRC Rights respecting Schools Gold award. Both schools are health promoting and Eco schools. Pupil voice is currently strong in both schools, with pupils actively involved in making decisions that affect them. For example, the Rights Respecting and Year 6 Ambassadors at Blaenymaes leading whole school workshops on identity and anti-racism and participating in action research with Swansea University on barriers to attendance.

Involving pupils in influencing their learning is an area for development for both schools and one that amalgamation can support through joined-up working. A larger pupil body can also lead to a more diverse and enriched learning environment, fostering collaboration and social development.

Both schools offer a broad range of extra-curricular activities including involving local groups and agencies such as the community farm. In a few instances, parents work alongside their child improving quality family time as well as upskilling parents to gain qualifications for example, in Forest Schools. The sharing of these clubs so they are accessible to families and pupils across both sites is a positive impact of the proposed amalgamation.

Both schools' ALN Policy is aligned to the ALNET Act and clearly outlines the schools' extensive universal provision. The headteachers and ALN Coordinators in both schools work closely with the local authority's ALN department for advice, training and support to ensure the needs of pupils with ALN are suitably met.

Experienced ALN support staff use their time well to provide successful interventions, that are reviewed regularly to ensure they are fit for purpose and support pupil progress appropriately. As a result, provision for ALN at both settings is currently very good and pupils with ALN are thriving. However, both schools are experiencing staffing recruitment and retention issues as well as an increasing number of pupils with complex and challenging needs. Amalgamation would have a positive impact and strengthen provision further, as experienced staff share good practice and pool resources, to meet these demands.

The schools have clear systems for communicating with parents and invite them into school as often as possible to participate in their child's learning. As a result, many parents know how well their child is doing and are confident to approach the school with any worries they have. The Family Inclusion Officers (FIO) have very strong relationships with families and offer a wide range of valuable support, including housing and energy support, advice from mental health services, and access to the local food bank.

In addition to this, both schools have purposeful links with local group, charities and higher education. By amalgamating, partnerships widen and serve both communities to the benefit of even more families.

Both schools have consistent approaches to supporting good attendance. FIOs are responsible for monitoring attendance, including communicating with families, holiday procedure check and related information. Both schools work very closely with the local authority's Education Welfare Officers to support identified families and individual pupils. As a result, attendance is improving year on year. Safeguarding systems are similar and robust across both schools. The impact of amalgamation would be positive with regards to attendance and safeguarding as staff resources and good practice would be shared.

Leadership and management

The headteacher and deputy headteacher of each school have been appointed within the last three years. The senior leadership team in both schools work cohesively and have established clear roles and responsibilities across their individual school.  Both schools are fostering a culture that supports ongoing improvement. The amalgamation would result in potential redundancies within the senior leadership teams, as the new school would only be funded for one head teacher and one deputy head teacher.  Support would be provided by the LA, to the newly formed governing body and senior leadership team, to provide advice and guidance throughout the process, support will also be provided to ensure that the consistency of education is not negatively impacted by the proposal.

Leaders know the school's strengths and areas for development well. The most recent Estyn inspection at Blaenymaes reported three recommendations, all of which are identified in the school's development plan as priorities for the next two years. This is testament of the school's accurate self-evaluation systems. This good practice could be shared and enhanced through amalgamation.

Both schools have engaged well with the local authority school improvement team to develop robust self-evaluation processes within their settings. As a result, teachers across the two schools already participate in peer self-evaluation activities, such as joint pupil work scrutiny comparing standards of pupil achievement. This includes similar age pupils and groups of pupils, for example, gender, those eligible for free school meals, ALN and more able. Through this collaboration, teachers upskill each other, identify good practice worthy of sharing, gain a better understanding of effective pedagogy and reduce teacher workload by pooling resources.

Leaders in both schools ensure professional learning is an entitlement for all staff. Professional learning opportunities are used purposefully to support the development of teaching and learning at all levels and improve pupil outcomes. For example, improvements made to the physical learning environment which encourages curiosity and engages pupils well.

Governors of both schools receive helpful presentations and reports from the Headteachers, other staff and pupils which improves their ability to hold the school to account. As a result, the governing bodies have a good knowledge of the work of their school. Governors take part in quality assurance activities such as looking at pupils' writing and use this first-hand evidence to challenge leaders appropriately.

Both schools manage their budgets well. Governors carefully monitor spending to ensure value for money and maximum impact on pupil outcomes. Finances are kept under constant review and spending decisions are based on need and affordability. Amalgamation can improve resource allocation, allowing the pooling of resources to enhance academic provision, greater extracurricular opportunities for pupils and access to more specialised staff who are not available in the smaller, separate settings.

Both buildings are challenging to upkeep as evidenced by the LA Buildings Condition Survey. As a result, maintenance alone is costly leaving little money to develop the physical environment. However, both headteachers are proactive in seeking grants and raising additional funds to ensure the schools and their grounds present as enriching and stimulating for twenty-first century learning. Grants such as the Pupil Deprivation Grant are used effectively to support pupils eligible for free school meals and vulnerable pupils. Economies of scale following amalgamation would support the maintenance and enhancement of the current facilities.

Both schools have a great deal to share which would be of benefit to the other, such as Blaenymaes Primary's work on developing pupils' oracy skills work and Portmead Primary's planning in the moment work.

Portmead Primary has staff who are practice tutors for the Open University Initial Teacher Education or Training qualification and Blaenymaes has strong curriculum and well-being links with Swansea University. Amalgamation can share strengths in these areas such as developing the future workforce, enhancing pupils' experiences and raising pupil aspirations.

Both school leaders have clear understanding of the needs of the schools and its communities and successfully create a strong team ethos where everyone works together to enhance the learning opportunities and life chances for pupils and their families.

Overall, the quality and standards of education are likely to be impacted positively by this proposal with provision for learners likely to be as least as good as is seen in each separate school currently. Whilst not formally part of this consultation, early amalgamation could have a positive impact on the longer-term plan to build a brand-new school by 2031. This timeline allows the governing body, school leaders, staff, learners, and other stakeholders the earliest opportunity to co-design the new building and its facilities, in partnership.

Need for places and the impact on accessibility of schools

The council has considered the sufficiency of places and the likely demand for places in the future.

7. Appendices

Appendix A - Integrated Impact Assessment (Word doc, 111 KB)
Appendix B - Welsh Medium Impact Assessment (Word doc, 352 KB)
Appendix C - Community Impact Assessment (Word doc, 85 KB)
Appendix D - Budget information for amalgamated school (PDF, 79 KB)
Appendix E - Response form (Word doc, 34 KB)