England

In November 2021 the Government in England published a Construction Framework Handbook for schools. The framework, along with its comprehensive range of appendices, is intended to support both official school building programmes and any school capital projects. The framework was procured in compliance with the Public Contracts Regulations 2015 and will operate for a period of up to four years. It will be kept under review by the DfE.

DfE states that the framework is available to local authorities, schools, academies, FE colleges, universities, and other public bodies which provide educational and ancillary community facilities in England.

• Employer’s Requirements for School Projects Part A and Part B (Part A General Conditions and Part B Design Brief)
• Employer’s Requirements for School Projects Part C

A range of technical annexes are included.

The Priority School Building Programme (PSBP) was a project designed to address the needs of community state-funded schools in England in most need of urgent repair. The scheme replaced the Building Schools for the Future programme which was cancelled in 2010.

Under the first phase, PSBP1, 260 schools were rebuilt and/or refurbished, 214 through capital grants and 46 using private finance. The first school was completed in April 2014. The schools in the programme were spread across the country and grouped together in batches according to geography, commercial viability and condition. Projects were completed by companies approved by the ESFA through a contractor’s framework.

Under the second phase, PSBP2, individual blocks at 277 schools were scheduled to be rebuilt and refurbished using capital grants. The ESFA plans for all PSBP2 schools to open their new or refurbished buildings by the end of 2021.

Under the scheme, 46 schools in five batches were provided private funding. This is described as the PF2 approach to private finance.

To enable as many schools as possible to benefit from available funding, the ESFA has sought to reduce the cost per square metre of new school buildings by producing a range of Baseline Designs with indicative cost and area allowances.

Further information on the practical application of baseline design guidance can be found in the School Design topic.

In April 2019 the DfE published Delivering Schools to Support Housing Growth. This provides non-statutory guidance for local authorities to plan additional educational resources to support new housing growth. Recent years have seen a number of building initiatives designed to significantly increase housing availability in certain areas. The DfE guidance includes advice for those involved in delivering new schools in new communities and best practice guidance on securing developer contributions for education from housing development more generally.

All school building work in England must comply with the School Premises (England) Regulations 2012. 

Scotland

In Scotland, under the Prudential Framework arrangements, local authorities are free to make their own decisions about how much to borrow or spend on maintenance and the renewal of school buildings. They are under a duty to determine how much they can afford, and then budget accordingly.

In 2009 the Scottish Government launched the Schools for the Future national infrastructure programme. The programme is managed by the Scottish Futures Trust. The SFT works with local authorities across Scotland to improve the school estate. 

When the programme was launched it was valued at £1.25 billion and was planned to deliver 55 new or refurbished schools. This was increased to 67 through collaborative working and the value of the programme eventually increased to £1.8 billion. In April 2021, the 117th and last school in the programme was opened.

Further details of the scheme can be found on the SFT website. A list of projects can be found on the Scottish Government website. 

The programme is guided by the Scottish Government Building Better Schools Strategy.

The strategy seeks to ensure that all Scottish schools are well-designed, accessible, inclusive learning environments that inspire and drive new thinking and change and support the delivery of high-quality educational experiences. It acknowledges the need to ensure that all Scottish school buildings are of a modern, sustainable design, complying with environmental requirements and supporting climate change targets.

Innovative design to meet the challenges of the future has been encouraged through pilot projects that include a £5m Inspiring Learning Spaces scheme. Learning from the project has been published in a toolkit supported by Architecture & Design Scotland. 

Building on the success of the Schools for the Future Programme, in November 2018 the Scottish Government announced the launch of a new Learning Estate Strategy to be developed in conjunction with COSLA, the local government association for Scotland. The strategy, Connecting People, Places and Learning, was published in September 2019. It was accompanied by a £2 billion Learning Estate Investment Programme (LEIP). 

The Scottish Government has selected 37 school-building projects for the first and second phases of the programme. The first projects in the programme began construction in summer 2021 and are due to open to pupils from 2022–2023 onwards. The Scottish Futures Trust is continuing in its role as programme manager for the LEIP programme. A third phase of the programme will be considered by Scottish Ministers.

The Schools (Consultation) (Scotland) Act 2010 sets out the consultation process that LAs must follow when proposing a permanent change to any of their schools, such as closure or rebuilding.

Wales

In Wales the Sustainable Communities for Learning Programme was introduced in January 2022. The programme has been developed by the Welsh Government as part of its long-term 21st Century Schools strategy for investment in schools and colleges to develop them as “hubs for learning” and to reduce the number of buildings in poor condition. The programme has been developed in partnership with local authorities.

Sustainable Communities for Learning: Business Case Guidance provides advice for those preparing a business case for SCL capital funding.

The first wave (Band A) of the Programme was delivered under the earlier 21st Century Schools and Education programme. It represented a £1.4 billion investment over the five-year period ending 2018—2019. The second wave (Band B) began in April 2019 and was expanded to include further education colleges and renamed the 21st Century Schools and Colleges Programme. In January 2022 the programme was renamed Sustainable Communities for Learning and allocated a further £2.3 billion investment in school and college infrastructure, utilising both public capital and revenue.

Further details, guidance and tools can be found on the Welsh Government’s Sustainable Communities for Learning Programme webpage.

The 21st Century Schools strategy was originally developed by the Welsh Government in 2009. Its business case confirmed that it was to be a long-term capital investment programme to improve learning environments and educational outcomes. It also aimed to enable councils to address the long-standing problem of surplus school places and create a more sustainable education estate. 

The key aim of the programme is to ensure the provision of school sites that are modern and “fit for purpose” — including upgraded ICT facilities, specialist and accessible classrooms, and outdoor learning facilities. All new schools designed under the scheme must meet the BREEAM (Building Research Establishment Environmental Assessment Method) Excellent standard. This includes delivering energy-efficient buildings, enhancing habitats for wildlife, and reducing the carbon cost of construction.

Northern Ireland

In Northern Ireland, the School Enhancement Programme (SEP) was established in June 2012 to provide financial support for schools with “immediate and pressing” needs for capital projects which can be met through smaller scale works. The programme does not include new build solutions or major works. These are dealt with separately as part of a Major Works Programme.

The first call of the programme supported projects in over 50 schools. The second call for projects opened in January 2017 and covered a further 16 schools. 

Further details of the programme can be found on the NI Department of Education website, What is the School Enhancement Programme.

Details of approved projects can be found on the NIdirect School Enhancement Programme webpage.

Client

The client is essentially the owner of the property or a person who has been given delegated powers by the owner. The identity of the owner will depend on the type of school. 

• Community schools are owned by local LAs, but there is usually some form of delegation within the LA.
• Voluntary-aided (VA) schools are usually owned by trustees, often a diocesan authority. 
• Foundation schools are owned by the foundation. 
• Academies are established as companies limited by guarantee with a governing body that acts as a trust. They are self-governing and most are constituted as registered charities or operated by other educational charities. 
• Independent school owners could be trustees, shareholders or private individuals.

The client (or designated representative) will:

• determine what work needs to be done
• assemble a suitable project team.

The client must commit sufficient management resources to support the project from start to finish and ensure safety. This might be done through an internal project manager, where someone with sufficient capacity and skills is available, or via a consultancy arrangement.

The project is likely to be managed by:

• the Head
• the premises manager
• the bursar
• a member of the staff
• a governor.

For larger projects, an independent project manager may be appointed for the duration of the project.

Maintained schools can often access project management expertise through their local authority.

An important role of the project manager is to act as a channel of communication. All interested parties on the client side should feed their contributions through the project manager; all appointed building professionals will be answerable to the client via the project manager.

Under CDM 2015, the client must appoint:

• a principal designer
• a principal contractor, where more than one contractor is involved.

If they fail to do so, they must carry out the relevant duties instead.

The client must maintain and review their arrangements to ensure they remain relevant throughout the life of the project.

It must be stressed that, regardless of who is technically the client, the role of the Head is crucial to any school project. The Head has a responsibility to remain abreast of developments.

Principal designer

New building projects are subject to a number of necessary controls. It is crucial for the owner to get the best possible advice from the outset — this is just as important with a school building as with any other type of building project.

Under CDM 2015, the school or LA client should appoint a principal designer as early as possible in the project, preferably at the “concept” stage. The client should provide adequate pre-construction information to enable designs to be made that “build in” safety. 

The principal designer is responsible for the pre-construction phase and for drawing up plans and designs. They can also advise on the contracting of other designers and also have the responsibility for the coordination and preparation of a health and safety file which is required in projects involving more than one contractor.

Consultants who commonly fill this role include:

• architects, who can provide new building designs and analyse client requirements in response to a complex brief
• building surveyors, who will usually have the skills to handle smaller jobs where little design is involved
• quantity surveyors, who will provide estimates to project managers, advice on VAT, preparation of specifications, bills of quantities and contracts, project cost control and management.

Contractor and principal contractor 

Contractors are the builders, engineers or other construction, maintenance or service workers appointed to carry out the project. Where more than one contractor is involved, the client must appoint a principal contractor. 

The client must make this appointment in sufficient time to allow them to carry out their duties. These include preparing a construction phase plan and liaising with the principal designer in sharing any relevant health and safety information. 

Initial project budget

An initial project budget should be determined. This will be based on a consideration of the main elements of the project, together with available funding.

The budget should be kept under constant review throughout the project by the quantity surveyor or financial control officer with the help of the project manager.

Professional fees and insurance

Professional fees can be expensive, but it is wise to remember that the lowest fees are not always the best value for money. It is generally unwise to save on these fees by directly employing a building contractor as this may expose the school to risk. A relatively modest expenditure on professional fees can avoid potentially costly planning errors and often results in savings in other areas.

The Government considers that for a fairly major project, the total fee for all professional services (excluding VAT, planning charges and building insurance costs) should be in the order of 15% of the construction cost.

The professional bodies of all consultants require them to hold professional indemnity insurance, which provides cover in the case of professional negligence. However, clients must nonetheless ensure that consultants have cover that is appropriate for the value and type of professional duties for which they have been appointed.

LAs and dioceses may have rules with respect to the appointment of consultants and may suggest or even require the appointment of their own building professionals.

Detailed brief

A detailed brief should be developed with input from all relevant parties. It is important to establish clear lines of responsibility and communication so that the brief includes everyone who is likely to be involved. 

Specifications should include sustainability measures, including low energy use, natural daylight, solar shading, natural ventilation, water saving, recycled materials, and minimal site waste.

The detailed brief is an opportunity to consult with teaching specialists in various departments, such as IT, design technology and modern languages, over the design of specific learning spaces.

Design solution

The design team is responsible for developing the design solution and obtaining the necessary planning permissions. The client’s role at this stage is to:

• assist in the evaluation of design strategies
• clarify any areas of uncertainty. 

Further visits to similar projects are recommended so that all the people involved are clear about the size and potential layout of spaces.

Furniture and fittings

Furniture and fittings should be considered at this stage and a decision made as to whether or not these are to be included as part of the building contract.

Ergonomics and flexibility for the future development of the school are key considerations.

If furniture and fittings are to be part of the main building contract and therefore included in the tender documentation, the client must be prepared to make an early selection of items or to develop an outline specification at this early stage. Any special considerations can then be addressed within the cost build-ups included in tenders.

Furniture needs will have to be identified for the appropriate height and age range of pupils. Design and materials should be hard-wearing, good quality and robust.

Portable, stackable or foldable items are more flexible; fitted furniture should be kept to a minimum. Some adjustable height tables and seating will be required for pupils with disabilities or special needs. 

A variety of sizes and types of furniture may be appropriate, particularly to meet the ergonomic requirements of computer use.

An outline design

The end result will be an outline design that must be formally agreed upon by all parties. 

The outline design will include cost estimates and a programme for taking the project forward complete with estimated timescales. It should be appreciated that any changes made after this stage might cause delays and extra costs.

“As built” records 

“As built” records contain detailed drawings of the premises, including those originally supplied by the builders. They should also include records of adequate signage and labelling on all plant items that could pose a risk to authorised and unauthorised personnel.

They must be updated every time a system element is changed (eg a new branch water supply).

Where possible drawings should include:

• a block plan showing the relationship of the premises to the surroundings
• a site plan showing details of the building or buildings and their services
• general arrangement plans of every floor and the roof
• elevations and sections
• a foundation plan
• structural plans and sections, including details of permissible floor loadings
• structural details
• construction details of external wall elements and roofs, including insulation materials.

Skills Certificate Schemes

It is important that contractors working on a school site are who they say they are and have the necessary skills and training.

Many modern training schemes are linked to certification schemes whereby workers can provide proof of their identity, skills and qualifications by producing a certification scheme card. These make it easier for site managers and contractors to comply with CDM 2015 and check that workers have completed sufficient training. Such cards are often referred to as “safety passports”.

School clients may wish to require that all contractors on site have a card and carry it with them as identification.

The most common card scheme in the UK is the Construction Skills Certification Scheme (CSCS).

The CSCS scheme is operated as a partnership between the Construction Industry Training Board (CITB) and the Construction Industry Council (CIC). Nearly two million people hold cards issued under the CSCS scheme. The smartcards are colour-coded to reflect the owners’ profession and bear their picture as well as a chip that contains information about their training and qualifications.

Principle contractors are advised to guard against fraudulent cards and employ workers who do not have the skills they say they have. They can check cards using an online CITB card checker.