SUMMARY OF GOOD PRACTICE

/
LINKS
Why Premises Management is Important
A school's premises, including its land and buildings, are a valuable asset and require careful management. They are not normally owned by the school itself but usually by the Local Authority (LA) or diocese. Thus, the role of the school is to act as the responsible custodian of the premises.
Schools and LAs also have a duty to consider the implications of the Disability Discrimination Act on their premises.
Key Benefits of Managing the Premises Effectively
Key benefits of managing the school’s premises, land and buildings, fall into four main categories:
  • financial – inappropriately designed (e.g. with inefficient heating) or poorly maintained buildings (e.g. which may need to be replaced) can become a substantial drain on recurrent resources
  • educational – the school needs to have the right physical resources to ensure that its curriculum meets the diverse needs of its pupils (including pupils with special educational needs)
  • motivational – the condition of the premises and the way buildings are used can affect the motivation and effectiveness of the pupils and staff who work in them
  • image – where there is competition for resources (pupils, staff and sponsorship etc), the condition of the school can be a factor in attracting pupils and staff.
The Premises Development Plan
A Premises Development Plan should outline how schools plan to maintain or improve their accommodation and grounds to provide a suitable, stimulating, healthy and safe environment for learning. Premises plans should take into account a range of issues which fall into three main categories:
First, maintaining the current premises so that they are fit for purpose. This category
covers:
  • Maintenance requirements.
  • Quality and fitness for purpose.
  • Health and safety issues resulting from risk assessment.
Second, making the best use of the premises. This category covers:
  • Utilisation of current space.
  • Comparison with space standards.
Third, planning necessary changes/improvements to the premises. This category
covers:
  • Current and future initiatives in the School Development Plan.
  • Future numbers of pupils and the staff required.
  • Curriculum developments.
  • Teaching and learning strategies.
  • Requirements of the Support services.
Each of these is dealt with in turn below
Maintaining the current premises so that they are fit for purpose
There should be a long-term maintenance plan showing:
  • redecoration and planned maintenance
  • replacement of fixtures and fittings (such as floor coverings and furniture).
Some large schools will have these documents prepared by professional Architects, Building or Quantity Surveyors. Others will base the work required on the issues raised by the regular condition survey, which should be provided by the LA. Whoever prepares the plan, it is vital that the costs revealed are reflected in the finance section of the School Development Plan and flow through into the relevant Annual Budgets.
When planning work on the premises, it is important that it is timed to cause the least disruption to the day-to-day running of the school. Governors and senior staff therefore need to have a clear understanding of the scale of work to be undertaken. They will also have to have some awareness of health and safety requirements, especially where work is to be carried out by the school’s own staff.
Part of the school’s risk assessment should involve environmental health and safety. This should be taken into account when carrying out maintenance and repair work. Specific aspects for consideration will include:
  • Fire safety.
  • Asbestos.
  • Security of the premises.
  • Physical security of the pupils and staff.

Making the best use of the premises

Schools should regularly carry out accommodation audits to ensure that premises are being used to their full potential. In smaller schools, and particularly Junior schools where individual classes remain together for much of the day, this should be relatively straightforward. However, for larger schools allocation of space is much more complex, and more work is needed to ensure that space is actually being used when allocated and is suitable for the purpose (i.e. not too small or too large and is properly equipped).
An accommodation audit will determine the extent to which the current space is being used properly to further the school’s learning aims, and how it needs to be improved. The results of such an audit are taken account of in the Premises Development Plan (referred to above). There is a close relationship between the management of the site and the school’s budgeting process.
The Audit Commission has provided broad guidance on accommodation audits and LAs may also have tools that school’s can use. Typically the audit will assess different categories of accommodation against a range of criteria. The categories would include the space needed for:
  • the teaching of particular year groups
  • the teaching of specialist subjects
  • extra-curricular activities
  • meals
  • community needs.
The criteria against which they are gauged include whether it:
  • meets curriculum needs
  • meets organisational needs
  • is fit for purpose (space and fixtures and fittings)
  • is safe and clean.
When assessing the effectiveness of utilisation of school premises, it is important to calculate the school’s net capacity. Detailed guidance has been issued by the DCSF on calculating the “net capacity” of a school. The calculation of net capacity is intended to provide a single, robust and consistent method of assessing a school’s capacity. Calculating the “net capacity” can indicate the number of places in a school that are surplus to requirements, or the number of additional places that are needed in a school.
It can help a school to make the best use of its capital resources. By comparison with previous methods for calculating “net capacity”, those used now allow more space per pupil. There are separate categories for teaching and ancillary space, and the calculation excludes communal areas such as the school hall.
LAs are responsible for calculating the “net capacity” of their schools, and the DCSFguidance is intended primarily for their use. LAs have to notify the DCSF of the “net capacity” of all their schools and have to inform them ofany changes. It is, however, useful if senior staff in schools have an understanding of how “net capacity” is calculated, in case they make changes to their school’s accommodation, which increases or decreases its capacity.
In addition, making the best use of the school’s premises may involve certain parts of the space being made available to outside organisations, especially where they provide activities that support the school’s mission or are consistent with it (e.g. providing pre-school or careers guidance facilities). In these cases, it is important that formal arrangements exist, such as an appropriate lease or tenancy agreement, to put the arrangement on a proper footing.
Consideration of premises changes/improvements needed to support the planned development of the school
This area of activity covers a vast area, from minor improvements paid for out of recurrent funds to the full redevelopment of a school, which would be funded out of the capital budget.
The School Development Plan should indicate what improvements to accommodation are needed if the school is to implement its curriculum effectively. The plan should cover the replacement of facilities that are beyond economic repair and the maintenance and refurbishment of those facilities that are still required.
Often, action to make the best use of the space available is based on common sense. For example, significant improvements to usable areas can often be achieved through relatively minor changes, such as moving doors or putting in walls / partitions. There is no guidance on such changes, which depend upon the eye and the creativity of school staff,Governors and any professional advisers.
If more major changes are being considered, and especially if they require capital funding, the LA should be contacted, as it has technical staff experienced in the design and construction of educational premises. It is important, however, that senior staff become well informed about ways of improving or designing accommodation, in order that they and the school can derive maximum benefit from the support the LA gives, and make the right decisions about changes to the premises. The DCSF has issued what it refers to as “non statutory” guidance aimed at anyone who is involved with the design of new schools or the remodelling of existing accommodation.
In planning premises changes/improvements, Schools need to consider that the Disability Discrimination Act (DDA) also imposes a duty to make reasonable adjustments if the premises substantially disadvantage a disabled person compared with a non-disabled person. Examples of adjustments might be the installation of a ramp for a wheelchair. However, the requirements of the DDA do not apply in the case of a voluntary aided, foundation or foundation special school which has fewer than 15 members of staff.

Funding repairs and new build work

Each of the issues dealt with above has financial consequences for the school, and those consequences will include both costs and benefits. These will have to be balanced against the many competing demands that the school has for its finite resources. However, for some building related work, particularly new build, additional funding may be available. This is a complex area, and specific advice is available on the DCSF Teachernet website.
For new build work, the Private Finance Initiative (PFI) will often provide an alternative source of funding but often has wider implications and opportunities too (e.g. different ways of organising the management and maintenance of properties). However, such developments will need to be discussed with your Local Authority.
Some PFI initiatives will involve the use of companies by schools. This is covered by a specific Statutory Instrument.
There are separate arrangements for capital funding for Voluntary Aided (VA) schools in England set out in “The Blue Book”.

Energy efficiency

An issue for all organisations in managing their property portfolio is the increasing cost of energy and the desire to reduce energy consumption for environmental reasons. In this connection, the DCSF is working with the Carbon Trust in providing energy efficiency advice to schools as part of its commitment to sustainable schools.

What is an asset management plan?

Each Local Authority is required to prepare and regularly update an Asset Management Plan (AMP) covering all its assets and activities, including those in education, over a five-year period. Specific guidance in relation to education, in DCSF circular DCSF 0-095/2000 “Asset Management Plans” issued in April 2000, sets out the overall aims for AMP’s as being to:
  • provide an agreed basis for local decisions on spending priorities and link with other LA plans
  • help Governors and Head Teachers to develop plans for individual schools by making the process for decision-making on funding priorities across the Authority fair and transparent
  • help the development of partnership projects
  • provide assurance to stakeholders that capital projects are soundly based and represent good value for money.
AMPs have implications for decisions on local expenditure, so it is vital that Governors and staff are involved in their formulation. Guidance from the DCSF sets out the relative roles and responsibilities as follows:
Roles and Responsibilities
Both the school and its LA have responsibilities for premises. These may be summarised as follows.Governors and Head Teachers of schools should:
  • determine, in consultation (where relevant) with diocesan bodies, school priorities to be included in their School Development Plan (SDP), making clear what resources (physical or educational) will be needed if these are to be met
  • help to frame authority-wide priorities
  • act as the responsible custodian of the premises
  • plan, budget and manage projects for which they are responsible including, those in Foundation or Voluntary Aided (VA) schools, those covered by devolved or formula funding and those which are self financed, in line with agreed AMPs
  • carry out some monitoring of Public Private Partnership (PPP) services, as agreed with the authority
  • assess the extent to which capital investment will help to raise the levels of pupils’ attainment
  • help with the preparation of the AMP.
Local Authorities should:
  • develop policies, frame priorities and action plans, as part of their statutory role in supplying school places, creating specialist units, planning and implementing the annual capital programmes etc.
  • prepare and obtain agreement to an Authority-wide policy statement on AMP roles, responsibilities, scope etc.
  • treat schools in all categories fairly
  • maintain a dialogue with schools and other partners about what capital investment is needed and how the benefits of this will be identified and monitored
  • give advice on capital projects
  • be responsible for ensuring that data collection on accommodation and premises is effective and carried out in a consistent way
  • monitor how school Governors discharge their responsibilities and ensure that good stewardship by schools is recognised and rewarded
  • assemble and disseminate information relating to school buildings, including the promotion of sustainable development, consistent with Local Agenda 21 strategies
  • promote local partnerships
  • broker agreements amongst the relevant parties (schools, diocese etc.)
  • integrate, where applicable, plans for schools with those of other council services
  • explore the potential of different funding mechanisms, including PPP, as a means of meeting identified priorities and developing PPP priorities
  • plan in order to ensure the efficient and effective use of new and existing assets
  • provide the necessary information on inputs and outputs and co-operate with the DCSF in appraising the local AMP processes.

Links between AMP and School Development Plans

There should be compatibility between the AMP and the asset section of the School Development Plan. Notably, the finance section of the School Development Plan should take account of plans to develop the school premises. / Contact your LA for help with:
  • A condition survey for the school’s premises - one should be provided regularly by the LA.
  • LA technical staff should be able to advise on likely timescales and costs for this work.
For more help with the impact on budget setting for your school Click Here. This will take you to the Budget Setting Summary S3.1 in this Toolkit.
For more help with risk management for your school Click Here. This will take you to the Risk Management Summary S3.3 in this Toolkit.
For more help on calculating the net capacity of schools Click Here(R43). This will take you to the relevant section of Teachernet, where separate DCSF guidance is available for Primary and Secondary schools. This covers:
  • Objectives and options.
  • Vision for the school.
  • Implications for the design.
  • Key design requirements.
  • Area requirements and formulae.
  • Net area and non-net area requirements.
  • Site issues.
Contact your LA for help with:
Estimating the costs of improvements. LA technical staff should be able to advise on likely timescales and costs for this work.
For more help on the design of new schools or the remodelling of existing accommodation Click Here(R43). This will take you to the relevant section of Teachernet where separate DCSF guidance is available for Primary and Secondary schools. This covers:
  • Objectives and options.
  • Vision for the school.
  • Implications for the design.
  • Key design requirements.
  • Area requirements and formulae.
  • Net area and non-net area requirements.
  • Site issues.
For more help on the Disability Discrimination ActClick Here (R140). This will take you to the relevant page on Teachernet which gives advice on both premises and employment issues.
For more help on funding repairs and new build Click Here(R99)which will take you to the Funding Strategy and Programmes page on the Teachernet website.
For more information on PFI schemesClick Hereto go to S4.1 procurement and supplier management.
Click Here(R4) for the Guide to the Law for School Governors, which at Chapter 24 deals with school companies.
Click Here(R49) for the Blue Book, which is a guidance document on capital funding for Voluntary Aided (VA) schools in England.
For more information on Energy efficiency Click Here(R102). This will take you to the Carbon Trust website summarising the types of support, including grants, that might be available and giving contact details.
For more help on Asset Management Plans Click Here(R44). This will take you to the Asset Management page on Teachernet. It sets out:
  • The aims and objectives for AMPs
  • Responsibilities for developing AMPs
  • The rationale for AMPs
  • Stages for development of AMPs
  • The DCSF role
  • Property Information Systems and Schools Premises Data
  • Condition Assessment
  • Getting into Condition –a Good Practice Guide for Local Authority Asset Management Plan Condition Assessments (with web-based example documents)
  • Suitability Assessment
  • Sufficiency Assessment
  • Data Analysis Publication
In addition, there is an update on the discount rate to be used in option appraisal.

Page 1 of 11