Asset Management Plan For Schools Local Policy Statement

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					   Asset
Management
    Plan
For Schools




 Local Policy
  Statement



                Revised May 2005
                                         CONTENTS

Section   Content                                                   Page No.

          Contents                                                     ii

          Preface                                                      v

          Policy Statement – Summary                                   vi

   1      Introduction                                                 1

   2      Objectives of the AMP                                        3

   3      Scope of the AMP                                             4

   4      Timescales                                                   5

   5      Consultative Process                                         6

   6      Partnership (Stakeholders)                                   8
          a) Role of the Schools
          b) Role of the Diocese
          c) Role of the LEA
          d) Role of Mouchel Property Services
          e) Role of the DfEE

   7      School Premises Information                                 11
          a) Data collection
          b) Data analysis
          c) Information needed from Schools
          d) How the information from all Schools will be set out
          e) DfEE AMP Data requirements

   8      Assessing School Premises                                   13
          a) Identifying the needs for future capital investment

   9      Condition Needs                                             15
          a) Assessing property condition
          b) The Condition Survey process
          c) The Condition Survey Document
          d) The Asset Management Context
          e) The Principles of Condition Prioritisation
          f) The Detail of Condition Prioritisation




                                               ii
  10       Sufficiency Needs                                            20
           a) The Sufficiency Assessment Process
           b) Area measurement
           c) Excluded area
           d) Non-school and support functions
           e) Capacity Assessment
           f) Independent survey
           g) Roles and responsibilities
           h) Timing
           i) Planning for future changes
           j) Prioritisation of the sufficiency element



  11       Suitability Needs                                            25
           a) Definition of suitability
           b) Method of assessing suitability
           c) Roles and responsibilities
           d) Suitability assessment : Stage 1 - suitability survey
           e) Suitability assessment : Stage 2 - suitability summary
           f) Suitability Sumary Assessment -Identification of Needs
           g) Prioritisation of suitability assessment

  12       The Prioritisation Process                                   32

           a)   Ranking School Priority Projects
           b)   Overall Ranking of Schools’ Needs
           c)   Demonstration of Fairness in Prioritisation
           d)   Brokering and Complaints
           e)   Seeking Premises commitments from schools
           f)   Suitability Outturn Analysis

  13       Performance Indicators and Benchmarking                      41

  14       Arrangements for Devolved Funding                            42
           a) Repair and Maintenance
           b) Formula Capital
           c) Seed Challenge
           d) Self Help Schemes
           e) Health and Safety

  15       Securing Maximum Value for Money                             44
  16       Implementing Government Policy Initiatives                   47
  17       Basis for Maintaining and Reviewing the AMP                  50


Annex
        A Glossary Of Terms                                             1

        B Table 1 - DfEE matrix of needs and priorities                 2
          Table 2 – Suggested works meeting DfEE needs and priorities   3

        C Table 3 – Premises Needs Pro-forma (with sample completion)   4

        D Bedfordshire Priorities for Capital Expenditure 2000-2005     6


                                                iii
E Condition Assessment – Classification of Premises Elements   7

F Suitability Assessment - Examples of categorisation and      8
  quantification.

G ‘Net Capacity’ Assessment Form (Primary school example)      11
H Consultation Paper on Prioritisation of Projects             13




                                     iv
                             Bedfordshire Asset Management Plan
                                    Local Policy Statement


Preface


To: Heads of all Nursery, Lower, Middle, Upper, Special schools and Pupil Referral Units



Dear Colleague

Asset Management Plan (AMP) – Update of Local Policy Statement

You will be aware that the Asset Management Plan for Schools Local Policy Statement sets out
the principles which underpin asset management planning and provides the framework for
identifying school premises needs and priorities for capital expenditure. Since 1999, initially on
an annual basis, the Local Policy Statement has been subject to consultation with schools and
other interested parties and together with associated documentation and evidence has been
appraised by the DfES.

In line with the Government’s principle that local spending autonomy is allowed in inverse
proportion to their confidence in the Authority’s systems, a satisfactory or above classification for
the AMP indicates DfES approval for up to 3 years. Bedfordshire’s appraisal in July 2001 and
November 2002 resulted in a score of 3 (above average and compliant with evidence of good
practice). As such, we have not been required to submit a further version of the Local Policy
Statement for appraisal purposes, but we do wish to ensure that the Local Policy Statement
continues to be reviewed and consulted upon on a regular basis. The latest DfES appraisal in
May 2004 in relation to submitted Suitability and Condition data and the LEA’s Statement of
Priorities resulted in a ‘satisfactory’ mark and we have been given the autonomy to allocate
capital resources in line with our local priorities.

Therefore, the attached Local Policy Statement has been reviewed and updated and in line with
Bedfordshire LEA’s commitment to consult on any updating of the LPS and associated AMP
documentation, I should be grateful to receive any comments on this May 2005 Local Policy
Statement. For ease of reference, the changes to the Local Policy Statement are in bold type.
The LEA’s Statement of Priorities has not been updated and is available, together with this latest
version of the Local Policy Statement, on the internet under Education/LEA Zone/School
Property Issues.

Comments on the Local Policy Statement should be sent to the Education Planning Team at
County Hall, Bedford or e.mailed to Julie.Randall@bedscc.gov.uk

Yours sincerely,



David Doran
Strategic Director of Learning



                                                  v
Policy Statement - Summary

This Local Policy Statement sets out the framework of respective roles and responsibilities
within which the Asset Management Plan (AMP) has been and will continue to be developed in
consultation with representatives of schools, Dioceses and other relevant bodies.

The AMP is a co-ordinated compilation of all relevant information which relates to premises and
their use, identified needs and priorities. Its aim, is to set out the information needed, and the
criteria to be used, to make decisions about spending on school buildings which will :

•   raise standards of educational attainment,
•   provide sustainable and energy-efficient buildings that are consistent with Bedfordshire’s
    Local Agenda 21 strategy,
•   provide innovative design solutions which reflect the future needs of ICT-based education,
•   increase community use of school facilities,
•   maximise value for money,
•   ensure efficient and effective management of new and existing capital assets, and
•   contribute to the objectives of the County Council’s Community Vision via the Corporate
    Asset Management Plan and Capital Strategy.

The main objectives are :

•   to provide an agreed basis for effective and joined-up local decisions on school capital
    spending priorities and to link with other LEA plans;
•   a more effective partnership between schools and the Authority;
•   much greater certainty on the use of funding;
•   the ability to target investment on particular elements of the raising standards, inclusion and
    lifelong learning agendas, in line with DfES and local priorities;
•   to help governors and head teachers in developing plans for individual schools by making
    fair and transparent the process of decision-making on funding priorities across the LEA;
•   effective options appraisal and a much more reliable basis for making capital bids and
    allocations;
•   better value for money through achieving a balance between capital and recurrent
    expenditure which has a greater focus on long term strategies, based on lifetime costs;
•   to help the development of partnership projects, and
•   to provide assurance to stakeholders that capital projects are soundly based and represent
    good value for money
•   to provide high quality nursery provision in line with Central Government’s priorities
•   to ensure joined up funding for larger scale modernisation schemes that will secure Best
    Value through lower lifetime costs
•   to encourage schools to implement appropriately funded planned maintenance programmes
    in line with their role to act as responsible stewards of their premises, including necessary
    external painting
•   to ensure equality of funding arrangements for revenue repair and maintenance in VA
    schools, in line with the April 2002 change in liabilities
•   to encourage schools to deploy their devolved capital funding in line with locally agreed AMP
    priorities.

As identified and recommended by the DfES, this statement covers the following :

•   the scope of the AMP,
•   respective roles in developing the AMP,

                                                vi
•   how the LEA will consult schools, Dioceses and other interested bodies and aims to seek a
    consensus on priorities,
•   the criteria for prioritising needs and the basis for agreeing priorities, including seeking a
    commitment from schools on improved educational standards,
•   the way in which the LEA will demonstrate how one school’s needs rank in relation to others,
•   the information needed from schools,
•   how the information on all schools will be set out,
•   the basis for assessing premises
•   how Central Government policies and initiatives that impact on premises planning and
    design will be incorporated and implemented.
•   the basis for maintaining and reviewing the AMP




                                                vii
1      Introduction

Bedfordshire Local Education Authority supports the principle of ASSET MANAGEMENT PLANNING
(AMP) for school premises and is committed to establishing a process which is open, transparent,
objective and fair.

In order to meet these parameters the Authority will:

•   Disseminate accurate up to date information on its AMP to all parties.

•   Consult partnership groups in respect of the framework and processes of AMP.

•   Give equality of treatment across primary, secondary and special schools.

•   Monitor and review provision within these sectors to ensure priorities are determined on the basis of
    'need'.

•   Learn from other LEAs, DfES, agencies and disseminate good practice to schools on AMP issues

In line with national guidelines Bedfordshire categorises the investment needs of school premises in
terms of their SUFFICIENCY, SUITABILITY, and CONDITION.

It is recognised that all of these three elements have an impact on standards of pupil attainment:

•   Where there are not enough places in which to educate children, any attempt to raise standards will
    be severely hampered.

•   Where there are overcrowded or undersized classrooms good quality teaching is more difficult.

•   Where there are more places in schools than children, the money spent on retaining excess building
    space could be redirected to other educational priorities.

•   Where buildings are in good condition this can be beneficial to the morale and motivation of both
    teachers and pupils.

•   Where buildings are in good condition teachers and Head Teachers alike are relieved of the
    distractions and stress, allowing energy and attention to be focussed upon improving educational
    attainment.

•   Where school buildings are appropriately designed and equipped to deliver a modern curriculum,
    pupils will have the best opportunity to achieve their full potential.

In introducing the concept of asset management planning the Authority has employed a structured
communication strategy geared to raising awareness of AMP and its implications for the Authority and
for schools.

Following the issue of Advice Notes to Head Teachers and Governors to raise awareness of AMP, and
presentation to members of the Professional Services User Group (now the School’s Policy Support
Group – SPSG) positive feedback indicated support for the objectives, definition of roles and
responsibilities, and the focus on assessing the condition, sufficiency and suitability of school
accommodation.



                                                                             Revised May 2005
The Authority has built on this support in order to develop further asset management planning and the
partnership with all of the parties who have a significant role in the management of school premises in
Bedfordshire.
In seeking the commitment of schools (and other partners) to the AMP process the Authority will
endeavour to be supportive and will seek to apply ‘light touch’ in line with Code of Practice principles.

It is recognised that there must be ownership of the AMP by Head Teachers and Dioceses, with general
agreement on the fundamental ‘principles and processes’. To this end the Authority has devised and
distributed AMP Bulletins to all Head Teachers. The purpose of these AMP Bulletins is to communicate
to, and inform Head Teachers of, the principles and processes which underpin the AMP.

In each Bulletin Head Teachers have been offered the opportunity to provide ‘feed back’, and comment
on the content of these bulletins.

Draft bulletins are submitted to the SPSG for agreement, prior to circulation to schools and other
partners.

The Authority has developed a web site on the Internet on which it publishes these AMP Bulletins along
with its Local Policy Statement and Statement of Priorities.

In formulating its Local Policy Statement Bedfordshire has developed the principles set out in the DfES
Provisional Guidance on AMP (August 1998) and the subsequent Framework document (February
1999), and the Appraisal Guidance for 2001-2 (June 2000), 2002-3 (April 2001), 2003-4 (April 2002)
and 2004-5 (September 2003). This Local Policy Statement takes account of the Council’s Corporate
Plan 2004-2007, the Capital Strategy and the Corporate Asset Management Plan in order to reflect
local priorities and spending plans. Bedfordshire’s Local Policy Statement will continue to evolve
dynamically in response to new guidance and, as and when new systems are in place. Thereafter, the
statement will be updated in line with changing priorities, plans and DfES guidance.




                                                     2
2      Objectives

Bedfordshire's Asset Management Plan embodies a management planning process which sets out the
information needed and the criteria used to make objective and transparent decisions about spending
on school premises.

The objectives of the AMP are:

•   To provide an agreed basis for Bedfordshire LEA's decisions on spending priorities
                                          (Annex D – Bedfordshire LEA Priorities for Capital Expenditure)
•   To provide part of the supporting framework for the implementation of Bedfordshire's other
    approved plans e.g. School Organisation Plan, Education Development Plan, the LEA ICT
    Development Plan etc., as well as a link to School Development Plans, Corporate Asset
    Management Plan and the Council’s Capital Strategy
•   To further develop Partnership projects in order to maximise investment in Bedfordshire's schools
•   To provide assurance that capital projects are soundly based and represent 'value for money'
•   To contribute to raising educational standards throughout schools in Bedfordshire

It is intended that Bedfordshire's AMP for schools will operate in a spirit of partnership with the other
parties who have a decision making role in this respect and who will operate the Asset Management
Plan with a view to raising standards whilst providing a cost-effective service.

The Asset Management Plan will provide the 'vehicle' for maximising investment into Bedfordshire's
schools. It will, by its clarity, transparency, and objectivity, demonstrate that bids, for example, for
Central Government grant or credit cover or for development of Public Private Partnerships (PPP), are
targeted at projects of the highest identified priority.

The types of capital schemes included will be:

•   School place provision, surplus place removal, and school merger projects
•   Replacement, remodelling, extensions and improvement works
•   Site acquisition and disposal

It should be noted that the AMP for schools covers capital costs and the recurrent spending implications
of capital and maintenance decisions. The linkage between capital and recurrent spending is required
to be taken into account at the option appraisal stage in the corporate asset management planning
process.




                                                      3
3       Scope of the AMP

Bedfordshire's Asset Management Plan for Schools will cover all mainstream and special maintained
schools in the Authority (i.e. Nursery, Lower, Middle, Upper, and Special Schools, including PRUs) and
will include Community, Foundation, Voluntary and Special Schools.

The Asset Management Plan will not currently cover other educational premises such as :

     Youth and Community, Adult Education and Continuing Education premises, Field Study Centres,
     Caretakers' properties, or any residential staff accommodation associated with schools maintained
     by the Authority. Asset management planning to these properties will form part of service planning
     which informs the Corporate AMP for other County Council premises in Bedfordshire.

For each school the Asset Management Plan will cover :

•   All Teaching and Non-teaching accommodation including fittings and fixed furniture*
•   All areas within school sites such as roads, playgrounds (including fixed play equipment), car
    parking, and playing fields*
•   Off school site provision such as detached playing fields*
                                                                        * (as defined in DfES Guidance)

The Asset Management Plan will also cover :

•   Capital Expenditure related to the above, including capital delegated to schools under the Schools
    Standards and Framework Act. It will include any new schools (including merged schools) in the
    above categories.
•   Major revenue expenditure relating to site and buildings costs in the above establishments

It will not cover :

•   Loose furniture and fittings (as defined in DfES Guidance)
•   It is not envisaged that minor revenue expenditure such as day to day repair and maintenance will
    form part of the Asset Management Plan.




                                                   4
4     Timescales

Previous versions of the Local Policy Statement identified the specific DfES timetables for
appraisal arrangements of LEA’s AMPs and the process for providing condition and suitability
data to inform the AMP appraisal. This is no longer applicable as the DfES will not be
appraising the AMP in the future, but expects LEAs to continue with the AMP process.

Bedfordshire LEA has undertaken to update Condition and Suitability Assessments on an
annual basis to reflect the changing obligations and needs of schools. Schools are fully
involved in the annual condition inspections undertaken by surveyors from the Council’s
Property Partner and the annual Suitability Survey is school led with support from the LEA,
where required. LEA officer visits are offered specifically to new heads and to heads of
schools that have not recently undertaken a suitability survey.

The annual Condition Inspection visits to all schools (known as the annual formal visit) are
undertaken by the Council’s Property Partner’s Building Surveyors. These commence in the
summer term with a planned completion by the end of the calendar year to enable the reported
data to inform the preparation of school budgets for the following financial year.

The annual Suitability Assessment is school led and commences with schools being sent a
Suitability Survey form to complete together with a School Priority Form (see Annex C) in the
Autumn Term. A return date of 31 December is required to enable the LEA to undertake a
moderated assessment of the survey information. In the Spring term, all schools will be sent
their Suitability Assessment with an Outturn Analysis which identifies the projects and the
changes in direct educational impacts since the previous year’s assessment. Further
information on the Suitability Assessment methodology and the Suitability Outturn Analysis can
be found under Section 12.




                                               5
5      Consultative Process

The procedures for establishing the AMP and the preparation of the Local Policy Statement have been
drawn up in consultation with the main partners and other groups in the Asset Management process:

•   The Schools Policy Support Group comprising representative Secondary, Primary, Nursery and
    Special school Head Teachers, together with a representantive of the Council’s Strategic Partner for
    Business Services has been consulted in respect of the draft Local Policy Statement. All Head
    Teachers (and Chairs of Governors) have been consulted in respect of the AMP framework, and
    important issues arising from the AMP process. Any necessary updating of the LPS has and will
    continue to be subject to further consultation with the relevant partners. At a local level, partnership
    arrangements, involving Head Teachers, Governors, and Diocesan Representatives consider
    further development of Bedfordshire’s AMP.

•   The Church Dioceses of Northampton and St Albans

    Diocesan representatives have also been invited to contribute to the formulation of the plan, and
    thereafter liaison with the two Dioceses have been assimilated into the existing pattern of regular
    meetings. Thus far, these meetings have involved discussions regarding VA school development
    plans, prioritisation of projects for VA school expenditure including seed challenge and devolved
    formula capital and VA school suitability surveys and assessments. By agreement with the St
    Albans and Northampton Dioceses, Bedfordshire AMP data and processes have been applied
    equally and fairly across all schools in the Authority. The involvement of the Diocesan
    representatives has increased and relationships strengthened by their contribution to the AMP
    process. Both Dioceses are also being consulted in respect of the latest revision to the Local Policy
    Statement.


•   The Executive (and the School Organisation Committee).

    Members of the Executive through the appropriate Member Portfolio Holders will be kept abreast of
    developments in AMP. Where appropriate, the School Organisation Committee will also receive
    appropriate information.

•   The Authority has also consulted with other Local Education Authorities and networked with a range
    of user groups including the Pillar Asset Management Information Network.

•   Officers from the Authority have consulted directly with DfES in the formulation of its AMP, and
    Bedfordshire has acted as a pilot Authority on behalf of the DfES in trialing aspects of sufficiency
    assessment.

•   Teachers’ Professional Associations


Ongoing development of the consultation process

The Authority has continued to develop and expand the arrangements for consultation with local
partners. The LEA is represented on the Corporate Asset Management Group in developing County-
wide asset management planning and ensuring a consistent approach between the AMP for Schools,
the Corporate AMP and the Capital Strategy. Meetings with the SSPG representing Head Teachers
from primary, secondary, nursery and special schools have continued to take place on a regular basis

                                                     6
in order to obtain feedback on the Authority’s AMP as it has continued to be rolled out. In response to
requests from this group the Authority has produced a series of AMP bulletins to sharpen the
consultation/communication system with Head teachers and Governors.

The purpose of these bulletins has been to raise awareness and highlight various aspects of the AMP.
The bulletins have not only made schools and diocesan bodies more aware of the AMP process but
have also raised awareness of their respective roles within it.

In order to ensure a direct communication with School Governors on all AMP matters, items that
are included within the AMP Bulletin are then summarised and included within the Governors
Newsletter.

In order to maximise coverage to Head Teachers, Governors, and other partners the AMP bulletins
have also been published on Bedfordshire’s website.

The AMP Bulletin form of communication with schools has now been embedded within the AMP
process and will continue as the main information source for all AMP and capital investment issues.

Updates on the development of the Asset Management Plan for Schools have also been provided at
the Strategic Director (Learning) termly meetings with head teachers.

Condition Needs

Following the completion of the first stage of the Condition Survey database, which is now available to
schools as detailed in Section 9 of the Local Policy Statement, an annual formal visit has and will
continue to take place to each school to discuss and review priorities of planned maintenance issues
and any other school financed improvement work as identified in the School Development Plan. In
between these formal visits, 2 other informal visits will take place to provide a facility for ongoing
communication between schools and a nominated Building Surveyor and a mechanical or electrical
services engineer who will be responsible for the day to day maintenance of each school.

Feedback from head teachers on the prioritisation process for condition items has led to a refinement in
the Priority Index factors to include the Impact Factor as detailed in paragraph 9e of this Local Policy
Statement. Schools were asked to contribute this information for the first time at the formal visit during
the Autumn Term of 2001 and this now forms a regular requirement of the process.

Suitability Needs

Initial consultation with head teacher groups has taken place to determine the scope of a consultative
document on the prioritisation of suitability issues, following the receipt of Suitability Surveys from
schools, as detailed in Section 11 of this Schools Local Policy Statement.

A consultation document was produced to obtain the views of all head teachers and governing bodies
on the following issues:-

 i. A suggested point system to give different weightings to suitability problems within a school and

 ii. When suitability needs have been prioritised, how overall priorities can be determined for
     sufficiency needs against issues of suitability and condition.

Following the consultation, a points system has been established and each suitability assessment will
be scored under the A – D categories and a priority list of suitability needs will be produced. Through
the Suitability Outturn Analysis, schools have access to this data on their premises and are able
to see their own schools position relative to other schools within the Authority.




                                                    7
The completion of the School Priority Form by head teachers as part of their application for capital
funding has proved invaluable when used in conjunction with suitability assessments in relating
expenditure plans and in guiding the allocation of funds through seed challenge, devolved capital etc.

Sufficiency

The revised DfES method for assessing the ‘net capacity’ of primary and secondary schools has been
used to identify sufficiency needs. The Sufficiency Assessment process is detailed in Section 10 of this
LPS.

Bedfordshire, in conjunction with it’s Property partner, has developed comprehensive Computerised
Assisted Drawings (CAD) measurements for all its schools and revised calculations have been carried
out by LEA officers, based on associated schedules of accommodation and net capacity
measurements. Each school has been sent its own schedule of accommodation, school plan and
revised capacity calculation and were asked to double check the accuracy of the interpretation of usage
of rooms/areas and confirm this to the LEA. Where necessary, visits have been made to individual
schools to agree usage. From this agreed base, master plans and schedules have been and will
continue to be updated to include changes to buildings, which will then generate any necessary reviews
of the ‘net capacity’ of schools and potential future changes to school admission numbers.

It is recognised by Bedfordshire that accurate area measurements and designations of rooms are the
keystones for accurate comparisons between schools and against benchmark models for both
sufficiency and suitability assessments of the AMP.

.

6       Partnership (Stakeholders)

The main partners locally in the development, maintenance and implementation of Bedfordshire's Asset
Management Plan for Schools will be :

•    Head Teachers and Governing Bodies
•    The two Dioceses:
        Northampton Roman Catholic Diocese
        St Albans Church of England Diocese
•    The LEA
        The Education Strategy Unit
•    Mouchelparkman Property Services
•    HBS Strategic Partner

It is important all parties understand their roles.




6a      Role of the Schools (Headteachers/Governors)

To contribute as valued partners in the Asset Management process in

•    Preparing School Development Plans and following that to identify premises' priorities for the Asset
     Management Plan process
•    Participating in the development of Authority wide priorities and co-operating in the preparation of
     the AMP
•    Acting as custodians of the school premises in accordance with the revised arrangements under
     Fair Funding for Schools and the delegation of property responsibilities


                                                      8
•    Managing repair or improvement projects (and the budgets for projects) for which they are
     responsible (including Self-Help Schemes) being mindful of the Asset Management Plan process.
     Aided schools are subject to separate (but similar) arrangements and relationships with the
     Dioceses or their Agents.
•    Identifying specific outputs of projects or proposed projects, in particular those outputs which will
     deliver improved educational standards.
•    Providing information to the LEA that projects carried out from delegated budgets meet the
     improvement in learning outcomes identified by the School Development Plan


6b      Role of the Dioceses

To contribute as valued partners in the Asset Management process by:

•    Supporting the procedures for data collection and prioritisation agreed with the Authority during
     preparation of this Local Policy Statement.
•    Preparing development plans for denominational education and sharing these at the earliest
     opportunity with the other partners for potential inclusion in Schools' Organisation Plans and Asset
     Management Plans.
•    Identifying the premises' implications of denominational education developments.
•    Planning and budgeting for premises related expenditure in denominational schools through the
     Asset Management Plan process.



6c      Role of the LEA

•    To prepare, consult on, and secure the agreement of the other parties to this Local Policy
     Statement.
•    To formulate a system to identify and prioritise the need for investment in school premises, which
     treats all schools fairly.
•    To deliver its statutory responsibility to provide pupil places and the Authority's capital programme
     through the Asset Management Plan process.
•    To integrate Schools' Development Plans with LEA wide plans.
•    To advise schools on good practice and sources of information, as well as exploring the potential for
     Public Private Partnership schemes (PPP), Private Finance Initiatives (PFI), and other investment
     opportunities.
•    To monitor schools' own management of repair and improvement projects, and their custodianship
     of premises. (The LEA will have particular regard to Health and Safety concerns as the employer of
     staff in Community Schools).
•    To provide the information requested by the DfES and co-operate in the appraisal process


6d      Role of the Council’s Strategic Partner - Mouchel Parkman

In its partnership with Bedfordshire County Council, Mouchel Parkman implements and maintains all
forms of design and refurbishment work, including statutory undertakings. As regards the AMP,
Mouchel Parkman will contribute in:

•    Developing and maintaining the database of information and ensure adequate and appropriate
     access for authorised users,
•    Managing the collection, integration and review of condition data,
•    Undertaking liaison with local partners in the use of AMP data,
•    Responding to specific commissions for projects development in accordance with the Partnering
     Code and Agreement.

                                                      9
6e      Role of the DfES

•    To provide the policy framework and context,
•    To set priorities and criteria at a national level,
•    To provide guidance on potential funding support and centrally driven initiatives. (The DfES have a
     diminished the emphasis on one-off, mainly annual, applications to them for funding. AMPs
     now inform the distribution of formulaic allocations and grants for schools.)
•    To undertake assessment of the AMP to cover the quality of the plan and the underlying processes.
     (The DfES has recently advised that, with effect from 2005, there will no longer be a
     requirement to submit the AMP Local Policy Statement and the Statement of Priorities for
     appraisal. However, the DfES will continue to seek suitability and condition data from LEAs)

DfES intervention is intended to be in inverse proportion to the LEA’s success in developing and
maintaining an effective asset management process.




                                                   10
7     SCHOOL PREMISES INFORMATION

7a     Data Collection

The LEA already holds data needed to formulate our AMP for Schools. This includes accommodation
schedules, pupil projections, capacity measurements, property data, as well as historic information on
energy consumption and fuel costs. However, this data is kept in different formats and various
locations, including external agencies.

The development of Bedfordshire AMP provides an impetus to rationalise the data, as well as review its
scope, storage and retrieval. It also brings into focus issues relating to how this information can be
shared, and how it will be used in the future to make our management of building projects more efficient
and effective.

The appropriate strategic and operational units within the County Council will retain responsibility for
collecting and maintaining the accuracy of the data on school premises. Initial collection of condition
data has been adopted as the responsibility of the LEA, whilst continuing responsibility for updating that
data within Aided schools will reside with the Dioceses (or their agents).

Responsibility for the collection of data on school capacities (sufficiency) and suitability will rest with the
LEA. However, schools will be asked to assist with the collection of data on suitability, whilst the LEA
will moderate their assessments, and have final responsibility for ensuring consistency across the
Authority. Schools have also been asked to confirm the accuracy of the data used in the DfES ‘net
capacity’ assessments (sufficiency).

7b     Data Analysis

Through its Property Partner, Bedfordshire has explored the development of dedicated AMP software
which will allow interrogation against quantitative and qualitative criteria to identify which schools have
specific premises deficiencies or shortfalls. At this stage, no decisions have been made regarding the
appropriate software and no resources are currently available to progress this further. The specification
for a new Property Services contract, which will commence in October 2005, will include the
establishment of a dedicated AMP database.

On 1 April 2003, Bedfordshire County Council and HBS, its Strategic Partner, introduced an all
embracing IT system (SAP) for service functions and it is recognised that there is a potential advantage
in linking a property database directly to financial management.

However, in order to progress the development of ICT based information for AMP, spreadsheets have
been developed for middle and upper schools to make comparisons of existing accommodation against
optimum models derived from curriculum analysis and DfES Building Bulletin 98. Lower schools
comparisons are derived from DfES Building Bulletin 99. These comparisons will form the basis for
identifying priorities for capital programmes such as Modernisation Fund.


7c     Information Needed From Schools

Whilst in general terms the AMP database and the Condition Survey data will be managed by the
Authority, or Dioceses (or their agents), schools will be invited to comment on it, and will be requested
to confirm the accuracy of the data. The intention is to agree the data with all parties, wherever
possible.

As the first stage towards evaluating sufficiency, schools will be requested to check the LEA's current
accommodation schedules from which the revised DfES capacity assessment
capacities are derived.



                                                      11
In respect of suitability assessment, schools are invited to take the lead in carrying out the suitability
assessment survey to identify areas where there are problems, and to make judgements about the
effects of accommodation problems on curriculum delivery.

Bedfordshire schools are familiar with the process for the approval of self help schemes which has been
operating for many years in the Authority and which has been revised to take account of more complex
self-financing school projects. The self help application form has been further refined to cover bids from
schools in respect of formula capital and seed challenge projects. In future, as part of any bidding
process schools will, in addition, be asked to complete and return a pro-forma* to demonstrate how the
proposed works are cross referenced to their School Development Plan.
*(see Annex C)

Where specific schemes are identified as priorities, contributions from schools will be particularly valued
in identifying the 'outputs' from the proposed works, and especially the educational outputs which will
deliver improved standards.

In view of the current local management of capital resources in Bedfordshire, schools will be required
to notify the LEA when changes (other than minor changes) are made to their school premises, in order
to maintain the accuracy of the AMP database.

Schools will be asked to contribute where possible to feasibility studies covering their schools, and to
the appraisal of options identified in those feasibility studies.

7d     How the Information on All Schools Will Be Set Out

As previously stated the AMP database and Condition Survey data on individual schools will be
ultimately held in a dedicated computer database. Schools will have access to data on their premises,
and access to relevant indicators/benchmarks to allow them to see their schools relative position within
the Authority. Ultimately, all AMP data will be available to schools on the Bedfordshire web site.

When prescribed data within the AMP system is directly available to schools they may choose to
interact with it in a variety of ways. For example, schools may use it to obtain summaries of data on
their own premises, or use it to send completed electronic returns to help the Authority in its AMP
monitoring role.

Given the importance of data contained in AMPs, it is essential that security is managed appropriately.
It is envisaged that there will be a System Supervisor and process for the assignment of rights to users.
Access to the AMP system will be secured through a log-on screen that will determine the areas of the
system that the user will be able to view. For example, a school may not be able to access data on
another school unless this is allowed for reasons of transparency. Use of the data layers within the
system will therefore be carefully controlled.

Relevant personnel will have 'read only' access but with the ability to download data into spreadsheets
to model 'what if' scenarios. Some information within the AMP (for example, on pupil projections,
capacity calculations, or accommodation schedules) will only be changed by those responsible for
creating it.

Until such time that a dedicated AMP computer database has been established in conjunction with the
Council’s Partner for Property Services, AMP data will continue to be held and maintained on BARES
and Excel spreadsheets. Suitability assessments and Outturn Analyses for all schools are currently
available in Excel format to all schools for comparison purposes on the web site. Sufficiency
information (Net Capacities) are provided to individual schools electronically in Excel format or as a



                                                      12
paper copy. Condition Inspection data is updated and maintained in Access and paper copies are sent
to schools annually.



7e      DfES AMP Data Requirements

The DfES has requested all LEAs to provide the following data on their schools.

Basic Factual Data:

DfES School Number
School Name
Number of sites on which school is located
Number of blocks forming part of the school buildings
Gross internal area
Teaching area
School site area
Playing field area
Team game playing area
Whether or not the school has a swimming pool

Total Annual Energy and Water Consumption Data:

Solid fuel cost
Piped gas, cost and Kwh
Oil, cost and Kwh
Electricity, cost and Kwh
Water, cost and m3

It is understood that the DfES use this basic data to inform the national view of the sufficiency of the
school stock. The energy data is used by the DfES to monitor performance in relation to planned
reductions in CO2 emissions, and to develop other benchmarks.


8       ASSESSING SCHOOL PREMISES

In accordance with DfES Guidelines, as part of its AMP, Bedfordshire categorises the investment needs
of school premises in terms of Condition, Suitability and Sufficiency.

8a      Identifying The Needs For Future Capital Investment:

Bedfordshire LEA categorises the investment needs of school premises in terms of Sufficiency,
Suitability and Condition.

SUFFICIENCY- focuses on the quantity and organisation of pupil places within and across schools.

SUITABILITY- focuses on how well premises meet the needs of pupils, teachers and other users, and
contribute towards raising educational standards.

CONDITION - focuses on the physical state of premises to ensure safe and continuous operation.

It is recognised that all of these three elements have an impact on standards of pupil attainment:

•    Where there are insufficient places in which to educate children, any attempt to raise standards will
     be severely hampered.


                                                     13
•   Where there are overcrowded or undersized classrooms good quality teaching is more difficult.

•   Where there are more places in schools than children, the money spent on maintaining
    unnecessary and/or underused buildings could be directly used for teaching or other educational
    resources.

•   Where buildings are in good condition this can be beneficial to the morale and motivation of both
    teachers and pupils.

•   Where school buildings are appropriately designed and equipped to deliver a modern curriculum,
    pupils will have the best opportunity to achieve their full potential




The Relationship of Suitability to Sufficiency and Condition:



SUMMARY OF AMP ELEMENTS                  SUFFICIENCY       SUITABILITY       CONDITION
Physical capacity
Overall area of building
Internal spaces
Number
Size and other characteristics
Overall area of site
External areas
Area
Other characteristics
Health and safety requirements
Building / site layout
Other
Condition




                                                   14
9       CONDITION NEEDS

9a      Assessing Property Condition

To better understand its property portfolio and plan its property strategy, the authority needs to hold and
analyse information relating to the condition of each set of premises for which it is responsible.

The recognised method for the collection of this information is a property condition survey, and it is the
technique that has been adopted by the County Council to secure its property condition information.

9b      The Condition Survey Process

All schools were surveyed during 1999 by independent building consultants instructed by Mouchel
Parkman. The survey assessed each site, each block of the school, including the Site Agent/Caretaker
accommodation and each building element e.g. focusing on the individual constructional elements of
premises (for example the roof, windows and doors, mechanical services etc.)    (See Annex E)

Surveys are updated annually by way of the formal visit inspection, to take account of changing needs
and priorities. The need to re-survey each property is assessed every five years.

The process for these ‘elemental’ surveys is as follows:

•    A Building Surveyor visits each property to assess the condition of each individual element and
     make a note of each repair required. The Surveyor also provides a cost estimate for the repair, an
     estimate of the element’s continued life expectancy (i.e. the year the work should be undertaken),
     and the building user is given the opportunity to identify the impact of the defect on the
     school’s ability to deliver the curriculum. As stated above, this process is undertaken during the
     “formal visit” which takes place during the summer and autumn terms.

•    Either at the time of the formal visit, or during one of the two informal visits of the following two
     terms, the specialist areas of Mechanical and Electrical Engineering are addressed.

•    To ensure consistency, a senior surveyor checks the recorded data. It is then input into a dedicated
     computerised property database where it can be compiled and analysed in readiness for further
     programme considerations. To achieve this it is intended that condition surveys will be sent to each
     school during January or February of the spring term.

All recorded items are subject to re-assessment on an annual basis, including the cost estimate, which
includes an element for professional fees.

If the condition has not deteriorated, the condition rating will remain unchanged. For example, an item
identified as requiring work within two years on the previous assessment but which has not deteriorated
at the time of re-assessment will remain unchanged. It will not automatically be revised to one requiring
work within twelve months. However, the cost may be adjusted to reflect current pricing.

From the above, it therefore follows that the condition survey data does not indicate a
commitment to any form of rolling programme.



9c      The Condition Survey Document



                                                      15
The condition survey data is used by the County Council for a number of purposes and requires to be
presented in a number of formats, one for each purpose.

•    The data is converted into a .csv file (comma separated value) for electronic transmission to the
     DfES. The Department verifies the data and uses the information for example, to allocate the needs
     based element of formulaic allocations to the LEA.

•    The LEA uses the data in a summary spreadsheet format for the calculation of delegated funds to
     schools. This is calculated in direct proportion between schools based on the relative value of
     prioritised needs. Schools are provided with this funding with which to meet their property
     responsibilities as defined in the Scheme for Financing Schools.

•    The Council/Mouchel Parkman use the database format to establish a programme of capital repair
     and maintenance works at schools. The Council also uses the data in support of bids for other
     funding opportunities (Big Lottery Fund, PPP/PFI schemes, Targeted Capital Fund, etc.)

•    Schools are provided with a report (Word document) and should find it useful in planning property-
     related expenditure and programmes of repair. The data forms a basic reference point for
     determining condition-based needs, which can form the focus of attention for Formula Capital
     and/or SEED Challenge bids to the LEA. The data will also raise issues, which relate to the School
     Development Plan and can inform decision making by the school for other projects and funding.

The format for issue to all schools has been revised and has generally met with a favourable response
being described by the DfES assessors as “more user friendly”.

In 2000/01, all schools were provided with their surveys by electronic means, but experience shows that
a number had difficulty in accessing the data. A printed report has since been sent to each school,
although the intention is to ultimately make this and other schools’ data available via the Internet.

9d      The Asset Management Context

The comprehensive and wide ranging itemisation and prioritisation of repair and maintenance items in a
property condition database forms an important core element in the Authority’s asset management
planning.

Published guidance from the DfES reveals four levels of Priority, which should be identified when
formulating the condition aspects of the Asset Management Plan. These categories are:
    1. “urgent” (immediate),
    2. “essential” (within two years),
    3. “desirable” (within three to five years) and
    4. “long term work” (five years plus).
The key elements in this assessment are the degrees of urgency, avoidance of legislative breaches,
and the degree of risk to the health and safety of the building occupants.

The parameters recommended by the DfES to assess condition are very much in line with
Bedfordshire’s Local Policy Statement and more comprehensive Priority Index System. In fact, the
Bedfordshire system generates a finer filter for work prioritisation than that suggested by the DfES.

9e      The Principles of Condition Prioritisation

The maintenance need revealed by the initial, and subsequently updated, surveys greatly exceeds the
resources available. As a consequence, computer techniques are used to prioritise the items within the
survey to ensure the most urgent are tackled first.

•    Every item in the survey is prioritised. This is done by calculating a points score for each item,
     called a Priority Index. The higher the score, the more important the work.

                                                      16
•    The priorities are based on 4 factors identified either by the school, surveyor or engineer. This is a
     further refinement of the Priority Index System, where the “work type” is replaced by the Impact
     Factor and the Condition Category is added. The 4 factors are therefore:
         1. the Impact upon school operations,
         2. the Year the work should be undertaken,
         3. the Condition Category and
         4. the Element of construction affected.

•    The Impact factor details the immediate effect of disrepair on the user of the premises and is
     identified by school personnel. For example, it may indicate that an item results in a
     high/medium Health and Safety risk requiring the withdrawal from use of accommodation and
     thereby directly restricting learning opportunities. Such an item would generate a higher score (and
     thus a higher priority index) than, for example, works to internally re-decorate, the need for which
     forms a distraction to effective learning.
     Schools were asked to contribute this information for the first time at the formal visit during the
     autumn term of 2001.

•    The Year that an item should be addressed is assessed by the surveyor/engineer based upon
     relevant building industry experience. The more urgent the work is needed to maintain the
     premises and protect the asset, the higher the score.

•    The Condition Category identifies how close to complete failure an item is assessed to be. Once
     again, the condition category is assessed by the surveyor/engineer. The more imminent the failure,
     the higher the score.

•    The construction Element is designed to generate a higher score for those items that keep the
     building watertight and useable. For example, a roof repair generates a higher score than pointing
     repairs to a boundary wall.

•    The scores are combined to create the individual Priority Index. The scoring is biased towards the
     urgency of need represented by Impact, Year and Condition Category; followed by the construction
     element.

When the priority indices have been created, the information can be used to extract the most urgent
items from the system. This information can be used in combination with other sources (such as the
School Development Plan) to prepare targeted programmes of work.

9f      The Detail of Condition Prioritisation

As previously described, the Priority Index System requires the assessment of individual items for
Impact, Year, Condition Category and Constructional Element.

•    Impact is identified by the School at the time of the Surveyor/Engineer’s visit as one of the
     following:

     E - Denies learning opportunities. For example, pupils have to be sent home as a result of an
         extreme condition. This may apply to part or all of the school premises.
     D - Immediate restriction on learning opportunities. For example, the school may need to
         restructure the timetable to avoid a high/medium health and safety risk to occupants of specialist
         teaching areas.
     C - Potential restrictions on learning opportunities. For example, recurrent patch repairs that
         represents a continual drain on school finances, which could be used for educational purposes.
     B - Minor teaching restrictions. For example, a management solution may be employed to avoid a
         potential medium/low health and safety risk. Fire precaution works might be included here.


                                                     17
    A - Distraction to teaching/learning. For example, a poor learning environment through lack of
        decoration will adversely affect morale.

•   The Year is assessed by the Surveyor/Engineer in order to maintain the premises and protect the
    asset as one of the following:

    1       Urgent and required immediately.
    2(i)    Essential work required within 12 months.
    2(ii)   Essential work required within 2 years.
    3       Desirable work required within 3 to 5 years.
    4       Long-term or future work required within 5 to 10 years.

•   Condition Category is assessed by the Surveyor/Engineer as one of the following:

    D - Bad. Life expired and/or in serious risk of imminent failure.
    C - Poor. Exhibiting major defects and/or not operating as intended.
    B - Satisfactory. Performing as intended but exhibiting minor deterioration.
    A - Good. Performing as intended and operating efficiently.

•   The Impact, Priority and Condition Category are combined in equal measure to create an indication
    of urgency known as the Urgency Index.

•   Construction elements are related to 5 fundamental element groups:

       1. Structural envelope (roofs, walls, windows/doors, floors/stairs and protective external
           decoration),
       2. Services (site distribution, mechanical, electrical, sanitary and others),
       3. Designated use items (playgrounds, playing fields, swimming pools, furniture/equipment),
       4. Internal surfaces/finishes (floors/stairs, ceilings, internal walls/screens/doors, decorations,
           fixtures/fittings) and
       5. Externals (external surface drainage, boundaries, ancillary premises, hard and soft
           landscape).
    The element groups and individual element scores are combined to create the Element Index.

•   The Element Index ensures that the property remains fit for its purpose by recognising the need to
    keep the building watertight and useable. The Urgency Index considers three aspects of time
    related need to ensure that the soonest requirements are dealt with the earliest.
    - Condition Category assesses the performance of items (the closer to failure, the higher the
        need),
    - The Year considers deterioration in relation to specific circumstances (the quicker the
        deterioration, the greater the need), and
    - The Impact factor contributes a measure of effect on the continuing delivery of services (the
        greater the impact, the greater the need).

• In practice, the more urgent the requirement, whether to maintain service delivery or protect the
  Council’s assets, the sooner the project will be implemented. This means, for example:
  - dealing with unsafe premises; restoring accommodation back into use; replacing obsolete
      heating boilers that are beyond repair, etc.
ahead of
  - roof repairs where patching is no longer possible; windows etc which are prone to severe water
      penetration and have severe rot, decay or rusting; replacement of corroded water tanks, etc.
ahead of
  - improved protection of fire escape routes; replacement of old lighting circuits that are no longer
      suitable; works to defective playgrounds, etc.
ahead of


                                                     18
   -   minor damage or decay to timber and metal surfaces; minor re-pointing works to masonry;
       routine maintenance such as redecoration.

Combining the Urgency and Element indices to create the Priority Index, provides in excess of 400
individual scoring possibilities and enables the fine filter to be achieved.




                                                 19
10     Sufficiency Needs

Bedfordshire LEA has a statutory responsibility to secure sufficient pupil places in lower, middle, upper
and special schools. However, the organisation of school places in Bedfordshire will remain a
partnership between the Authority, the Dioceses, school governors, and at post-16, the Learning Skills
Council.

This partnership has formal effect in the School Organisation Plan (SOP). The SOP sets out for the
Authority the number of pupil places available and the demand for pupil places, including those in
special schools.

The SOP identifies where there is a need to add or to remove surplus places. The LEA already
undertakes this review in order to report annually to the DfES on surplus places. The AMP will cover
any capital works arising from the SOP, and the need to remove surplus places.

In accordance with its approved Class Size Plan Bedfordshire has also ensured that there have been
be no infant classes with more than 30 pupils from September 2000.

In addition the County Council will continue to assess corporately the use of its assets. For example,
whether surplus school buildings be used for other purposes, such as community or private sector use;
or whether they can be used in a different way to avoid the necessity to build more permanent
accommodation or provide additional temporary accommodation.

10a    The Sufficiency Assessment Process

The DfES has developed a revised method for assessing the capacity of primary and secondary
schools which is used to identify sufficiency needs.

There are no current proposals to use the net capacity method for special schools, pupil referral units or
pre-school early years facilities including nurseries.

10b    Area Measurements

The revised Area Assessment Format uses six basic measurements of total area. Five of these
measurements were previously defined and the information requested for the DfES database (See
Section 7e)

The sixth, the net area of buildings, is the total usable area in the school, including both teaching and
non-teaching spaces. It does not include the area occupied by circulation, plant, toilets or internal
walls. As such, it provides a more accurate and objective measure of efficiency of use than other
measures, such as teaching area as a proportion of gross area.

As well as being the basis of future net capacity assessments, net area can be used by schools and the
LEA:
• To measure the area of usable non-teaching space available for storage, staff accommodation and
    dining facilities
• In benchmark comparisons with similar schools and, in the longer term, with new Area Guideline
    formulae;
• To assess the efficiency of use of the buildings.

These indicators should be useful for long-term local decision making.


10c    Excluded Areas




                                                     20
Following consultation, the DfES has confirmed that all buildings available to the school, no matter how
long they have been or are intended to be on site, will be included, unless deemed by the Authority to
have an established ‘non-school’ or ‘support’ function.

Gross area will include all buildings on the school site, as described above, except:

•   Residential or farm buildings, used as such;
•   Buildings condemned by the Authority as structurally unsafe;
•   Areas under the control of service or external bodies and maintained by them (such as telephone
    or electricity services, the police or Health Service);
•   Any open-sided covered area;
•   Areas with headroom of less than 1.5m.

Net area will include all areas in the gross area except:

•   Toilets and showers (including lobbies);
•   Plant space such as boiler rooms;
•   The area of internal walls, including non-load bearing partition walls;
•   Circulation routes;
•   School kitchens, used for preparing school meals for pupils, and related ancillary spaces solely for
    catering storage or staff.

The net capacity method would also allow each of the following to be discounted from the net capacity
(but not from the net area):

•   A chapel, or similar place of worship, within the school;
•   An SEN resource base;
•   A parents’ room.

10d    Non-school and Support Functions

Central Government and Bedfordshire LEA are keen to promote community and broader use of school
facilities, while avoiding, for instance, potential surplus places being inappropriately labelled as
community facilities. Whether such space is excluded from the assessments of areas and capacity will
therefore depend on whether it is deemed by the Authority to be used for one of these types of
established non-school or support provision:

•   Early Years and Child Care provision on site, approved by the Authority as part of its Early Years
    and Child Care Development Plan (including private facilities);
•   Specially resourced facilities, including facilities for pupils with SEN and disabilities or behaviour
    management problems (such as a support centre for pupils with sensory impairments, or a
    Learning Support Unit), and accommodation for Authority designated support services, including
    peripatetic and support staff;
•   Adult Learning and Skills facilities, in line with the Local Learning and Skills Council Business Plan,
    including City Learning Centres (CLCs), space specifically for teacher training and other Lifelong
    Learning facilities not available to the school.

The Authority is responsible for designating excluded facilities, on the basis of relevant specialist
funding being available to ensure they are used effectively and maintained. These excluded areas
could still be measured, but listed separately, so that both the Authority and the DfES could benchmark
and check the amount involved.

Non-school or support accommodation not included above, such as community facilities also available
to the school during the school day or ad-hoc playgroups, would be included in area and net capacity
assessments, although it need not count as teaching area.


                                                    21
These definitions would apply to any maintained space in the school that is regularly used for non-
school or support use during all or parts of normal school days. Regular part-time use would be based
on a pro-rata proportion of the average teaching week for which the space is used.

Area assessments should include overall totals which include all the above elements, as they are
useful as broad-brush indicators and to identify the full complement of stock involved. However, totals
which do not include established non-school or support functions are useful for more accurate
comparisons with Area Guideline formulae and benchmarking.

10e     Capacity Assessment

Revised capacity assessments arel be based on the number of ‘workplaces’ available in every usable
space in a school (i.e. all spaces in the net area). To avoid dispute, this is assessed from accurate
area measurements of all spaces that are large enough to potentially be used as classbases (a
classroom used as the registration base of a class) in primary schools, or as teaching spaces in
secondary schools.

Annex G includes the revised net capacity assessment form for primary schools.

Calculations have been carried out by LEA officers, based on the most recent schedules of
accommodation. Each school has been sent its own schedule of accommodation, school plan and
revised capacity calculation for agreement. Where necessary, visits have been made to individual
schools to agree usage. Consultation has taken place with the two Diocesan Boards in relation to the
capacity calculations for Voluntary Aided Schools.

10f     Independent Surveys

To ease the burden on Authorities, and to ensure that the net capacity data was measured in time for
assessments to have been completed by June 2002, independent surveyors working directly to the
DfES collated a schedule of accommodation of net area for all schools.

Bedfordshire had already spent considerable resources in measuring the areas of schools, linked to
computerised drawings, as part of the AMP process. Therefore, this Authority had been able to create
a schedule of all spaces in the net area. Bedfordshire then worked with the independent surveyors to
ensure that the measurements and schedules provided appropriate and accurate information.

10g     Roles and Responsibilities

Independent surveyors, Authorities, Dioceses and schools were involved in sufficiency assessments.
This helped to ensure that assessments were transparent and that the outputs were seen to be fair.

The independent surveyors involved in the net area assessments were responsible for:

•     Verifying the size and type of any spaces already listed by the Authority;
•     Measuring the area of any spaces in the net area of schools that have not been measured before;
•     Allocating the type of space (general, light practical etc.)

Authorities were responsible for:

•   Listing the spaces in the net area;
•   Verifying the designation of status of space by the school (classbases etc.) and excluded areas;
•   Coordinating the timetable for independent surveys to measure the area and capacity data required;
•   Using the data to develop strategic plans and capital projects;
•   Ensuring that the amount of excluded areas for non-school or support use are appropriate for the
    needs of the local area;

                                                   22
•     Ensuring that any school kitchen facilities are appropriate for the needs of the school, and, if
      appropriate, others locally;
•     Updating the AMP database if physical changes are made to the buildings at any school.

In cases of dispute, the net area was measured by the independent surveyors, and verified by officials
from the DfES, if necessary. In all cases, the Authority was responsible for determining the net
capacity.

Schools were not responsible for the measurement of area or capacity. However, they were involved
in :
• Establishing which spaces count towards teaching area;
• Establishing which rooms are identified as classbases in primary or teaching rooms in secondary,
     and are therefore the basis of the capacity

Schools will also be responsible for informing the Authority of any physical change to the buildings that
might change the area or capacity measurements.

Authorities and denominational schools will wish to reinforce local partnerships by drawing on the
experience and advice of Diocesan Building Officers in agreeing the teaching area and the rooms used
as the basis for the capacity assessment, and in assessing if any physical change to the buildings will
affect the area or capacity.

10h       Timing

The revised net capacity method was used for all schools with effect from 1 June 2002 and formed the
basis for:

•     Surplus places measurements in 2002;
•     Capital allocations in 2003/04;
•     Informing School Organisation Plans in 2003-04.

10i       Planning for Future Changes

When used to support local capital planning, sufficiency assessments should have regard to the five
year planning periods suggested for AMPs, and take account of changes anticipated over the period,
for example in:

•     Pupil numbers;
•     Pupil age range;
•     Special needs/disabled access policy or requirements;
•     Other policy initiatives.

Where changes are anticipated, assessments should be made of the current position and the position
following the changes.


10j       Prioritisation of the sufficiency element

As mentioned above the revised capacity assessments are used to support local capital planning with
effect from June 2002. Sufficiency needs are determined in line with the 4 priority ratings shown on
Annex B i.e. Basic Need (deficit of pupil places) being the highest priority.

In determining which projects addressing sufficiency needs are to be given priority within the capital
programme, the following factors will also be taken into consideration:

    • % shortfall in places (current and projected)

                                                       23
 •   % places in temporary accommodation
 •   amount of temporary accommodation which can be removed as a result of the project
 •   Deficit in floor area (cf that required for current and projected pupil numbers)
 •   Number of places to be funded from other sources as part of this project (e.g. planning gain, capital
      receipt or contribution from school or possible inclusion within a PFI project)
 •   The need to comply with the infant class size legislation
 •   Deficit or surplus places at neighbouring schools (and the impact the project would have on this)
 •   % of children in school from out of catchment
 •   Potential savings on repairs and maintenance as a result of project
 •   Potential savings on energy costs
 •   Life cycle costs
 •   Health and Safety issues
 •   Impact of project on improving the suitability of the accommodation
 •   Improvements to access arising from project (e.g. % increase in accommodation accessible to
      those with disabilities)
 •   How the proposal is consistent with and contributes to the County Council’s strategies for
      addressing special education needs, including the Behaviour Support Plan, particularly in the
      promotion of inclusion
 •   Potential Community benefits

The provision of temporary accommodation is also determined by an agreed set of criteria relating to
the difference between the number of children projected to attend the school and the top of the range
figure of the net capacity plus a margin of between 15 and 30 places depending on the size of the
school and, in the case of a lower school, the need to meet the infant class size requirement.

As indicated in the bullet points above, judgements are not made by viewing the needs at individual
schools in isolation. A higher priority is always given to a solution which helps to address a wider local
need. Sufficiency issues are given a higher priority where the surrounding schools in the same phase
also suffer sufficiency problems than where there are surplus places at neighbouring schools,
particularly where the school is oversubscribed as a result of drawing children from the catchment areas
of schools with surplus places.

In applying these criteria, no distinction is made between county, voluntary controlled, voluntary aided
and foundation schools. The criteria are applied equally to every school maintained by the LEA. This
principle also applies to the different phases of school. In assessing the priority order for capital
investment, lower, middle upper and special schools are treated equally, although in the case of lower
schools regard also has to be taken of the need to ensure that infant class sizes do not exceed 30 (as
indicated above in the case of the provision of temporary accommodation).




                                                     24
11      Suitability Needs

11a     Definition of Suitability

The DfES has defined suitability as ‘ how well premises meet the needs of pupils, teachers and other
users, and contribute towards raising standards of education.’

11b     Method of Assessing Suitability

Bedfordshire has adopted the method of assessing suitability as recommended by the DfES in the
guidance. The method of assessment aims to identify premises problems relating to the number, size,
shape, location and other factors which have a significant impact on the delivery of the curriculum
and/or the operational efficiency of schools.

     Stage 1:involves a room–by-room appraisal of those spaces where there are considered to be
     problems.               (DfES Suitability Survey Pro Forma)

     Stage 2: involves comparing existing provision in schools with an optimum standard or Bedfordshire
     model in order to identify any surplus or short fall, and categorising the impact of any shortfalls on
     standards of education.
                                                                            (Suitability Summary Pro Forma)

The above method of assessment is applicable to all Nursery, Lower, Middle, Upper and Special
schools. The form is not suitable for residential accommodation on school sites, nor for identifying
problems in provision for community use.

11c     Roles and Responsibilities

As recommended by the DfES Bedfordshire has sought the involvement of schools and the Dioceses in
the assessment of suitability.

Schools have been requested to take the lead in Stage 1 (Suitability Survey) in carrying out the
qualitative aspects of the process i.e. identifying spaces where there are problems, and particularly
making judgements about the effects of accommodation problems on curriculum delivery. Where a
building or site is shared between schools, shared spaces should be included in each of the surveys for
the sharing schools. Where shared with other organisations, the survey should cover the spaces for
which the school has exclusive or shared use.

LEA officers are involved in Stage 2 (Suitability Summary) in the analysis of space requirements, co-
ordinating premise surveys, and moderating assessments between schools so as to ensure consistency
and fairness.




                                                     25
11d           Suitability Assessment: Stage 1- Suitability Survey

For the purposes of information requested by the DfES, surveys may be restricted to just those internal
spaces and external areas with known problems. For their own purposes however, schools may opt to
survey all areas for future reference. Schools are provided with a suitability survey form which identify
each internal space and replicates the ‘net capacity’ schedule of accommodation.

In undertaking surveys, internal spaces and external areas should be assessed in a convenient
sequence by following the schedule of accommodation on a Block by Block basis.

                                  Example of the Stage 1- Suitability Survey Pro Forma
                                     DIRECT IMPACTS ON EDUCATION                                                                      H&S /
SPACES                                                                                                                              SECURITY               COMMENTS
                                                             TYPE                                                   CATEGORY


                                                                                           ICT Infrastructure
                                                                         Fixed Furniture
                                               Environment
                    Designation




                                  Size/Shape
 Room Ref




                                                              Location




                                                                                                                                         Medium
                                                                                                                                  High




                                                                                                                                                  Low
                                                                                                                A    B   C    D

                                                                                                                                                        Too small
A03 Gen Teaching
                                                                                                                                                        Too small and too
A07 Gen Teaching                                                                                                                                        hot in summer
                                                                                                                                                        Remote from other
A15 Science Lab                                                                                                                                         labs
                                                                                                                                                        Hazardous
B04 Science Lab                                                                                                                                         benching layout

                                                                                                                                                        Too small
A13 Staff Room
                                                                                                                                                        Small dispersed
            Hard play area                                                                                                                              areas
                                                                                                                                                        Inadequate number
            Car parking                                                                                                                                 of spaces


(i)           Direct Impacts on Education

Problems are recorded by ticking one or more of the boxes in the Type columns under the Direct
Impacts on Education heading.
   Size/shape: depends on teaching methods and teaching group sizes.
   Environment: relates to the quality of spaces, including temperature control, ventilation, lighting
   and acoustics; or externally, the appropriateness of paving and fencing.
   Location: relates to the grouping of associated spaces (suiteing), and separation of incompatible
   spaces.
   Fittings and Fixed Furniture: relates to the appropriateness and adequacy of fittings and fixed
   furniture. (Excluding loose furniture/equipment)
   ICT infrastructure: relates to the adequacy of ICT facilities, power supplies and data links.




                                                                                                                         26
(ii)    Categorisation of Assessment

The next 4 columns in the suitability survey (A, B, C, D) allow for problems to be categorised according
to their impact on standards of education. A tick must be given in just one of the four Category columns,
even when more than one category applies.

The four categories are as follows:

Category A: Unable to teach the curriculum e.g. too few science laboratories.

Category B: Teaching methods inhibited e.g. music space too small.

Category C: Management or organisation of school affected adversely e.g. single science laboratory
isolated.

Category D: Pupil or staff morale affected adversely e.g. staff room too small

The entry should be against the category, which is considered to have the greatest adverse effect on
the school’s ability to raise educational standards. Tangible measures of this would include reduced
pupil attainment in national tests and examinations.

Where there is a likelihood of project implementation to address suitability issues, quantification will
provide a basis for checking that the priority rating is justified and will inform the appraisal of options.
For examples see Annex F.

(iii)   Health and Safety/Security Column

Suitability assessments will identify health and safety/security problems arising from inadequate or
unsatisfactory aspects of building or site layouts, and be recorded in the Health and Safety/Security
columns.

High - relates to problems, which present a high risk to the health and safety of occupants and/or are
serious breaches of legislation.
Medium - relates to problems, which present a medium risk to the health and safety of occupants
and/or are less serious breaches of legislation.
Low - relates to problems, which present a low risk to the health and safety of occupants and/or are
minor breaches of legislation.

Assessment of health and safety problems arising from breaches in legislation in relation to the existing
fabric should not be entered here, since this aspect is covered as part of condition assessment.




                                                      27
(iv)      Comments Column

Supporting information relating to identified problems will be entered in the Comments column to
amplify, where necessary, the entries in other columns. For example, include reference to Curriculum
Advisor’s reports, Health and Safety Advisor’s risk assessment which substantiate the grading identified
etc.

(v)       Disabled and Special Needs Provision

Pupils with disabilities or special needs in mainstream schools may have particular requirements e.g.
means of access. The SOP identifies a policy for making improvement to the accessibility of schools
based on criteria for prioritising adaptation works. Under the Special Education Needs and
Disability Act 2001, LEAs and schools have a statutory duty to plan to improve access to
mainstream schools for pupils with disabilities over time. All LEAs must have prepared and
published an Accessibility Strategy. Schools must also have prepared and published
Accessibility Plans showing how the improvements will be made. Since this legal requirement
has been in place, disabled and special needs provision is no longer included within the
suitability assessment process. Ofsted inspectors will monitor how well LEAs and schools
meet their statutory obligations. Bedfordshire LEA has produced and published its
Accessibility Strategy and most schools have prepared Accessibility Plans.

11e       Suitability Assessment: Stage 2 - Suitability Summary

The Stage 2 Suitability Summary assessment will involve:

       Assessing a comparison of existing and optimum numbers of teaching spaces
       Categorising the impact of any shortfalls of teaching spaces
       Collating the above with the schools 'impact on educational standards' (and Health & Safety and
       security) problems

                       Example of part of the Stage 2 Suitability Summary Pro Forma
                                                           Spaces
                                  Existing      Optimum      Surplus   Shortfall   Impact
General teaching                    32             34                      2         A
Science                             10              9             1
IT                                   3              3
Art                                  4              4
Technology                           5              6                      1         A
Music                                3              3
Drama                                2              2
PE                                   2              2
SEN                                  0              1                      1         A
Private study                        2              2
Hall                                 1              1
Library                              1              5                      4         C
Resource area                        5              1             4                  C
Common room                          1              1
Other                                3              3

Teaching spaces (TOTAL)               74           77           1           4

Existing: relates to existing numbers of each type of teaching space

                                                     28
Optimum: relates to an optimum (or agreed model) number of each type of teaching space
ascertained by analysis

Surplus: relates to the amount by which figures in the existing column exceed those in the optimum
column

Shortfall: relates to the amounts by which figures in the optimum column exceed those in the existing
column

Impact: relates to the impact of any shortfall of spaces in the shortfall column using the categories
described in the categories of assessment

Space classification

Teaching spaces: relate to the spaces shown in the table above

Non-teaching spaces: relate to five elements derived from BB82 (now updated by BB98
(secondary) and BB99 (primary) i.e. staff and admin spaces, pupil changing/toilets, teaching storage,
kitchen/dining, ancillary/circulation

External areas: relate to five elements derived from BB82 (now updated by BB98 (secondary) and
BB99 (primary) i.e. playing fields, hard surfaced play areas, soft landscaped areas, access roads and
paths, car parking




                                                    29
11f      Suitability Summary Assessment – Identification of Needs

Following completion of each schools existing teaching and non-teaching accommodation schedules on
the Suitability Summary Assessment (Stage 2), a comparison has been made of this accommodation
against a Bedfordshire teaching accommodation (optimum) model, for each size and type of school.
This process will facilitate the identification and validation of any shortfall or surplus in accommodation
for each school.

•     For Nursery schools the premises analysis has been based on a model schedule of
      accommodation derived from DfES guidance document “Designing for 3 to 4 year-olds”.

•     For Lower (Primary) schools the teaching accommodation analysis has been based on a model
      schedules of accommodation derived from Building Bulletin 99 (BB99) space standards.

•     For Middle (Secondary) schools the teaching accommodation analysis has been based on a
      model curriculum analysis derived from BB98 space standards

•     For Upper (Secondary) schools the teaching accommodation analysis has been based on
      individual DfES curriculum analysis derived from BB98 space standards.

•     For Special schools the teaching accommodation analysis has been by comparison with model
      schedules of teaching accommodation derived from Building Bulletin 77 (BB77) for each size and
      type of school. Reflecting the diversity of special schools this process has been followed on a
      school by school basis for each size and type of school. However, to achieve prioritisation between
      and across different sizes and types of special schools teaching accommodation has been
      classified into six categories i.e. class, group, practical, library, hall, and other.

DfES Requirements of the Suitability Summary Return

In responding to the DfES’s Suitability Summary Return each authority is required to collect and collate
data from all schools on their existing teaching accommodation against and optimum (model) teaching
accommodation schedule in a prescribed format. In the DfES Suitability Summary Return these figures
are used to generate an indication of any surplus or shortfall in each schools teaching accommodation
on a subject by subject basis. Any shortfalls are collated in the ‘Direct Impacts on Education’ columns
with responses from the ‘Suitability Survey’ returns received from schools.

11g      Prioritisation of Suitability Assessment

Suitability assessments will inform the development, updating and implementation of the various
strategies, policies and management objectives of the LEA’s local plans such as the School
Organisation Plan, Education Development Plan, School Development Plans, OFSTED Action Plans,
etc. Prioritisation will be undertaken by the local partners, taking into account local capital priorities
arising from these plans, and will reflect their relative importance and urgency in relation to raising
education standards and to securing safe and secure conditions for users of the premises.
The consultation on the assessment of suitability needs within schools (Annex H) referred to in Section
5 suggested that a points system could be used to weight different suitability issues in schools. An
analysis of the responses from schools provided general support for the suggested level of points for
the different issues and these have now been included as an addition to the overall suitability
assessment data base.

The key drivers for prioritising suitability issues in schools focus on the availability of the correct number
of teaching spaces which are of an appropriate size (area) compared against the optimum (model)
teaching accommodation. These two factors are judged by the DfES and Bedfordshire to have the

                                                      30
greatest direct impact on education and therefore under the Bedfordshire scoring system, attract the
highest points scores.

The points score, in addition to the A – D categories for suitability issues will ultimately allow a more
comprehensive priority index system generating a finer filter for suitability work prioritisation across all
schools.

In Bedfordshire, a Suitability Outturn Analysis has been developed to monitor the resultant changes in
direct educational impacts. This is explained in detail under the Prioritisation Process (Section 12f).




                                                      31
12      The Prioritisation Process

As previously outlined, the investment needs of school premises will be assessed in terms of condition,
sufficiency and suitability. The processes and criteria for individually prioritising condition and suitability
have been outlined in this Local Policy Statement.

12a     Ranking school priority projects

To provide a focus for ranking needs and to inform decision-making the matrix in Table 1 gives an
indication of the categories of work, and in Table 2 the types of project, which will be given high priority
for funding.
                                                                                                 (Annex B)

The matrix in Table 1 expresses priorities in terms of condition, sufficiency and suitability on a graded
scale of 1-4. The categories of need are generally in priority order within each column, although not
necessarily across columns, as decisions will need to take account of the timing, scope and funding of
the projects.

The identification of priorities will need to take account of individual School Development Plans, which
in turn will need to be consistent with the Authorities strategic aims, and take account of its duty to
manage the provision of school places.

The priority of the project in each school will take into account the following factors:

•    The number of pupils whose learning is being adversely affected (and/or the number of pupils who
     will benefit from the improvement)
•    The degree to which the school has deficiencies in some or all of the AMP elements of sufficiency,
     suitability, and condition which needs to be addressed within a five year period
•    The commitment that the school is making to raising educational standards
•    The financial contribution which the school can make from either capital or revenue
•    The anticipated value for money of the project, taking into account savings in running costs
     following completion of the project
•    The long term viability of the school

Table 3 (Annex C) shows an example of a ‘School Priority’ form which schools should use as part of
their application to the Authority for capital funding. It enables the school to set out its perceived needs
in the context of it's SDP relating to condition, sufficiency and suitability. Schools are required to state,
and provide a measure of, the educational out-puts which they will deliver through this investment. The
School Priority form is required to be updated annually in conjunction with the school suitability survey.

Applications to the LEA for capital funding or approval for Formula Capital schemes will be
checked against the details shown on the School Priority form. Where there is a direct linkage
to the school’s identified priorities and the capital project addresses one or more of the issues
on the suitability survey, the application will be fast tracked without any further challenge.

In seeking premises commitments from schools the Authority will be supportive and apply a ‘light
touch’in line with Government principles. Monitoring and challenging schools on their plans will be on
the basis of intervention in inverse proportion to success.




                                                      32
12b    Overall Ranking of Schools’ Needs

The LEA in consultation with the two Dioceses, and Head Teacher representatives formulates
proposals for determining the overall priority to be given to needs between and across schools.

The ranking process is based on the information in the individual schools' matrix of needs (see Annex
C - Table 3), and the information derived from the Authority's condition, sufficiency and suitability
assessments. Where schools score similarly on the matrix, priority is normally given to proposals which
support the school's Development Plan. Where one or more schools 'score' equally on the matrix, the
specialist officers of the LEA or the Dioceses may undertake individual visits, if appropriate.

This will not always be the case however, since some, often urgent, projects such as structural repair
and maintenance work will not directly impact on school Development Plan items.

It is at this stage that projects are cross-referenced to the LEA's and the Dioceses' Strategic and
Management Plans. For a project to proceed beyond this stage (unless it was a very urgent Health and
Safety one), it would be important to ensure for example, that the block concerned was not going to be
developed for another purpose etc. It would also be necessary to ensure that the project could comply
with stated policy objectives (e.g. in terms of access for disabled people).

Where there appears to be an inconsistency between suitability and condition issues raised on previous
returns or where the school’s proposals do not match with the Authority’s strategic aims, an LEA officer
will discuss the matter initially with the Head teacher to clarify, in a supportive manner, the school’s
needs.

Documentation used to rank individual schools' projects is made available to all schools for inspection
and query in order to demonstrate transparency and objectivity.

The final rank order of programme priorities is published on the Bedfordshire Intranet which is available
in all schools.

High priority projects will be subject to feasibility studies and option appraisals including the appraisal of
funding options such as PPP and the Private Finance Initiative (PFI).
A statement of Bedfordshire’s Priorities for Capital Expenditure in respect of Suitability over the next 4/5
years is included in annex D. More specifically, Bedfordshire’s Statement of Priorities details the project
targets, estimated value of investment and desirable outcomes.

It is envisaged that cross-reference will need to be made to various Strategies, Policies and
Management Objectives, such as:

       School Organisation Plan, Education Development Plan, Early Years Childcare and
       Development Plan, Class Size Plan, the LEA ICT Development Plan, the LEA's targeted support
       strategy for schools in difficulty, the Inclusion Strategy, Accessibility Strategy, Accessibility for
       Disabled People, Safer Routes to Schools, Emergency Procedures Plan, Health and Safety
       Policy etc.

       The Schools Asset Management Plan also forms part of the Authority’s corporate AMP, and
       takes account of the broader corporate capital and revenue strategies.

To link the prioritisation process and other Authority plans, statutory proposals, and school plans, the
AMP will need to relate to the premises aspects of these plans. The main premises priorities are:

Education Development Plan


                                                     33
There are no specific (explicit) references to accommodation/property requirements in the EDP as such.
Implicit in the above document, however, are assumptions about the quantity, quality and condition of
school premises which are required to support effective schools and contribute to raising pupil
achievements.

School Organisation Plan

Over the next 5 years, projections indicate that there will be a shortfall and surplus of pupil places in all
sectors across Bedfordshire as follows:

Lower schools: Surplus places in Bedford and Dunstable
                   Deficit of places in Kempston and Biggleswade
Middle Schools: Surplus places in Bedford
                   Deficit of places in Kempston and the western area of Mid-Bedfordshire
Upper Schools: Surplus places in Bedford which may be filled by new housing developments
                   Deficit of places in the western area of Mid-Bedfordshire which are being
                   addressed through the Council’s capital programme and a proposed PFI project
Bedfordshire’s policy of removing temporary accommodation as soon as possible and the revision of
capacities in all schools will lead to further school places reviews across the County in line with AMP
priorities.

Early Years Development and Childcare Plan

Bedfordshire’s EYDCP identifies the level of need and the match of demand to places. There is a good
overall supply of places for three and four year old children with approximately 9,433 places provided
across all sectors including the private and voluntary nurseries, pre-school, childminding and schools
provision. However, the Local Authority is continually monitoring the situation to ensure that there are
sufficient places across all Learning Community Areas.

The LEA’s policy for the education of three year old children is that they may be admitted to nursery
schools and designated nursery units attached to lower schools and some special schools from the age
of three. Bedfordshire has met the Government’s target of providing a free place for every three year
old by September 2003, where required. The majority of three year old children in the county attend
settings in the private and voluntary sectors and the Partnership’s view is that expansion of education
provision for these children should be built on existing provision. The Partnership will not expand
provision for three years olds in maintained schools’ reception classes.

Bedfordshire is committed to considering nursery education provision for 3-5 year olds in the allocation
of funding amongst capital priorities and integrating it with the planning for statutory age provision




12c    Demonstration of Fairness in Prioritisation

In order to demonstrate fairness in its prioritisation processes Bedfordshire has:

•   Set up and operates partnership arrangements involving Head Teachers, governors, and diocesan
    representatives who are and will continue to be consulted in respect of the criteria and prioritisation
    processes which will be employed by the Authority to determine high priority projects.

•   Consult the Schools Policy Support Group comprising nominated nursery, primary, secondary, and
    special school Head Teachers to ensure consistency and objectivity across primary, secondary, and
    special schools.



                                                      34
•   Put in place a mechanism to monitor and review prioritisation procedures to ensure consistency and
    objectivity within the primary, secondary, and special school sectors. In this respect it will be
    important to ensure that small schools are not disadvantaged relative to large schools, and that all
    categories of schools within the special school sector receive equality of treatment. (This will be
    achieved by cross-validating projects against relevant performance indicators and benchmark
    standards.) (See section 13)

12d    Brokering and Complaints

Bedfordshire LEA ensures transparent brokering procedures between its AMP partners. This is
achieved by the setting of agreed criteria with its consultative groups, as detailed earlier in this policy
statement and the application of the criteria to all types of projects covered by the AMP. Partners are
provided with the documentation used to rank individual schools’ projects for inspection and query in
order to demonstrate transparency and objectivity. Information on priority orders is published on the
Bedfordshire Internet which is available in all schools.

Arrangements are in place to deal with complaints in case of disagreements relating to the AMP, which
are most likely to focus on the fairness and prioritisation of identifying projects. The procedure is
outlined below. The way that Bedfordshire LEA responds to complaints about general service provision
and administrative procedures is already set out within a Council framework for dealing with complaints.
The proposed procedure below is therefore applicable to all schools and partners in respect of issues
concerned with the allocation, prioritisation and/or approval of central or devolved capital funds in
respect of sufficiency, suitability and condition asset management issues.

Procedure

Stage 1: Most concerns that schools may have about unfair allocation or prioritisation of capital
resources are dealt with on an informal basis by the LEA officer responsible for the particular project
area of the AMP. Such concerns or complaints could be about the school’s perception that capital
funds are being spent on a project in a neighbouring school when their school is in greater need. Most
schools’ concerns/complaints will be dealt with by the LEA officer by explaining the agreed prioritisation
process and where necessary providing the documentary evidence which supports the prioritisation
process.

Stage 2: If, the complainant remains dissatisfied, the matter will be investigated by the County
Education Officer (Strategy). This will involve discussions with the school and the LEA officer and,
where necessary, an inspection of the documentary evidence. A written response will be made to the
complainant on the action taken. Where the complaint is upheld, the LEA will make the necessary
adjustments in order to meet the requirements of the AMP within a specified period.

Stage 3: If the complainant is not satisfied with the action taken by the County Education Officer
(Strategy), the matter will be referred to the School’s Policy Support Group who will act in an advisory
capacity to the LEA. Where there is a conflict of interest for any head teacher members of the SPSG,
the LEA Chairperson of the Group will require the head teacher to withdraw from the discussions.

Monitoring: Complaints which have been received about the AMP process together with action taken
will be recorded and submitted to the SPSG on a regular basis.




12e    Seeking Premises Commitments from schools

In order to secure the commitment of schools to the AMP process the Authority has established the
use of the School Priority Form to include all three elements of condition, suitability and sufficiency.


                                                     35
The purpose of the School Priority Form is to:

•   assist the Authority and Head Teachers (and Governors) to share their aspirations for education
    and to agree on the basis for future investment in school premises

•   expand the partnership between schools and the Authority, to integrate planning for future premises
    improvements, and thereby also avoid expenditure on abortive work (and fees)

The premises priorities as expressed by Head Teachers/Governors in their SPF in relation to
sufficiency, suitability, and condition provide a basis to prioritise ‘needs’, relative to the criteria set out in
the LPS.

Where there is a match between proposed premises improvements in the SPF, and Direct Educational
Improvements in the suitability assessment projects can be ‘fast tracked’ and gain early approval with
only ‘light touch’ control.

Where this linkage does not exist schools are challenged to justify these anomalies, in order to bring
the proposed works back into the framework of the AMP.

In practice, any such inconsistencies are frequently resolved, at an early stage in the process, through
dialogue with Head Teachers (and governors). This approach is consistent with ‘light touch’ in line with
Code of Practice and secures partnership with challenge in inverse proportion to success.

To further involve Head Teachers and Governors in the AMP process, ‘Buildings Audit Meetings’ are
scheduled at an appropriate time in the programmed maintenance cycle ( the existing formal visit) to
take place at each school on an annual basis.

The purpose of the audit meeting/formal visit is to discuss planned maintenance issues, and to provide
the school with an opportunity to raise issues relating to the School Development Plan, proposals
identified in the SPF, and any future school improvements (including Self- Help Schemes).

The objective is to dovetail planning, avoid the school initiating any abortive work, and to give the Head
Teacher and Governors the opportunity to plan ahead.

In so doing the Authority is seeking to support Head Teachers and Governors in planning and
managing small capital works, as well as assisting them to take responsibility for their own repairs and
maintenance, within the framework of the AMP.

SPFs also provide linkage between building work and educational standards through explicit links with
School Development /Improvement Plans.

The SPF challenges Head Teachers /Governors to state, and to provide a measure of, the educational
outputs which they will deliver through the proposed investment.
In Bedfordshire a Suitability Outturn Analysis (SOA) system has been developed to monitor the delivery
of educational outputs arising from the direct investment in school premises.




12f Suitability Outturn Analysis

The DfES Suitability Summary return records the Direct Educational Impacts arising from:

•   the school’s own Suitability Survey relating to the size, shape, location, environment, ICT, etc., of
    teaching, non-teaching, and external spaces


                                                        36
allied to

•   the Authority’s analysis of existing and optimum teaching and non-teaching accommodation
    schedules and identification of surpluses and shortfalls.

At the next stage operationally, following the suitability assessment, project prioritisation, and option
appraisal the Suitability Outturn Analysis (SOA) provides the vehicle to monitor the resultant changes in
direct educational impacts.

The objectives of the SOA system are:

•   it is simple, transparent, and objective, and applies to all schools

•   it provides a ‘cost-benefit’ analysis (input-output measure) which complies with ‘Best Value’
    principles

•   links the prioritisation process within the AMP to the outcomes of other Authority plans (e.g.
    Education Development Plan, School Organisation Plan, Early Years and Childcare Development
    Plan etc, as well as corporately bringing together the capital consequences of investment plans)

•   links corporately to various expenditure plans (and funding sources) including those devolved to
    schools, and helps to ensure that capital budgets are expended in line with locally agreed AMP
    priorities

•   helps to ensure that resources are used efficiently, effectively, and economically

•   used annually and continuously to help facilitate the Authority’s strategy for maximising the return
    on its investment

•   promotes partnership and linkage of school’s and the Authority’s expenditure plans through the
    School Priority Form

•   assists in the process of raising educational standards

•   promotes the use of incentives, and/or setting of performance targets in encouraging continuous
    improvement in the use and management of assets

•   allows ‘light-touch’ monitoring of schools

•   the clarity/transparency of the SOA system assists in dispute resolution in respect of resource
    allocation

Operational Parameters

The SOA system can be used to record and monitor:

•   project / programme details

•   an Audit trail to link the DEIs with space references / space categories / expenditure

•   DEI reductions (%)

•   Overall costs



                                                     37
The SOA also facilitates monitoring at 2 levels:

Example: LEVEL ONE


OUTTURN ANALYSIS OF
SUITABILITY

SCHOOLS SUITABILITY DATABASE
2004/5

                                                                                                  EXISTING                OUTTURN
                                                                                                    DIRECT         TOT.     DIRECT        TOT.      %                                   COST
                                                                                                  EDUCATION               EDUCATION
                                                                                                    IMPACT                  IMPACT
                                                                                                      (DEI)                   (DEI)


                                                                                                  A B     C    D          A   B C     D                                                 £'000




                                                                                                                                                 PERCENTAGE
                                                                                     ASSESSMENT
                                                                        SHORTFALLS




                                                                                                                                                              AUDIT TRAIL
                           SUITABILITY
              DfEE SPACE




                                                                                                                                                                            PROGRAMME
ROOM REF:




                                                                                                                                                  REDUCTION
                           CATEGORY




                                                              SURPLUS
                                                    OPTIMUM
                                         EXISTING
                                         NUMBER

                                                    NUMBER
 SCHOOL




                                                              SPACES

                                                                          SPACES
                                                                                       IMPACT




                                                                                                                                                                            PROJECT /
                  N0.




                                                                                                                                                                            DETAILS
OUTTURN         18         TEACH.         14         18         0         -4                      4   1   4    3    12    2   1   3   3    9     25.00                      TOTAL       120
 SCH. 1                     TOT.
OUTTURN         18         TEACH.         12         12         0          0                              2    2    4             2   2    4      0.00                      TOTAL        0
 SCH. 2                     TOT.
OUTTURN         18         TEACH.         15         11         4          0                                        0                      0      0.00                      TOTAL        0
 SCH. 3                     TOT.
OUTTURN         18         TEACH.          9         13         0         -4                      3   1             4         1            1     75.00                      TOTAL       250
 SCH. 4                     TOT.
                                                                                     TOT. 7           2   6    5    20    2   2   5   5    14    30.00                      TOTAL       370



At LEVEL ONE the table shows:

•       number of existing DEIs for the schools 1-4 i.e. EXISTING A(7), B(2), C(6), D(5). Total 20 DEIs @
        suitability survey date

•       number of outturn DEIs for the schools 1-4 i.e. OUTTURN A(2), B(2), C(5), D(5). Total 14 DEIs @
        outturn (annual)
•       reduction in DEIs at (annual) outturn (20-14) = 30%

•       total programme costs £370,000




Example: LEVEL TWO


OUTTURN ANALYSIS OF
SUITABILITY

                                                                                                          38
SCHOOLS SUITABILITY DATABASE
2004/5
                                                                                                       EXISTING              OUTTURN
                                                                                                         DIRECT  TOT.          DIRECT  TOT.          %                                   COST
                                                                                                       EDUCATION             EDUCATION
                                                                                                         IMPACT                IMPACT
                                                                                                           (DEI)                 (DEI)
                DfEE SPACE No.                                                                         A B C D               A B C D                                                     £'000
SCHOOL ROOM




                                                                                                                                                  PERCENTAGE
                                                                                          ASSESSMENT




                                                                                                                                                               AUDIT TRAIL
                                 SUITABILITY




                                                                              SHORTFALL




                                                                                                                                                   REDUCTION
                                 CATEGORY




                                                                    SURPLUS




                                                                                                                                                                             PROGRAMME
                                                          OPTIMUM
                                               EXISTING
                                               NUMBER

                                                          NUMBER

                                                                    SPACES

                                                                               SPACES
                                                                                            IMPACT
    REF:




                                                                                                                                                                             PROJECT /

                                                                                                                                                                             DETAILS
    TOTAL         1 G.Teach.                     4          6         0         -2           A         2                     1                                  I MCP 01/12               35
                                                                                                                                                               13
    TOTAL         2 Science                      1          2         0         -1           A         1                     0                                  I Sci.lab.prog.           80
                                                                                                                                                               16
    TOTAL         3 IT                           1          1         0         0
    TOTAL         4 Art                          1          2         0         -1           A         1       1             1       0                         K2 Devolved                5
                                                                                                                                                                1 cap.
    TOTAL         5 Tech.                        2          2         0         0           B              1   1    2            1   1   2
    TOTAL         6 Music                        1          1         0         0
    TOTAL         7 Drama                        0          0         0         0
    TOTAL         8 PE                           1          1         0         0                              1                     1
    TOTAL         9 SEN                          0          0         0         0
    TOTAL       10 Pri.Study                     1          1         0         0
    TOTAL       11 Hall                          1          1         0         0                                   1                    1
    TOTAL       12 Library                       1          1         0         0                              1                     1
    TOTAL       13 Res.areas                     0          0         0         0
    TOTAL       14 Com.room                      0          0         0         0
    TOTAL       15 Mu.pract.                     0          0         0         0
    TOTAL       16 Practical                     0          0         0         0
    TOTAL       17 Misc.                         0          0         0         0
OUTTURN 18                         TEACH.       14         18         0         -4                     4   1   4    3   12   2   1   3   3   9    25.00                      TOTAL       120
 SCH. 1                             TOT.

OUTTURN 18                         TEACH.       12         12         0         0                              2    2   4            2   2   4     0.00                      TOTAL        0
 SCH. 2                             TOT.
OUTTURN 18                         TEACH.       15         11         4         0                                       0                    0     0.00                      TOTAL        0
 SCH. 3                             TOT.

OUTTURN 18                         TEACH.        9         13         0         -4                     3   1            4        1           1    75.00                      TOTAL       250
 SCH. 4                             TOT.
                                                                                          TOT. 7           2   6    5   20   2   2   5   5   14   30.00                      TOTAL       370


At LEVEL TWO the table shows:

(a) school 1:

•         breakdown of suitability summary by DfES space category to show DEIs existing / outturn (annual)

•         audit trail to project / programme details

•         number of projects carried out in the year = 3

•         total project costs at school 1 £120,000

•         sources of funding

•         reduction in DEIs at (annual) outturn (12-9) = 25%

                                                                                                               39
(b) schools 2-4:

•   summary only, as level one (detail can be revealed on a school by school basis as required)

Note:

    The SOA system can be broken down to a further level of detail, if required, to show which
    individual space within the DfES 17 space categories each DEI refers.

    Columns for H & S and security are also be included.

As highlighted previously the major benefits of the Suitability Outturn Analysis system are that it relates
to expenditure from all sources and monitors the reduction in DEIs on a school by school basis. The
system therefore contributes to raising educational standards.

SOA analysis also makes it possible for the Authority to challenge schools (Best Value – Target Setting)
to reduce DEIs on an annual basis (say 10%).

The Authority can also monitor the overall effects of investment in its assets, as well as seeking a year
on year reduction in those suitability issues which the Authority and the schools themselves have
identified as preventing or inhibiting delivery of the curriculum etc.




                                                     40
13      PERFORMANCE INDICATORS AND BENCHMARKING

Having established the AMP database the intention is to collect and collate information about the
relative performance of school premises in Bedfordshire. It is proposed that consultation will take place
with schools on specific performance indicators which will be employed and provide a measure of the
comparative performance of school premises in order to:

•    make school by school comparisons with Bedfordshire's own local space standards and area
     guidelines

•    assess the compliance or otherwise with the Educational Premises Regulations (and DfES area and
     cost guidelines)

•    provide management information for capital and maintenance planning purposes

Examples of performance indicators which may be used:

•    Gross floor area per pupil

•    Gross floor area per pupil as percentage of DfES gross area guidelines

•    Number of pupils as percentage of the school ‘net capacity’

•    Teaching area as percentage of gross area (or new Net Internal area)
                              2
•    Annual energy costs per m
                                       2
•    Repair and maintenance costs per m
                                       2
•    Other premises related costs per m

As part of the AMP process it is also proposed to explore the practicalities of benchmarking, or
providing baseline comparisons using specified data in the AMP database. Using basic reporting tools
the authority will seek to:

•    Make comparisons between different types of schools

•    Make comparisons between specific groups of schools

•    Compare school premises data with authority benchmarks

•    Compare school premises data with national indicators

It is intended that Bedfordshire will use the performance indicators and benchmarking to set
targets for repair and maintenance spend in schools. These targets will be agreed with
individual schools in conjunction with the annual Buildings Audit.




                                                    41
14     ARRANGEMENTS FOR DEVOLVED FUNDING

Bedfordshire has operated a scheme for the devolution of capital to schools since April 2000 in
accordance with the DfES Capital Strategy consultation document under 'Fair Funding'. This plan also
includes arrangements for the devolution of capital to Aided schools, along comparable lines, in order to
ensure equality of treatment.

The responsibility of the LEA and of the governing bodies of Voluntary Aided schools for capital
expenditure is set out in the existing Scheme for Financing Schools. The definition of capital
expenditure for these purposes is that used by the County Council in line with the CIPFA Code of
Practice on local authority accounting. Governing bodies of schools are responsible for the revenue
repairs and maintenance for the remainder.

A revised liabilities system for building work at VA schools has been implemented by the DfES with
effect from April 2002. The new system results in the governing body having responsibility for virtually
all capital work at VA schools and the LEA having responsibility for all revenue repairs but with
resources delegated to VA schools through Fair Funding formulae. Bedfordshire has ceased, from April
2002, any differential delegated funding arrangements for repair and maintenance in VA schools, in line
with the change in liabilities.

Governing bodies of aided schools will continue to be eligible for grant from the DfES in respect of their
statutory responsibilities.

The Local Policy Statement (section 6) lists the responsibilites of Head teachers and governors as
including ‘acting as custodians of the school premises’ and ‘managing repair or improvement projects
(and the budget for projects) for which they are responsible’.

Head teachers and governors are therefore responsible for budget and the resources available to them
to ensure that the repair and maintenance of the premises entrusted to them are kept to a satisfactory
standard.

Discussions took place with the representative Head teachers on the Schools Policy Support
Group on the most effective training arrangements for heads and governors to assist them in
understanding their stewardship role of their premises and in planning preventative
maintenance and improvement programmes. It was agreed that training should be specifically
targeted at new head teachers and also at schools that have not completed suitability surveys
over the past two years. Six training sessions were held in the academic year 2002/03 and
individual visits to the schools in the above category have taken place in 2003/04 and 2004/05.
The AMP Bulletins and the corresponding articles in the Governors Newsletter are providing
regular information for head teachers and governors on the separate sections of the AMP,

14a    Repair and Maintenance

Funding for day to day repairs and maintenance work was delegated to all schools with effect from 1
April 1999. Following consultation, the delegation was based on pupil numbers, floor area, a fixed sum
per school and condition survey information in allocating resources to schools.

No restrictions can be placed on the use of resources delegated to a particular school, however, head
teachers and governors have been reminded of the importance of carrying out day-to-day repairs and
not allowing the premises to deteriorate to the point where the resulting increased cost means that the
work must be considered for funding from the centrally held budget for capital maintenance. The effect
of governors neglecting the responsibility for day-to-day repairs would be to accelerate the overall
deterioration of the premises and to considerably increase the eventual cost of remedial work. It would

                                                    42
also disadvantage other schools which had made positive efforts to keep their premises in good
condition but nevertheless failed to gain any priority in the capital maintenance programmes because of
the poor condition of those schools which had failed to invest in day-to-day repairs. Bedfordshire will
encourage schools to implement appropriately funded planned preventative maintenance programmes
in line with their responsibilities to act as responsible stewards of the premises and this will include
external redecorations every 5 years.

From the financial year 1998/1999, the LEA has operated its building maintenance scheme through
Mouchel Property Services. Regular Surveyors visits and the mechanism put in place for Condition
Surveys and updates as set out in Section 9 have continued to provide information and assistance to
governing bodies to support them in meeting their obligations under this section. The individual
inspection report issued to each establishment with budget information identifies the items that are the
schools responsibility under the de minimus limit set by Bedfordshire LEA. As part of the discussions
with head teachers, items that are likely to be funded from the central capital maintenance budget are
identified, based on the priority index. This information then allows the school to consider addressing
items that they are responsible for and pursue funding sources. A copy of the overall annual
programme of priorities is distributed to schools and is available on the Bedfordshire web site.


14b    Formula Capital

As from 1 April 2000 the DfES have allocated formula capital funding to all schools. The details of this
scheme and its operation within Bedfordshire were set out in advice initially sent to schools in February
2000 and in updated guidance when DfES allocations are received. These resources are specifically
for projects of a capital nature and should not be utilised for routine repair and maintenance. With
effect from April 2004, the purchase of ICT hardware has been included within the DfES criteria
for formula capital expenditure.

14c    Seed Challenge Capital

On introducing the devolved formula capital the DfES also made available resources to the LEA for the
introduction of a Seed Challenge Scheme whereby schools bid for resources, based on asset
management plan priorities, to the LEA in line with the guidelines laid down by the DfES. Details of the
Seed Challenge Scheme were set out in the guidance initially sent to schools in February 2000 and in
updated guidance when DfES allocations are received. The significance of the Scheme is that schools
in bidding need to identify significant resources from external sources. The DfES has determined that
the final year for Seed Challenge funding will be 2004/05. In view of the success of this programme
in building partnerships with schools for capital investment and the value for money it has
achieved, Bedfordshire LEA has agreed to continue a Seed Challenge programme, initially for
two financial years 2005 - 2007. Further programmes will be subject to the necessary capital
resources being available.

14d    Self Help Schemes

Bedfordshire LEA operates a self help scheme which allows schools to undertake any type of building,
site or landscape works from within their own or external resources which include utilising their
anticipated formula capital to resource a project in advance. The self help procedure was updated and
distributed to schools via a Circular in July 2002 and is reviewed on a regular basis. A similar format is
used for both Formula Capital and Seed ChalIenge schemes.

14e    Health and Safety

Although repair and maintenance budgets have been delegated, the LEA remains the employer of staff
in community schools and so retains the ultimate responsibility for health and safety. This means that
the LEA is required by law to take steps to ensure that standards are maintained and that staff, pupils



                                                    43
and visitors (as well as contractors themselves) are not put at risk and that the work is carried out to an
acceptable standard and in accordance with regulations.

This responsibility means that the LEA will endeavour to ensure that schools take a professional and
balanced approach to repairs and maintenance as well as any major improvement works that may be
desired by the school.



15      SECURING MAXIMUM VALUE FOR MONEY AND FUNDING ISSUES


At present, Bedfordshire scrutinises projects for consideration of funding from the inception stage
through to the design and implementation stages of construction to ensure that schemes put forward for
inclusion within the capital programme are soundly based and represent value for money.

In conjunction with the preparation of the draft School Organisation Plan, an annual review of school
places is undertaken by the Education Strategy Team involving Special Education Needs officers to
identify and verify surplus and deficit places, together with organisational issues in schools and areas
across the County. In addition, a similar discussion takes place with the Diocesan Authorities in respect
of Voluntary Aided school provision.

When a project is being considered for inclusion in a capital programme, Mouchel Parkman will
undertake a feasibility study to provide an estimate of the capital costs involved and the Education
Planning Team, together with Finance Advisers will prepare the overall capital and revenue implications
of the project.

A value for money (vfm) scrutiny is also carried out initially by way of a comparison of the project’s floor
area costs against historical, local and national cost information. By making this comparison it can be
seen whether the project is in line with the expected level of costs for that type of work in that location
and its function. Abnormal factors are identified in these considerations.

Bedfordshire LEA utilises the DfES area cost and design guidance and work to DfES standards for
project development where appropriate, unless there is a robust justification for divergence.

As part of the review of all aspects of the detailed design work, assessments are carried out by qualified
architects, engineers, surveyors etc to check that no unnecessary expense is involved in the
development of the project.

A series of performance indicators relating to cost and time for building projects are set out within the
Contract for Property Services that Bedfordshire has with its partner, Mouchel Parkman. These are
regularly reported on and monitored. The partnership itself was secured through a keenly contested
competitive tendering process, meaning that commercially sound fee scales have been secured for the
work.

Through these various levels of checking it is felt that an assurance can be given that capital projects
are soundly based and represent value for money.

Bedfordshire will evaluate the impact of capital investment on educational standards, including:

•    A robust ‘before and after’ appraisal of projects to determine how they will help to eliminate
     premises problems and make improvement that impact on curriculum delivery and/or school
     operations.

Bedfordshire has arrangements in place to ensure new assets are secured at reasonable cost, on time
and with intended service benefits. These include a commitment to implementing Rethinking


                                                     44
Construction recommendations and securing Egan Targets where appropriate, together with a
commitment to implementing the Local Government Task Force proposals including:

•   Reports comparing planned costs and programme with outturn cost and programme, with
    explanations for differences;

•   Signing up to the Clients Charter - Bedfordshire has put arrangements in place to obtain a signed
    agreement between the LEA, the school and Mouchel Parkman at the feasibility and detailed design
    stages of the project and to undertake a post-handover assessment of actual building performance
    against intended performance including a user satisfaction assessment. A ‘project pact’ booklet has
    been prepared for schools on the detail and management of this process. This was developed
    further with the introduction of a ‘work implementation agreement’ which is still signed by the same
    three parties but is much more explicit in relation to scope, cost and date expectations. Mouchel
    Parkman and Bedfordshire already have a signed partnership charter in place.

•   Integrating the design team within the construction process – Mouchel Parkman and Bedfordshire
    County Council have introduced new forms of contract, including design and build and negotiated
    contracts. These allow for a more fully integrated design to be proposed by the contractors. There
    have already been some financial benefits identified from this process and similar integration of the
    design team is expected to continue in the future. A joint approach between Mouchel Parkman and
    the County Council to the Local Government Task Force for a demonstration project is being
    proposed to be implemented.

•   Engaging in longer term partnering arrangements with the supply chain - Bedfordshire has
    endorsed the Governments initiative (Egan Report) to promote greater efficiency within the
    Construction industry, by working in partnership arrangements with approved contractors. The
    principles contained within this report have been adopted in the procurement of building contracts. A
    complete review of the select list of contractors has been undertaken by Mouchel Parkman to
    ensure that the successful tenderer is able to meet targets for improving project performance in
    terms of costs, construction times, defect reduction, site safety, equal opportunies etc. and thus
    provide the maximum value for money on building projects. In 2000, a report was agreed by the
    County Council which made the case for investigating partnering contracts with main contractors.
    Pilot projects revolved around a two-stage tendering process, followed by negotiation, for a series of
    refurbishment projects at elderly persons homes. The process identified two main contractors who
    had performed most consistently and with whom future contracts would be directed to. Following on
    from this, a series of eighteen single classroom extensions were negotiated off the back of a
    competitive tender for five classrooms, enabling consistency and partnering arrangements to be
    developed down the supply chain. These types of arrangements are being further developed.

•   taking whole-life costing into account and seeking Best Value - Best value is always at the forefront
    of the procurement methods recommended and developed in the above paragraphs. In addition to
    the examples stated contracts have been placed in other situations where best value, for the whole
    supply chain, can be demonstrated e.g. negotiated contracts where one contractor is already on site
    and further works are then commissioned. County Council approval has been granted where such
    procedures vary from standing orders. Whole-life costing is one area where, particularly in design
    and build contracts, all costs are analysed to identify best value. Where designs are fully developed
    by Mouchel Parkman energy efficiency and subsequent environmental effects are taken into
    consideration by reference to an energy advisor.

•   using Constructionline in connection with tendering arrangements – Constructionline will give
    assurance that contractors selected fulfil the requirements including quality assurance,
    health and safety and financial soundness. Contractor selection would likely be restricted to
    those local to Bedfordshire and with specific experience in the construction of projects for
    the public sector. An evaluation of contractors indemnity levels in constructionline (which
    are currently lower than the present Bedfordshire Councty Council stipulation) will need to
    be undertaken.

                                                    45
•   setting challenging targets and measuring project performance in terms of costs, construction times,
    defect reductions, and service benefits – Mouchel Parkman’s partnership with Bedfordshire County
    Council includes a full set of performance targets and full measurement of results either on a
    quarterly or annual basis. Costs, construction times, numbers of defects, accidents, periods for
    final account agreement and other key performance indicators are already in place and are being
    developed further as DETR guidelines and requirements evolve.

•   taking account of Respect for People issues – Bedfordshire County Council in partnership with
    Mouchel Parkman is committed to the principles of Rethinking Construction which include a
    commitment to people and respect for all participants in the construction process and fostering a no-
    blame culture based on mutual interdependence and trust. Under the Partnership with
    Bedfordshire, Mouchel Parkman have been required to obtain Investors in People accreditation,
    which has now been achieved and this provides evidence of the commitment to people at the early
    stage of the construction process. As previously mentioned, further work is being undertaken by
    Mouchel Parkman to establish partnering arrangements with contractors in order to achieve the
    changes in the construction process which underpin the Local Government Task Force principles of
    Rethinking Construction.

•   The Council’s Corporate Asset Management Group, made up of senior officers representing all
    relevant service areas, formulates the County’s policies and advises on the strategy for investment
    in its assets. The Group’s remit incorporates the broader corporate goals, capital and revenue
    strategies in line with the Councils’ Corporate Plan and 8 prime objectives and associated action
    plans.

The Schools Asset Management Plan forms part of the Authority’s corporate AMP and takes account of
the broader corporate capital and revenue strategies. Section 13 of the Schools AMP sets out the
proposals to use performance indicators to measure the comparative performance of school premises.
From these performance indicators, targets are to be set encouraging continuous improvement in the
use and management of school premises, together with targets for the reduction of property running
costs.

The prioritisation of all County Council projects for funding from the Council’s Capital Programme will
have been effectively been set by the School and Corporate Asset Management Plans. The identified
priorities from the condition, suitability and sufficiency needs analysis together with the outcomes of
service/property reviews will provide the information to elected Members of the County Council to
enable them to determine where capital resources need to be targeted.

 However, as part of the democratic process, it will be for the elected Members of the County Council to
determine the allocation of capital funds to the various sectors in line with the 4 key themes of ther
published plan under ‘Transforming Bedfordshire’:-

•   Establishing a compelling vision
•   Significantly improving performance
•   Focusing on customers to regain public credibility
•   Creating a vibrant Council

Recognition of what capital resources are available to the Council, and where they are available from,
are also important factors in the prioritisation of the capital programme. Whilst recognising the
Council’s flexibility and strategy in determining the capital programme there is a long record of spending
on schools at a level at least consistent with all of its central government capital allocations for
education.

Bedfordshire County Council is committed to exploring the range of innovative funding and procurement
options for all major capital projects. A PFI project is currently underway to provide additional upper
school places in the Mid Bedfordshire area of the County.

                                                    46
The DfES Innovations Unit has provided funds for research by Bedfordshire in relation to a new
approach for the teaching of the science curriculum. As a consequence to this, as part of the 2003/04
Modernisation Programme a new concept of a Science Studio has been launched in 6 middle schools
which has been followed through in 2004/05 to provide similar facilities in 5 further middle and upper
schools.
Bedfordshire has supported schools to secure additional funding for Seed Challenge, Lottery Funds
and other Grants through the mechanism set up for Self Help Projects. Seed Challenge funds for
2000/01 to 2004/05 have been co-ordinated by the LEA and approval given to as many schemes as
possible within the resources available, where it can be demonstrated that they will raise educational
standards. Schools have sought match funding from a range of private providers and also Parent
Teacher Associations.

Mechanisms have been put in place to ensure that delegated funding is expended in line with locally
agreed priorities. Proposals and bids for funds put forward by schools under Seed Challenge and
formula capital are compared with the individual School Priority Form, the latest Suitability Survey and
Assessment and the last Condition Survey to ensure that capital budgets are expended in line with
locally agreed AMP priorities.

Single Capital Pot capital strategies and the Corporate AMP

Central Government have significantly changed the basis for local authority capital funding, particularly
in relation to the expectation of greater certainty of funding levels over several years, the increased
integration of PFI with conventional capital , the advent of local decision-making and the emphasis on
more “joined up” of policy and delivery locally, including the introduction of the Single Capital Pot for
local authorities from 2003-04. The SCP will be underpinned and informed by capital strategies and
corporate as well as individual service AMPs, such as education. Initially around 5%, and ultimately up
to 20%, of capital allocations through the SCP will be discretionary and on top of the needs-based
allocations. This discretionary element will be a direct incentive to those Authorities seen to be
managing their capital assets well and in line with agreed plans and government priorities.

16      IMPLEMENTING GOVERNMENT POLICY INITIATIVES

•    Bedfordshire County Council is committed to Central Governments agenda to transform
     secondary schools under ‘Building Schools for the Future’

Bedfordshire LEA submitted an expression of interest in December 2003 to be included within the BSF
programme. However, following the self assessment identified as part of the Government’s proposals
on implementing this ambitious 15 year programme, it is accepted that, based upon deprivation and the
need to raise standards of education, there are higher priorities than Bedfordshire in other parts of the
country. The DfES have announced the first 3 waves of the programme which includes projects in 38
LEAs. Bedfordshire is not one of those authorities, but we have been informed that a start on
Bedfordshire’s BSF plans is intended between 2005/06 and 2010/11.

•    Bedfordshire County Council is committed to providing innovative and high quality design
     solutions that reflect the future needs of ICT-based education.

The Authority will be working towards the Governments objectives set out in the paper Connecting the
Learning Society, and will be providing the ICT infrastructure for schools to enable these objectives to
be met. The wider area infrastructure linking schools to the Local Authority’s network and then on to
the Regional and National Educational networks will also be provided to facilitate flexible learning
arrangements and access from the home to school and Internet based learning resources. This will be
done by making use of local design codes and best practice procedures through its partner HBS
Education in Ampthill.

•    Bedfordshire County Council is committed to:



                                                    47
1. providing sustainable and energy-efficient buildings that are consistent with the
   Government’s strategy for sustainable development for the United Kingdom
2. principles that all substantial building projects will contribute to effective protection of
   environment and prudent use of natural resources

Through Mouchelparkman Property Services, Bedfordshire has put procedures in place to monitor
energy efficiency and environmental performance of schools. Energy efficiency is monitored on the
basis of information received directly from corporate energy providers and from individual schools,
where direct information is not yet available. Support will be provided to schools to assist them in
improving energy efficiency. Poor performance in establishments will lead to challenging targets being
set. Bedfordshire’s Environmental Policy has set a target for the establishment of an Environmental
Management System. Corporate objectives and an Action Plan is in place, which incorporates working
towards the Government’s strategy mentioned above. Bedfordshire’s Environmental Policy promotes
environmental management awareness raising in schools and a headteacher/officer group meets
regularly to discuss ways in which school grounds can be managed and used in a more educational
and environmental way. In addition, new design and refurbishment in schools will put increased
emphasis on environmental performance and investment will be viewed in the context of a life
cycle analysis. This means that the design concept will take account of costs for energy and
maintenance over the life of the building.

•   Bedfordshire is committed to maximising community use of education premises, wherever
    possible.

Incorporated as part of property reviews carried out by Bedfordshire is the use that the community may
have of a premises' facilities and how that might be expanded or affected by the proposals for
education provision. This will continue to be an integral part of future property reviews. Ascertaining a
community’s views in relation to asset management planning, and the opportunity to offer funds, is part
of the planned consultation with building users.

Extended Schools Initiative - ‘Extended schools’ are those schools which offer, either
individually or in clusters ‘. . . . a core of services around childcare, study support and
parenting activities as well as providing a gateway to specialised support services for pupils.’
DfES Doc: SSSSES74

In principle, primary schools should offer a wide range of study support activities and parenting
support, including family learning. Secondary schools should offer a core offer of study
support activities, widespread community use of the school’s facilities and family learning
activities.

The vision in Bedfordshire is to develop Extended Schools is ‘. . .to improve the life chances of
children, young people and adults in Bedfordshire through bringing together the skills and
talents of school staff, parents, carers, health services and other key players in an integrated
and holistic way’, and the Extended Schools Working Party, comprising representatives from
the LEA, schools and agencies working with the community [Health, Social Services,
Regeneration, Children’s Centre, Lifelong Learning] has identified a strategy to make this
ambition a reality.

The process for positioning the Full Service School, which led to an agreement that it should
serve the Queens Park community, and be delivered by Biddenham Upper, Westfield Middle and
Queens Park Lower schools working as a partnership, trialled and validated a process for
identification of Extended Schools, based on Indices of Deprivation, Leadership & Management
capacity in schools and community needs.

The services offered by Extended Schools have learning as their ultimate aim, whether this be
through courses on parenting skills, childcare that will help parents access lifelong learning,
breakfast or after-school clubs and/or adult education courses. The starting point should be the

                                                    48
needs of the community served by the school, with due regard to schools’ capacity to offer
services. Collaboration with other agencies will contribute significantly to the extent and
success of Extended Schools’ provision. Many schools already provide activities such as
these, and can demonstrate the benefits to the community within and beyond the school.

The Schools’ Forum has supported the principle of establishing a central Extended Schools co-
ordinator who will work with clusters of schools to develop a wider range of activities within
DfES criteria and the identification process outlined above.

Funding for the Extended School initiative begins from April 2005 and may be used for:

    •   The costs of staff to plan, develop and manage the extended services
    •   Additional heating, lighting and other incidental costs
    •   Additional staffing costs
    •   Minor capital adjustments
    •   Transport costs

Funding from the Behaviour Improvement Programme £780k will also be available from April
2005 to support the Full Service School. Whilst this fund is to be managed by the Excellence
Cluster, it is not exclusively for schools within the Cluster, and we will negotiate how it might
support other Extended School ventures.


•   Bedfordshire is committed to guaranteeing a place to provide high quality nursery provision
    for 3 year olds in the most socially disadvantaged areas by September 2004.

Currently, as part of this commitment, Bedfordshire has and will continue to consider nursery education
provision for 3 – 5 year olds as part of the school planning process for statutory aged pupils.

Bedfordshire’s EYDCP identifies the level of need and the match of demand to places. There is a good
overall supply of places for three and four year old children with approximately 9,433 places provided
across all sectors including the private and voluntary nurseries, pre-school, childminding and schools
provision. However, the Local Authority is continually monitoring the situation to ensure that there are
sufficient places across all Learning Community Areas.

The LEA’s policy for the education of three year old children is that they may be admitted to nursery
schools and designated nursery units attached to lower schools and some special schools from the age
of three. Bedfordshire has met the Government’s target of providing a free place for every three year
old, by September 2003, where required. The majority of three year old children in the county attend
settings in the private and voluntary sectors and the Partnership’s view is that expansion of education
provision for these children should be built on existing provision. The Partnership will not expand
provision for three years olds in maintained schools’ reception classes.

Bedfordshire is committed to considering nursery education provision for 3-5 year olds in the allocation
of funding amongst capital priorities and integrating it with the planning for statutory age provision

•   Bedfordshire is committed to providing efficient high quality provision for pupils with SEN
    and supporting inclusion.

Following extensive consultation Bedfordshire has agreed its Learning Inclusion principles,
policy and strategy for the period 2004 – 09.

An inclusive approach to learning is defined as one that gives all learners opportunity to
succeed by participating in the curriculum and wider life of their local school and community.



                                                   49
This requires that everyone involved in children’s and young people’s education should take
continuous action to:
     • increase the participation and learning of all pupils, students and adult learners
     • eliminate barriers to their learning and participation
     • enable the learning community to embrace difference as opportunities for learning.

The aims of the Learning Inclusion strategy will be achieved through five objectives:
   • To identify and remove barriers to learning and participation
   • To identify and respond to individual needs as early and as quickly as possible
   • To promote parental and pupil involvement in decisions that affect learning
   • To develop partnership working between schools and the specialist support sector in
       order to meet pupils individual needs
   • To develop continuously the capacity of mainstream schools to meet and provide for the
       widest possible range of individual learning need and raise the achievement of all pupils

Bedfordshire intends to work towards the point at which all schools are fully accessible to those
with disabilities. All new accommodation is now constructed to be totally accessible to all
users. Under the amendments to the DDA by way of the Special Education Needs and Disability
Act 2001, LEAs and schools have a statutory duty to plan to improve access for disabled pupils
over time. All LEAs have to prepare and publish an Accessibility Strategy and school governors
must prepare and publish an Accessibility Plan covering a minimum period of 3 years to show
how access improvements will be made over time. Strategies and plans must be reviewed on a
regular basis. Beds LEA Accessibility Strategy for schools is available on the Bedfordshire web
site under school property issues. Financial support for mainstream schools to assist the
resourcing of their plans which will increase accessibility to existing school buildings is
available through the Schools Access Initiative.



17      BASIS FOR MAINTAINING AND REVIEWING THE AMP

The LEA is responsible for the development and the co-ordination of the Asset Management Plan for
Schools. The Asset Management Plan database will be maintained on behalf of the LEA by Mouchel
Parkman, but as outlined in this Policy Statement, contributions will be expected from schools, and
other partners involved in the management of school premises.

To maintain the validity of information in the database an annual verification process will be undertaken,
although it is not envisaged that this will be a major exercise. Head Teachers, Building Surveyors, and
Health and Safety Officers will be asked to check the data held on the computer system, but it is
expected that in most cases this will be a 'desk exercise'.

The processes and procedures identified in this Policy Statement will, initially be reviewed annually until
the final arrangements for Condition, Sufficiency and Suitability are in place, and the process becomes
intuitive. Thereafter, it will be reviewed on an 'as and when' basis or when it is anticipated that
significant change will occur.

It is proposed that the evaluation of the asset management plan will require confirmation that the:

•    Consultation process is working satisfactorily for all parties involved in the process
•    Objectives of the plan are appropriate and valid
•    Criteria being employed in the prioritisation of projects in relation to condition, sufficiency and
     suitability are appropriate and valid
•    Projects (improvement and maintenance) are being targeted at schools, which have the greatest
     needs and/or the most urgent/serious problems



                                                     50
•   Resources are being employed in the most efficient and cost effective way in respect of possible
    alternative solutions
•   Cost of projects represents value for money in relation to DfES area and cost standards
•   Indicators and benchmark standards, which have been identified, are providing appropriate and
    valid management information
•   Projects (improvement and maintenance) are making the greatest possible contribution to raising
    educational standards and that schools are delivering in terms of identifiable educational outputs

The effectiveness of the asset management process will also need to be reviewed in terms of whether
or not the plan is delivering the:
• Appropriate provision of pupil places
• Required reduction in surplus places
• Increased number of schools which meet benchmark standards in terms of their schedules of
    teaching/non-teaching accommodation.




                                                   51
Contacts:
If you would like clarification of the Bedfordshire Asset Management Plan - Local Policy Statement,
please write to

Janet Miller,
Education Officer (Planning)
Education Strategy Unit
(janet.millerj@bedscc.gov.uk)

at
County Hall,
Cauldwell Street,
Bedford MK42 9AP.

Alternatively if you would like more information on AMPs the DfES's Internet address is
www.dfes.gov.uk/index.htm




                                                   52
ANNEX A
GLOSSARY OF TERMS

School Development Plan (SDP).
Schools’ plans for raising educational achievement.

Educational Development Plan (EDP).
Plans for raising standards in schools. EDP’s will consist of: (a) a statement of proposals setting
out the LEA’s performance targets and school improvement programme; (b) supporting
information.

School Organisation Plan (SOP).
A three-part plan covering the whole of an LEA’s area which provides: (a) demographic data for
each school and in aggregate, comparing existing and future supply and demand for school
places; (b) statements of policy relevant to organisation of school places, including, for example,
accessibility or size; and (c) conclusions and proposals for action flowing from (a) and (b).

Early Years Childcare and Development Plan (EYCDP).
Describes how each LEA, in conjunction with its Early Years Development Partnership, will: fulfil
its statutory duty to secure an early education place for all its 3 and 4 year-olds whose parents
want one; plan for childcare and especially its integration with early education; develop a
strategy for improving the quality of provision; keep parents informed.

Class Size Plan.
Statement to be provided by all LEAs setting out details of how Authorities will ensure infant
class sizes of 30 or below by September 2001 at the latest. Bedfordshire has achieved this by
September 2000. This will include information on the provision of places, admissions and
funding arrangements.

Information and Communications Technology (ICT) Development Plan.
A strategy describing how each LEA and its schools will focus on the innovative use of ICT in
the delivery of the curriculum, teachers' professional development, management and
administration. It should also seek to link with wider education provision, such as after school
hours learning activities, further education, other adult education, libraries, museums and
galleries.

School Priority Form
A form to enable schools to set out its perceived needs for capital funding in the context of its
School Development Plan relating to condition, sufficiency and suitability. Schools will be
required to state, and provide a measure of, the education out-puts which they will deliver
through this capital investment.

School Policy Support Group
The consultative group of head teachers who received regular reports and are consulted on all
matters relating to the Asset Management Plan for Schools.

Direct Educational Impact
The effect on the school’s ability to raise educational standards

Suitability Outturn Analysis
An cost-benefit analysis at the end of each financial year to monitor the project expenditure and
resultant changes in Direct Educational Impacts in schools.




                                                 1
ANNEX B
Table 1. Matrix of Needs and Priorities. (indicative categories of work)


                       CONDITION                     SUFFICIENCY                    SUITABILITY
  Priority                A                               B                              C

     1               URGENT WORK                          BASIC                  UNABLE TO TEACH
                  To prevent immediate                    NEED                      CURRICULUM
               closure of premises; and/or          Pupil place deficit.        Relates to numbers and
               address an immediate high                                       sizes of teaching spaces.
               risk to the health and safety                                       Should be enough
                   of occupants; and/or                                          appropriate spaces to
               remedy a serious breach of                                     accommodate all pupils for
                         legislation.                                            the whole curriculum.


     2            ESSENTIAL WORK                           AREA                 TEACHING METHODS
              Required within two years to           ORGANISATION                      INHIBITED
                     prevent serious              Extent of mismatch in       Unsuitability of spaces may
              deterioration of the fabric or    premises location and size   mean the schools' preferred
               services; and/or address a         measured against pupil         teaching methods are
                medium risk to the health          location and quantity.       inhibited. May relate to
                and safety of occupants;                                         numbers and types of
                         and/or                                              teaching spaces, or with the
                 remedy a less serious                                         size and other aspects of
                  breach of legislation.                                                 spaces.


     3            DESIRABLE WORK                         SCHOOL                  MANAGEMENT OR
                 Required within three to            ORGANISATION                ORGANISATION OF
                   five years to prevent           Extent of mismatch in        SCHOOL AFFECTED
               deterioration of the fabric or   classroom sizes measured             ADVERSELY
                      services; and/or              against class sizes.      Unsuitability of spaces and
                 address a low risk to the                                     /or the way they relate to
                   health and safety of                                        each other may affect the
                     occupants; and/or                                       organisation or management
                remedy a minor breach of                                             of the school.
                         legislation.


     4            LONG TERM WORK                   SURPLUS SPACE             PUPIL OR STAFF MORALE
                Required outside the five        Premises, both teaching      AFFECTED ADVERSELY
                years planning period for         and non-teaching, that      Unsuitability of spaces may
                     AMPs to prevent               exceed pupil needs.        affect pupil or staff morale.
               deterioration of the fabric or
                         services.




                                                     2
ANNEX B
Table 2. Matrix of Needs and Priorities (indicative types of projects)

                                    CONDITION                               SUFFICIENCY                       SUITABILITY
Priority                                  A                                         B                                C
   1                              URGENT WORK                                   BASIC                     UNABLE TO TEACH
                Unsafe premises, or parts of premises, that are                  NEED                         CURRICULUM
                  cordoned off or shored up and require urgent         New School; extension(s)        Too few teaching spaces-
                attention; accommodation already out of use or         or adaptation(s) providing       pupil numbers cannot be
             likely to be soon out of use. Ground problems, e.g.        additional classroom(s).          accommodated within
            mine shafts, wells, major faults in ground; buildings                                         preferred group sizes.
                      shored up; external areas cordoned off,                                                Too few science
               accommodation already out of use or likely to be                                      laboratories-science element
              soon out of use. Condemned temporary buildings                                           of the National Curriculum
               already out of use or likely to be soon out of use.                                      cannot be taught to some
              Obsolete heating boilers that have failed or which                                                  pupils.
               are likely to fail and for which no components are                                     Inadequate playing field -PE
                      available. Removal of friable asbestos.                                             curriculum restricted.
   2                            ESSENTIAL WORK                                  AREA                     TEACHING METHODS
                   Urgent means of escape requirements, e.g.               ORGANISATION                        INHIBITED
           additional stairs, fire doors, lobbies, provision of fire       School closure.               Too few drama spaces -
                   doors to enclose escape stair cases-usually            Changes to school               some drama taught in
               substantiated by fire officers report. Roof repairs     standard numbers (pupil          unsuitable small spaces.
                where patching is no longer possible; windows,           admissions); school             Music space too small -
               doors, curtain walling which are prone to severe          amalgamations and                cannot accommodate
               water penetration and have severe rot, decay or         federations; changes to           instruments needed for
             rusting. Less urgent problems with the mechanical            school age ranges.               preferred activities.
           and electrical services, e.g. lead drinking water pipe-                                      Science laboratories lack
              work; corroded water tanks; electrical installations                                         ventilation -range of
           with vulcanised india rubber VIR cabling; unearthed                                           experiments restricted.
                  systems where test period has been reduced
                because of previous failures (one year or less).
           Work will require an Engineer's or Health and Safety
             inspector's report as evidence of risk. Playgrounds
                 that pose health and safety risks, especially at
            primary schools; defective floor finishes in high risk
                      areas such as gymnasia or staircases.
   3                           DESIRABLE WORK                                  SCHOOL                     MANAGEMENT OR
             Fire compartmentation and other work required for             ORGANISATION                  ORGANISATION OF
           the protection of buildings and to improve protection          Changes to school             SCHOOL ADVERSELY
                   of escape routes. Defective mechanical and             admission number;                   AFFECTED
               electrical services, e.g. inefficient boilers towards          extension to            Single science laboratory in
              the end of their expected lives; replacement of old      classroom/specialist/com      isolated location -preparation
                 lighting circuits that are no longer suitable and      mon areas; provision of            room isolated from
                 provide poor task lighting; works to resolve fire      shared work areas and                  laboratory.
                alarm deficiencies. Repairs within the life of the        withdrawal spaces.             Too few offices-school
                AMP, including works to defective playgrounds,                                          administration inhibited.
            tennis courts and floor finishes that remain a health
                                  and safety issue.
   4                           LONG TERM WORK                              SURPLUS SPACE             PUPIL OR STAFF MORALE
             Minor re-pointing works to masonry or where there             Demolition of sub-         ADVERSELY AFFECTED
                is limited erosion to the face of brickwork that is        standard buildings;          Inadequate acoustic
                unlikely to deteriorate further over the life of the    removal of re-locatable       separation between music
              AMP. Minor damage or decay to timber and metal            buildings; conversion of         space and adjacent
           surfaces. Repairs or decorations that are likely to be          premises for other             classroom -pupil
              carried out beyond the time-scale of the AMP, the         school/community uses          concentration affected.
            priority and condition of which will be considered at       e.g. nursery places, out        Staff room too small -
                                  the review dates.                    of hours clubs etc; sale of     uncomfortable working
                                                                           surplus land and/or                conditions.
                                                                                buildings.




                                                             3
ANNEX C
Table 3. School Premises Priority form (with examples)


1. SCHOOL NAME: …………………


2. SCHOOL DEVELOPMENT PLAN

Please summarise the major targets from your school’s Development Plan

a.     To ensure that no Key Stage 1 pupil is in a class of more than 30.
b.     To improve Key Stage 2 National Curriculum English tests results.
c.     To increase opportunities for pupils to undertake independent research.
d.     To improve school security.
e.     To increase opportunities for staff to plan and organise their teaching.


3. SCHOOL NEEDS

A. Premises Condition

School     Please outline the nature of each need and indicate in the right hand    Target:
Priority   column, in order of significance, which School Development Plan          a, b, c, d,
Order      Target(s) it relates to.                                                 e.
1          Replace decrepit external toilet block.                                  d.
2          Replace inefficient and unreliable heating.                              none
3

B. Premises sufficiency

School     Please outline the nature of each need and indicate in the right hand    Target:
Priority   column, in order of significance, which School Development Plan          a, b, c, d,
Order      Target(s) it relates to.                                                 e.
1          Provide additional classroom for KS1.                                    a
2
3

C. Premises Suitability

School     Please outline the nature of each need and indicate in the right hand    Target:
Priority   column, in order of significance, which School Development Plan          a, b, c, d,
Order      Target(s) it relates to.                                                 e.
1          Provide for more library space.                                          c, b.
2          Make library more accessible to KS2 pupils.                              b, c, d.
3          Provide separate staff room space.                                       e


4. For each category of need (3A-C above), please outline the following in the respective boxes
over the page:

(i)   Proposed solutions
(ii)  Why your proposals are a high priority.
(iii) The consequences of not implementing your proposals.
(iv)  What output your proposals will deliver in terms of higher standards, and how these will
be measured.



                                                    4
A. Premises Condition

As part of the new build, it is proposed to replace the external toilets used by KS2 pupils and to
replace the existing boiler which will be too small for the extended school. By undertaking this work
together VFM will be maximised. Educational output: the result will be savings in pupil time and
potential to redirect an element of the school’s budget (estimated at c.£1,000 per annum) from repairs
to school books for the new library thus contributing to raising standards.


B. Premises sufficiency

The provision of a fourth permanent classroom for KS2 pupils who will increase in number in
September resulting in a total school roll of 200. Educational output: without this facility classes will be
above 30 and thus out of step with Government policy. The school’s budget can fund an additional
teacher.


C. Premises suitability

Construct new library of adequate size in conjunction with the new KS2 classroom. This will allow
KS2 pupils independent access without risks to security caused by travel outside to current detached
library. This will then release the current library for use as a staff room. Educational output: these
facilities will support the school’s literacy policy and allow teachers to develop a resources base to
assist planning and raise reading standards.



5. Partnership funding: please detail available contributions below:

Amount: £5,000                    Source: Parent Teacher Association

Where funding is restricted to specific proposal (s) please attach details.




Signature HT/Chair of Governors:…………………………. Date:………………………..
(Delete as appropriate)


Please return completed form by ………. to:
School Planning Team, County Hall, Bedford MK42 9AP.




                                                       5
ANNEX D
BEDFORDSHIRE LEA PRIORITIES FOR CAPITAL EXPENDITURE 2000 - 2005

The following County-wide priorities arising from the condition, sufficiency and suitability needs
of school premises.

CONDITION :

•  Improvements to building externals (roofs, cladding etc.,) to ensure safe and continuous
   operation
• Phased replacement of time-limited buildings (including HORSA and older
   sectional/temporary buildings)
• Boiler and heating system replacement, improved insulation, to reduce running costs and
                2
   help meet CO emissions targets.
Phased programmes to meet current standards for glazing, asbestos, legionella etc.,

SUFFICIENCY:

•   Provision of Basic Need places in primary and secondary schools
•   Reduction in surplus places
•   School merger and rationalisation projects to match need to supply
•   Premises implications of Infant Class Size Plan (KS1)
•   Accommodation consequences arising from the review of schools
•   Review of land and property holdings to provide for future needs and identify surplus for sale
    and re-investment
•   Release of surplus premises for alternative use, including to the voluntary and private
    sectors e.g. early education or day care.
•   Exploration of PPP/PFI options to increase investment in Bedfordshire. schools.

SUITABILITY:

Reduction in overcrowding or improvement in inadequate or inappropriate space allocations.
Specifically:

•   All schools - Health and Safety requirements. Security measures. Projects to support greater
    inclusion of pupils in to mainstream education, and to meet the access needs of the
    disabled.
•   Lower schools - specialist provision to support core subjects (library/resource areas,
    practical areas, PE provision etc.), management facilities (separate spaces for Head
    Teacher and secretary) and provision for staff (adequate social and workspace areas).
•   Middle and Upper schools - updating specialist areas to match National Curriculum
    requirements e.g. science, technology, sports halls, performing arts, and ICT facilities.
•   Special schools - specialist accommodation to match National Curriculum requirements and
    improvements to medical facilities and residential accommodation.




                                                 6
ANNEX E
Condition Assessment - Classification of Premises Elements

Major element             Sub-element
                                                            7. Mechanical services
1. Roofs                                                                              Heat source and equipment
                          Flat roofs                                                  Heating
                             Structure                                                  Distribution
                             Coverings and insulation                                   Controls
                             Drainage                                                 Hot and cold water
                             Other                                                      Storage tanks and equipment
                          Pitched roofs                                                 Distribution
                             Structure                                                Gas distribution
                             Coverings and insulation                                 Ventilation
                             Drainage                                                 Air conditioning
                             Other                                                    Other

2. Floors and stairs                                        8. Electrical services
                          Ground floor                                                Control gear
                            Structure                                                 Power
                            Screed and finish                                            Wiring
                          Upper floors                                                   Fittings
                            Structure                                                 Lighting
                            Screed and finish                                            Wiring
                          Staircases                                                     Fittings
                            Structure                                                 Fire alarms
                            Treads and risers                                         Intruder alarms
                            Soffit finish                                             Lightening protection
                          Other                                                       Communications systems
                                                                                      Lifts and hoists
3. Ceilings
                          Ground floor                      9. Redecoration
                          Upper floors                                                External
                                                                                      Internal
4. External walls, windows and doors
                        Walls                               10. Fixed furniture and fittings
                           Structure                                                   Teaching
                           External linings/finishes                                      Science
                           Internal linings/finishes                                      Technology
                        Windows and doors                                                 Other
                           Framing                                                     Non-teaching
                           Glazing                                                        Kitchen
                           Ironmongery                                                    Other

. Internal walls and doors                                  11. External areas
                         Walls and partitions                                         Roads and car parks
                           Structure                                                  Paths and pedestrian paved areas
                           Linings/finishes                                           Soft landscaping
                         Doors and glazed screens                                     Walls, fences and gates
                           Framing                                                    Ancillary premises
                           Glazing                                                    Outdoor swimming pools
                           Ironmongery                                                Drainage
                                                                                      Main services
6. Sanitary services
                          Toilets                           12. Playing fields
                            Fittings                                                  Generally
                            Waste plumbing
                          Kitchens
                            Fittings
                            Waste plumbing


Major element             Sub-element

                                                        7
Annex F
Suitability Assessment - Examples of categorisation and quantification




Accommodation problem             Impact on school operations         Quantification


Category A - Unable to teach the curriculum
Too few science laboratories      The science element of the          Fewer lessons
                                  national curriculum cannot be       (number of teaching periods lost
                                  taught to some pupils.              and average group size for those
                                                                      periods)



Category B - Teaching methods inhibited
Too few general teaching spaces Pupil numbers cannot be               Lessons with group sizes larger
                                accommodated with preferred           than preferred
                                group size.                           (number of teaching periods
                                                                      affected and average group size
                                                                      for those periods).

Music spaces too small.           Cannot accommodate                  Lessons in inappropriate spaces
                                  instruments needed for preferred    (ditto).
                                  activities.


Category C - Management or organisation of school affected
ICT space in isolated location. Pupils and teachers have to           Shortened lessons
                                travel excessive distances at         (number of teaching periods
                                lesson changeovers.                   affected and average group size
                                                                      for those periods)

Catering facilities inadequate.   Some pupils cannot be offered       Non availability of hot meals
                                  hot meals.                          (number of pupils affected)


Category D - Pupil or staff morale or pupil behaviour affected adversely
Classroom too hot for long periods Pupil concentration affected     Lessons in poor environment.
during summer.                                                      (number of teaching periods
                                                                    affected and average group size
                                                                    for those periods).

Inadequate insulation between     Pupils and teachers in adjacent     Lessons in poor environment
music space and adjacent          classroom distracted.               (ditto)
classroom.

Staff room too small.             Staff have uncomfortable            Adverse affect on staff morale
                                  conditions for lesson preparation   (number of staff affected)
                                  and management functions.


                                                  8




                                                 viii
ANNEX G

           CAPACITY ASSESSMENT FORM FOR PRIMARY SCHOOLS: EXAMPLE

   Please read explanatory notes (in net capacity guidance) before filling in this form for the first time.
   This form can be used for any primary school, middle deemed primary or first and middle school.
   Use this page to identify the basic information required. Use the net area schedule on page 3,
   plus further copies as necessary, to list all spaces in the school, following the notes on page 2.
   Only complete section B if you have a nursery, SEN unit, LSU or adult learning facilities, used
   during the school day, on site.


  Section A: School Details

                                                                                                               The boxes below need only be
                                                                                                               completed if the school is on a
                              LEA Wessex                                          date        Feb-01           small or split site or has more
                                                                                                               than one admission number.
                    school name King Arthur Community Primary School
                                                                                                                      total                               2
       DfEE LEA/school number 765/4321                                                                           site area                            m

                       age range          5        to       11                                                no. of sites                1


                                                                                                                (second                 (third
                                         first                                                                 admission             admission
                                       admission                                                                 year, if              year, if
                                         year                                                                  applicable)           applicable)


                                                        for instance 'Y2' or 'R' if reception (do not
        normal age of admission           R             include nurseries: see section B)

                                                        number of years that those in the admission
   number of years up to age 11           7        a    year will be at this school (e.g. '7')                                  c                     f

   planned admsision number(s)            30       b    (allowing for infant class size limits)                                 d                     g

                                                                                                                     0          e         0           h
                                                                                                              e = (c x d) / b       h = (f x g) / b


          number of age groups            7        n     (a + e + h)



  Section B: Details of Areas Not Included in School Capacity

  established early years provision on site, if any

      number of full time equivalent places                              age range                 to                note with an 'E' in step 4


  LEA designated specially resourced facilities, if any                                   Such as an SEN support centre (additional to the
                                                                                          school's SEN resource base and other standard SEN
                                                                                          facilities) or a Learning Support Unit.
     number of places for pupils with SEN                                                 Note with an 'R' in step 4.

           description of facilities


                                                                                          Such as learning centres, teacher training, IT for All.
  approved adult learning facilities, if any                                              Note with an 'A' in step 4.

           description of facilities




                                                                       ix
          CAPACITY ASSESSMENT FORM FOR PRIMARY SCHOOLS: EXAMPLE
 Use the net area schedule on page 3, plus further copies as necessary, to list all spaces in the
 school, following the notes below. Allocate each room a type, as listed below, and indicate the
 measured area in square metres. Finally, allocate the status of each space, as applicable.


Net Area Schedules (and allocation of workplaces)
DEFINITIONS & FORMULAE TO USE IN NET AREA SCHEDULE(S) (opposite):
                                                       2
STEP 1: reference, name and area (m ) of all spaces in net area of all buildings
Include all usable spaces, both teaching and non-teaching, in the total net area; that is all spaces except:
* residential or farm buildings in use as such;
* buildings deemed by the Authority to be structurally unsafe;
* areas under the control of service or external authorities (such as for telephone or electricity services, the police or Health service);
* open-sided covered areas;
* toilets, including lobbies, and showers (including changing rooms with showers);
* plant space such as boilers, ducts or electrical intake cupboards;
                                                             2
* cleaners' cupboards (fitted with sink or similar, under 2m );
* school kitchen facilities, including kitchen staff facilities and stores, used for preparing school meals;
* circulation routes. See explanatory notes when identifying shared circulation areas.


STEP 2: definitions and formulae for type of space
Identify each space as one of the following types, by entering '1' in the appropriate column                   Round up the following formulae to the
(or use a decimal fraction (e.g. 0.6) to identify the proportion of the average teaching week                  nearest whole number to calculate the
that the space is available to the school).                                                                    number of workplaces for each type of
                                                                                                               space:
GENERAL
Any area which is not a specialist space, as described below (including classbases,                            (area/1.5)-3
                                                                                                                                  2
associated shared practical areas and any wet, practical or ICT area within classrooms                         if less than 6m , note as 1 workplace
or shared teaching areas).

SPECIALIST*
All halls (including any stage area), dining, drama, dance, music spaces, swimming pools;                                     2
                                                                                                               if under 75m       (area/2.5)-4
enclosed spaces equipped with specialist fixtures to provide dedicated ICT rooms, libraries,                         2
specialist practical spaces including food and ceramics; middle school science laboratories,                   if 75m or more (area/12.5)+20
                                                                                                                                      2
art rooms and multi-materials workshops.                                                                       if less than 12m , note as 1 workplace


STEP 3: definition of workplaces
BASIC WORKPLACES are those between 15 and 30 or, in larger spaces, the highest multiple of 30 (e.g. 60, 90, etc.), unless marked 'U'.
RESOURCE WORKPLACES are those in spaces with less than 15 workplaces, or the remaining workplaces in spaces with more than 30.


STEP 4: definitions for the 'status' of each space
Use the appropriate code letter to note if any space is excluded from the capacity by being one of the following:

S         CHAPEL, SEN RESOURCE BASE OR PARENTS' ROOM, identify only one of each, unless the school is on a
         'split site', as defined by the Authority, when up to one may be identified for each site, where appropriate;
E         EARLY YEARS PROVISION, on site, approved by the Authority as part of its Early Years Development Plan, as noted in section B;
R         LEA DESIGNATED SPECIALLY RESOURCED FACILITIES, as noted in section B;
A         APPROVED ADULT EDUCATION FACILITIES, as noted in section B;

or if any space is included as one of the following:

C         SPACES USED BY THE SCHOOL AS CLASSBASES, including any associated part of shared teaching area, if appropriate;
U         UNUSABLE AS BASIC WORKPLACES. Spaces unusable as potential classbases, for health and safety reasons agreed by
         the Authority (such as basements, sheds or loft spaces used only for storage), or in swimming pools, serveries, dedicated
         cloakrooms (with fixed benches and hooks) or areas predominantly for circulation (such as malls or atria).
         When a space is marked 'U', all workplaces should be entered in the 'resource workplaces' column.

The use of space for non-school or support functions not covered in Section B, such as community facilities also available to the
school during the school day or ad-hoc playgroups, could be noted separately.

*The method for secondary schools will include general, light practical, heavy practical and large & performance space types.




                                                                           x
                     CAPACITY ASSESSMENT FORM FOR PRIMARY SCHOOLS: EXAMPLE
NET AREA SCHEDULE FOR PRIMARY SCHOOLS                                                                  (copy this blank sheet as required)

DfEE no.            765/4321                       school   King Arthur Community Primary School                                            sheet no.       1
                                          STEP 1                                                  STEP 2                         STEP 3                STEP 4




                                                                                                                                          WORKPLACES
   room reference




                                                                                                                    WORKPLACES
                    ROOM NAME




                                                                                                                                          RESOURCE
                                                               excluded           included




                                                                                                       specialist
                    (based on the activities the room is        area, if            (net)




                                                                                             general
                                                                                    area




                                                                                                                    BASIC




                                                                                                                                                         status
                    designed or equipped to accommodate)       measured
                                                                   2                  2
                                                                 (m )              (m )


  01                CLASSBASE (15% circulation)                         11             61    1                       30                   8              C
  02                CLASSBASE (15% circulation)                         11             61    1                       30                   8              C
  03                STORE                                                              10    1                       0                    4
  12                CLOAKROOM                                                          10    1                       0                    4
  13                MEDICAL ROOM                                                        6    1                       0                    1
  17                CLASSBASE                                                          63    1                       30                   9              C
  20                CLOAKROOM                                                          12    1                       0                    5
  21                CLOAKROOM                                                           6    1                       0                    1
  24                CLASSBASE                                                          61    1                       30                   8              C
  27                CLOAKROOM                                                           6    1                       0                    1
  28                SEN BASE                                                           15    1                       0                    7              S
  33                STORE                                                               2    1                       0                    1
  34                CLASSBASE                                                          65    1                       30                   11             C
  35                MOBILE CLASSROOM                                                   52    1                       30                   2              C
  36                STORE                                                               1    1                       0                    1
  37                STORE                                                               1    1                       0                    1
  38                CLASSBASE                                                          52    1                       30                   2              C
  40                STORE                                                              28    1                       0                    16             U
  42                LIBRARY (50% circulation)                           28             28               1            0                    8
  43                STORE                                                               4     1                      0                    1
  44                MUSIC STORE                                                         4     1                      0                    1
  45                FOOD ROOM (50% circulation)                         16             16               1            0                    3
  47                GYM STORE                                                          12     1                      0                    5
  48                HALL                                                              181               1            30                   5
  49                ENTRANCE (85% circulation)                          12              2    1                       0                    1
  50                CARETAKER'S STORE                                                   3    1                       0                    1
  53                STAFF ROOM                                                         34    1                       20                   0
  54                SECRETARY                                                           8    1                       0                    3
  55                HEAD                                                               12    1                       0                    5
  58                ICT ROOM                                                           58               1            20                   0
  61                RESOURCE AREA                                                      42     1                      25                   0




totals carried over as necessary                                        78            916                           305                   123




                                                                             xi
                   CAPACITY ASSESSMENT FORM FOR PRIMARY SCHOOLS: EXAMPLE


Section D: Capacity Calculation
                                                                     BASIC          RESOURCE            All calculations below should be
                                                                    WORK-             WORK-             rounded down to the nearest
                                                                    PLACES           PLACES             whole number

TOTAL WORKPLACES INCLUDED IN CAPACITY                                 305       p      116          q   totals of spaces not marked 'S', 'E',
                                                                                                        'R' or 'A' at step 4.




                capacity based on classbases            210     r                                   basic workplaces in spaces marked 'C' at
                                                                                                    step 4, or ((p + q ) x 70%), if lower.

      allowance for hall and staff facilities           50      s                                   50 x number of sites, plus 50 if total site area
                                                                                                    is less than (1500 + (15 x r))

         maximum workplaces available in classbases                   210       v                   (r), or ((p - s) x 70%), if higher.


         minimum workplaces available for classbases                  157       w                   lower of (v x 90%) and v rounded down to
                                                                                                    nearest multiple of (30 x b / 4) below v.

capacity based on planned admission no.                 210     x                                   (b x n)


        ACTUAL CAPACITY                                 210     y                                   if x is more than v, then y = v
                                                                                                    if x is between v and w, then y = x
                                                                                                    if x is less than w, then y = w



Section E: Indicated Admission Number(s)
                                     first                                                                     (second           (third
                                   admission                                                                  admission       admission
                                     year                                                                       year, if        year, if
                                                                                                              applicable)     applicable)

indicated admission number(s)         30        z   (y / n) rounded down                                           0                0
                                                    (n, c, e, f and h as calculated in section A)
                                                                                                               (z x e) / c      (z x h) / f



Section F: Declaration of Accuracy
We confirm that we are satisfied with the accuracy of the exclusions (sections B and C) and the status of
spaces (step 4) on this form.
                                     Date                                                         Date
 Signature of                                                   Signature on behalf of
Head Teacher                                    /   /            Admissions Authority                                                 /       /




                                                                       xii
ANNEX H

CONSULTATION ON THE ASSESSMENT OF SUITABILITY NEEDS WITHIN SCHOOLS
(JULY 2000)

SUITABILITY

The Local Policy Statement on asset management planning was published last Autumn
following consultation with all schools. This proposed that the suitability of school buildings
should be assessed under the following headings:

•   Size/shape
•   Environment
•   Location
•   Fittings and Fixed Furniture
•   ICT infrastructure.

These headings were used on the proforma which was sent out to schools before Easter
seeking information on those spaces within the school which present suitability problems. The
proforma sought to have these spaces placed in one of four categories:

•   Category A: Unable to teach the curriculum e.g. too few science laboratories

•   Category B: Teaching methods inhibited e.g. music space too small

•   Category C: Management or organisation of school affected adversely e.g. single science
    laboratory isolated

•   Category D: Pupil or staff morale affected adversely e.g. staff room too small.

We now need to seek your views on how this information should be used to prioritise work at
schools. Proposals for how this might be done are shown on the following pages.




                                                 xiii
PRIORITISING SUITABILITY ISSUES

It is suggested that to give the different issues within each school the correct weighting, a points
system should be used. What is proposed is to allocate points in the following way:


DEFICIT                                                                      POINTS
Teaching Accommodation
Each space missing or under 50% of recommended floor area based              10
on DfEE guidelines (Category A)
Each space between 50% and 90% of recommended floor area                     5
(Category B)
Each space of a shape which renders it unsuitable for purpose                3
(Category B)
Each space which is unsuitable for purpose e.g. as a result of               2
inadequate lighting, ventilation or location (Category C)
Other Accommodation
Each space missing or under 50% of recommended floor area                    5
(Category A)
Each space between 50% and 90% of recommended floor area                     3
(Category B)
Each space of a shape which renders it unsuitable for purpose                2
(Category B)
Each space which is unsuitable for purpose e.g. as a result of               1
inadequate lighting, ventilation or location (Category C)
Issues adversely affecting pupil or staff morale and other health &          1
safety & security issues not picked up above (Category D)

In addition, it is proposed that account is taken of the percentage of the school’s accommodation
which is in temporary accommodation and the percentage of the school which is inaccessible to
those with physical disabilities.

1. Do you agree that the factors listed above are appropriate factors to take into account in
   assessing suitability?

2. Would you make any changes or additions to the list?

3. Do you agree with the relative weightings given to the different factors above (e.g. should
   teaching accommodation be given a higher weighting than non-teaching accommodation
   and, if so, are the figures proposed above in the right proportion)?

4. If not, what changes would you suggest?

5. Have you any other comments on the proposed approach to suitability?




                                                 x
SUFFICIENCY/SUITABILITY/CONDITION NEEDS

                                                 xiv
Once Suitability needs have been prioritised they will be set alongside the priority orders for
Sufficiency and Condition so that overall priorities for expenditure can be determined.

We are interested in your views on how to prioritise sufficiency needs against issues of suitability
and condition.

6. In determining capital expenditure, which of the three categories, sufficiency,
   suitability and condition should be given highest priority and which category should
   be given least priority?

7. What is your view on the relative weighting that should be given to each category (e.g.
   should one category be given twice or three times the weighting of another)?




                                                 xv
CONSULTATION ON THE ASSESSMENT OF SUITABILITY NEEDS WITHIN SCHOOLS



PRIORITISING SUITABILITY ISSUES


                                                                     Agree Disagree
Do you agree that the factors shown in the consultation
paper are appropriate factors to take into account in
assessing suitability?

                                                                     Yes            No
Would you make any changes to the list?

If yes, please
state…………………………………………………………………………………………………..

                                                                     Agree Disagree
Do you agree to the relative weightings given to the
different factors?

If you do not agree, what changes would you
suggest?……………………………………………………………………………………………..

Have you any other comments on the approach proposed to suitability?

……………………………………………………………………………………………………….


CAPITAL EXPENDITURE PRIORITISATION

In determining capital expenditure, which of the three categories, sufficiency, suitability and
condition should be given highest priority and which category should be given least priority?

               Highest Priority…………………….

               Lowest Priority……………………..

What is your view on the relative weighting that should be given to each category?

Sufficiency……………..            Suitability…………….              Condition……………….


SIGNED…………………………………..                                  DESIGNATION…………………………

SCHOOL………………………………….



PLEASE COMPLETE AND RETURN TO JANET MILLER, EDUCATION OFFICER
(PLANNING), COUNTY HALL, BEDFORD BY 21 JULY 2000




                                                xvi

				
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