Design Issues in Pfi Schools

FIRM FOUNDATIONS

DESIGN ISSUES IN PFI SCHOOLS

“The design quality of secondary schools completed over the last five years is not good enough to secure the government’s ambition to transform our children’s education”. Commission for Architecture and the Built Environment (CABE) 2006.

The Background

1. A report in 2006 by the Commission for Architecture and the Built Environment (CABE) found that, nationally, only one in five schools built since 2000 were of excellent design. After auditing a representative sample of the 124 schools completed in this period, CABE assessed half of the schools surveyed as ‘poor’ or ‘mediocre’. Nine out of the ten worst schools were built using Private Finance Initiative (PFI) money.

2. The three criteria set out by CABE were functionality, build quality, and ‘ability to create a sense of place’ with ‘an uplifting effect’ on the local community.

3. According to the report, “those ranked as poor were considered particularly bad at providing inspirational educational environments, and nearly all schools failed to tackle basic issues of environmental sustainability such as providing natural daylight and ventilation".

4. All but one of the poorest ten schools had been built under PFI, and only three of the best ten. Amongst the recommendations of the report – which can be viewed at http://www.cabe.org.uk/AssetLibrary/8704.pdf - CABE argued that the there was an urgent need for a review of school design briefs, which it said had hardly changed for 20 years.

5. In January 2007, the government announced that CABE would form part of a new assessment panel, which will monitor and evaluate the designs for every school proposed under the Building Schools for the Future (BSF) scheme.

6. The case for reform was further underlined by the findings of a survey conducted in 2007 by the British Council for School Environments and the Teacher Support Network. This found that almost a third of teachers believed that their teaching had been impaired by poor school design.

7. According to the survey report, which can be found at http://www.teachersupport.info/news/139, more than a third of respondents reported having no workspace where they could carry out their preparation, planning and assessment activities, while nearly a quarter felt that their school buildings failed to provide the right level of safety and security.

0feda372a2e133ec083836c0d7a869b1.doc 1 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA Design Problems in PFI School Buildings

8. Experts in the field of architecture, design and construction cite a number of recurring problems common to many new school buildings. These include narrow corridors, inadequate circulation spaces, cramped dining areas and substandard staff areas. Environmental deficiencies – such as poor classroom lighting, ventilation and acoustics - are all too common; as are the difficulties created by the installation of large windows, causing glare and extremes of temperature, especially in the summer.

> Causes of design problems

9. Buildings can suffer from poor design whether they are built through PFI investment or via more traditional sources of funding. But because of the particularly complex and lengthy procurement process which characterises PFI schemes, design considerations frequently end up slipping down the pecking order.

10. Often, over-optimistic cost estimates at the outset lead to serious shortfalls of cash later on, with compromises in design being made in an attempt to bridge the funding gap. This is not helped by the fact that many of the other costs in PFI – for example credits, affordability and finance costs – are fixed; it is often therefore the capital expenditure and design quality which suffer. Other contributory factors might be:

 design teams - working on plans for perhaps six or more secondary schools at the same time – are often overstretched;

 the competitive process reduces the time available for design matters to be properly discussed with each bidder;

 design is often given a low ‘weighting’ by local authorities, resulting in less thought – and money – going into the bids; and

 contractors have been accused of selecting design teams of insufficient calibre, and/or paying them very low fees.

Avoiding design problems: the Design Quality Indicator

11. The Design Quality Indicator (DQI) for Schools is a tool which provides a framework for the assessment of school design. It is used to assist teachers, parents, school governors, pupils, people from the community, local authority clients and building professionals achieve design excellence in new or refurbished school buildings and grounds. The DQI for Schools can be used on primary and secondary schools.

0feda372a2e133ec083836c0d7a869b1.doc 2 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA 12. Briefly, each topic under the three main indicator sections is separately rated against a group of about 10 questions.

(a) Impact Character and innovation; form and materials; internal environment; urban and social integration.

These relate to the building’s ability to create a sense of place and to have a positive effect on the local community and environment. They also cover the wider effect the design may have on the arts of building and architecture.

(b) Build quality Performance; engineering systems; construction.

These relate to the engineering performance of a building, which includes structural stability and the integration, safety and robustness of the systems, finishes and fittings.

(c) Functionality Use; access; space

These are concerned with the arrangement, quality and interrelationship of spaces and how the building is designed to be useful to all.

Further information can be found at http://www.dqi.org.uk/DQI/default.htm.

Avoiding design problems: the consultation process

13. As stated in NUT circular 06-196 (CoS), divisions should seek information from their local authorities at the earliest opportunity on the involvement of unions in any BSF/PFI consultation process.

14. Consultation with stakeholders is a vital component of a successful project, and is backed up by a number of authoritative sources:

 the DfES guidance to Wave 2 local authorities states that authorities need to develop “a strategy for engagement and consultation with local stakeholders”;

 the Strategy for Change (SfC) - the first formal component of the BSF approvals process - refers to “an on-going dialogue with trade unions” in its 2006 guidance; and

 the Building Schools for the Future website (http://www.bsf.gov.uk/) makes it clear that teachers “will have the chance to get involved in the consultation process on the future design of [their] school”.

15. It is important that such consultation takes place. Divisions becoming engaged in consultations on designs of BSF projects might find the health, safety and welfare checklist - attached as an appendix to this document - to be especially helpful.

0feda372a2e133ec083836c0d7a869b1.doc 3 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA > Consultation Checklist

16. As part of the consultation process, it is recommended that these issues should be addressed.

 Has detailed feasibility work been carried out to ensure a sufficient budget is available for both anticipated and unforeseen costs?

 Is there adequate time allowed for design in the bidding timetable?

 Does the output specification go into sufficient detail to ensure all the essential requirements of the client are provided? For example, have standards for classroom acoustics been specified?

 Does the selected bidding team have high calibre architects and engineers, who will maintain their input through to the completion of the project?

 Have school workforce unions been fully involved in the design?

 Has the design weighting been set at a sufficiently high level? As a guide, CABE has recommended that it be pegged at 33 per cent of the total evaluation score.

 Has every aspect of the building been fully specified in the contract?

17. Many of these points are covered in detail in other publications, such as the CABE guides ‘Achieving well designed schools through the PFI’ and ‘Being involved in school design’. Information on how to obtain these publications is set out below.

> Client Design Advisers (CDAs)

18. The body which manages the BSF programme at a local level, Partnerships for Schools (PfS) recommends that local authorities engage ‘client design advisers’ to help them through the maze of feasibility studies, estimates, brief writing and preparation of bid documentation. Client design advisers (CDAs) should have school experience and be able to assist schools throughout the bidding process, attending meetings, checking bids for technical compliance and helping with the design evaluation process. CDAs should then remain involved as the project develops, possibly monitoring work through construction to ensure contract compliance. They should also be accredited to ensure they have the right skills to support local authorities, with the support of the Royal Institute of British Architects (RIBA) and CABE.

Construction Work

19. In addition to the particular issues arising from the Building Schools for the Future programme, it is very important that the general topic of construction work in schools is not overlooked. The NUT has produced revised guidance on this subject, Construction Work In Schools which has been updated in the light of the Construction (Design and Management) Regulations 2007.

0feda372a2e133ec083836c0d7a869b1.doc 4 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA 20. The NUT guidance is available at http://www.hearthcommunity.teachers.org.uk/node/38#attachments.

Dealing with problems after a school has been built

21. One of the biggest problems with schools built or refurbished under BSF has been the widespread transference of estate management functions to the private sector. Where a school finds its long-established working relationships with the local authority thus severed, it can often encounter problems in building a successful relationship with the new provider of such services, at least in part because such organisations rarely have any real experience of managing school buildings.

22. It is advisable to monitor closely the performance of such private providers to ensure that, in particular, health and safety standards are not compromised by a desire to limit financial outlay. Where, for example, final checks are conducted prior to the occupation of a new or refurbished building, confirmation should be sought – and obtained - that such checks are sufficiently robust, and that they are carried out by competent persons.

23. There are widespread concerns about the suitability of construction materials used by contractors involved with BSF projects. School buildings used by several hundred energetic pupils each day demand a level of durability far in excess of that required in domestic or commercial premises. Fixtures and fittings, too, are likely to be subjected to far more robust treatment than might be the case elsewhere. Many head teachers have been astonished, therefore, to find that their school has been charged for repairs or replacements when the expectation was that the materials should have been strong enough to cope with normal school usage. Items damaged through routine ‘wear and tear’ – or even simply because they have reached the end of their natural life - are often attributed to ‘vandalism’ by the body responsible for facilities management. It can then take a considerable amount of time and effort to resolve the matter satisfactorily. The irony here is that one of the chief benefits of the involvement of the private sector was supposed to be the freeing-up of time for head teachers to concentrate on teaching and learning - not an increased focus on premises management problems.

24. It is therefore imperative that BSF plans and designs are closely scrutinised to confirm:

 the quality and suitability of building materials;

 the specification of appropriate fixtures and fittings; and

 the presence of satisfactory arrangements for repairing and renewing articles over the lifetime of the management contract.

0feda372a2e133ec083836c0d7a869b1.doc 5 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA Architectural Terms

25. Local officers may encounter difficulties in navigating their way through school building plans and associated documents owing to the prevalence of technical terminology and architectural jargon. With this in mind, a list of common terms used in construction has been compiled and can be found at Appendix 4.

Getting Help on PFI from the NUT

26. For further help on matters relating to PFI school building design, NUT Health & Safety Advisers should contact their NUT Regional Office/ NUT Cymru or the NUT Health and Safety Unit at Hamilton House for advice and assistance.

Further Information

CABE “Being Involved in School Design” is at http://www.the- edi.co.uk/downloads/furtherReading/Being_involved_school_design_sept_2004.pdf

CABE “Achieving Well Designed Schools Through PFI” can be downloaded from http://www.cabe.org.uk/default.aspx?contentitemid=456&field=sitesearch&term=design %20issues%20PFI%20schools&type=0.

CABE “Assessing secondary school design quality” can be viewed at http://www.cabe.org.uk/AssetLibrary/8704.pdf.

CABE’s “Picturing School Design - A visual guide to secondary school buildings and their surroundings using the Design Quality Indicator for Schools” at http://www.dqi.org.uk/DQI/Common/PSD-pres.pdf

DfES Schools for the Future webpage is at http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings /sbschoolsforthefuture/.

BSF Culture has useful advice on consultation and design issues at http://www.bsf- culture.co.uk/aims.php.

NUT Health and Safety Unit September 2007

0feda372a2e133ec083836c0d7a869b1.doc 6 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA Appendix 1 – Health and Safety Checklist – School Design

These questions may provide a useful ‘prompt’ to NUT Health and Safety Advisers and Representatives when considering possible school design specifications. They are interspersed with real examples of mistakes in design and construction which have occurred in BSF projects around the country.

Internal Environment

> Circulation safety

• Are corridors of sufficient width to allow safe circulation?  Is the flooring non-slip? • Does the layout minimise risk of unauthorised access to vulnerable areas? • Are the doors in circulation routes of adequate design, including vision panels, safety glass, self-closing fire doors etc.? • Are circulation routes designed to minimise the likelihood of bottlenecks or ‘pinch points’? • Are the corridors straight, well lit, without recesses and with directions clearly signed?  Does the design include ‘streets’ and ‘balconies’? These should be avoided, as they tend to encourage pupil misbehaviour.  Are there any circulation areas likely to attract large congregations of unsupervised pupils? • Are staircases sufficiently wide; adequately lit and fitted with handrails; with non- slip stairs of sturdy design? • Is access to sensitive areas, e.g. computer rooms and offices, restricted via lockable doors?

In one BSF school, the staircases were extremely narrow – leading to considerable congestion at peak times. Owing to a quirk in the design, the staircases were exposed to the elements and became wet and slippery when it rained. To cap it all, the stair rail featured rightangled corners at approximately head height for younger pupils!

0feda372a2e133ec083836c0d7a869b1.doc 7 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA > Reception area - security

• Is full surveillance of everyone entering the premises possible from the main reception desk?  Is the ‘waiting area’ well lit and clearly visible from the reception desk?  Is the furniture in the waiting area fixed to prevent its possible misuse in a violent incident?  Is the whole area ‘open plan’, allowing CCTV cameras maximum operational scope? > Windows and ventilation • Is there sufficient natural light? • Can windows be opened easily – and safely - to maintain comfortable working conditions in all weathers? • Can heat gain be minimised, and internal temperatures kept within the limits of the law and good practice? • Can every enclosed space be ventilated by a sufficient quantity of fresh or purified air?

• Are environmental conditions capable of local control?

Only one room in a nine-roomed music block at a school in the South West was built with a window – and this could not be opened! Teaching and learning in a dry, hot and stuffy atmosphere – with predominantly artificial light - led to complaints of skin and throat problems, headaches and itchy eyes.

> Space and proportion

• Do school buildings conform to DCSF ‘area guidelines’ at http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings /schooldesign/sbareaguidelines/?

0feda372a2e133ec083836c0d7a869b1.doc 8 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA > Light

• Is natural light used well, allowing the benefits of daylight without compromising environmental comfort? • Is artificial lighting capable of achieving ‘glare-free’ conditions? Is it suitable for IT use? [See the Health and Safety ‘Display Screen Equipment’ Regulations 1992 at http://www.opsi.gov.uk/si/si1992/Uksi_19922792_en_1.htm]. • Is lighting generally adequate and well-positioned for the purpose?

> Acoustics

• Are quiet and noisy spaces adequately separated? • Are non-echoing surface materials used for teaching rooms, especially practical spaces? • Will partitions, doors and windows be sound insulated?

> Flooring

 Is non-slip flooring to be laid throughout the building(s)? > Fire planning systems

• Fire fighting equipment – is it of an appropriate type, in suitable locations and in full compliance with the law? • Fire alarms, detection systems and sprinklers – as above • Fire exits – are there sufficient numbers, with correct signage?

> General interior

• Are the planned toilet facilities adequate, designed in line with regulations and DfES guidance? [see http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings /stat/sbregulatoryinformation/] • Is there adequate space for staff preparation (especially practical subjects)? • Is there adequate space for support staff? • Is there suitable – and secure - storage provision? • Is there sufficient provision of staff social and recreational areas? • Are there logical relationships between teaching, social and support spaces?

0feda372a2e133ec083836c0d7a869b1.doc 9 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA The staff toilets in one BSF school were so small that it was barely possible to squeeze into a cubicle. The men’s toilets had no urinals, and the toilet seats would not remain in the ‘up’ position. There were insufficient hand basins to comply with the Workplace (Health, Safety and Welfare) Regulations 1992, and it was impossible for a wheelchair to access the disabled toilet.

> Disability Provision

• Have the needs of disabled children and adults (staff and visitors) been fully considered? • Is there an appropriate inclusion/accessibility strategy to ensure full physical, social and curricular access? • Has wheelchair use been factored into the provision of sufficient physical space throughout the building(s)?

> Staff Rooms

• Is the room large enough to accommodate staff numbers and is suitable and sufficient seating and workspace provided? • Are there adequate cloakroom facilities and storage facilities for personal belongings, books etc? • Are there clean and hygienic facilities for making hot drinks? • Are suitable rest facilities provided for pregnant women and nursing mothers, including, where necessary, the facility to lie down? [see the Workplace (Health, Safety and Welfare) Regulations 1992 at http://www.opsi.gov.uk/si/si1992/Uksi_19923004_en_2.htm.]

A staffroom in a Northern school was accessed via a stairway and a landing which became wet and slippery in rainy weather because of a ceiling leak. The staffroom itself was too small for the number of employees at the school, contained no lockers or coat hooks, and featured a window which would not open. In addition, the

0feda372a2e133ec083836c0d7a869b1.doc 10 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA unisex staff toilets at the school could not be locked from the inside.

> Telecoms and communications

• Will there be facilities for those with sensory impairments? • Are sufficient telephone points available for emergency purposes? • Internal communications – have networks been designed to minimise excessive cabling?

> Transportation systems

• Lifts and service hoists – do the specifications offer adequate suitability and safety?

External Environment

> Security issues

 Is there a clear boundary enclosing the entire school perimeter? • Are there safe, non climbable fences of at least 2m in height?  Are the grounds free from any ‘hidden’ areas or remote buildings?  Have the number of entrances – both to the site and to the building(s) been reduced to minimum possible?  Is the site free from any public rights of way?  Is any proposed landscaping to be designed without reducing surveillance effectiveness, whether natural or CCTV?  Do car parks contain an appropriate number of disabled spaces of appropriate width?  Are recesses avoided to minimise potential hiding places for intruders?  Is there adequate lighting of all entrances, footpaths and building facades – but not in an oppressive or gratuitous manner?  Are car parks clearly demarcated, well lit and overlooked?

 Have the proposed building exteriors been kept simple and free from complex shapes, angles and recesses?  Has the building been designed with features to prevent scaling or climbing?

0feda372a2e133ec083836c0d7a869b1.doc 11 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA  Have high-risk areas of the building, e.g. computer rooms, been designed to include high-strength re-enforcement?  Have low or flat roofs been avoided?  Are waste disposal areas, oil tanks etc. to be located away from buildings?  Will rainwater pipes either be flush fitting (square profile) or concealed within the cavity?  Are existing pipes (refurbishment) to be coated with anti-climb paint above 2.25m from ground (requires sign)?  Are skylights to be underlaid with steel bars or expanded metal fixed to building fabric?  Are accessible/vulnerable windows to be certificated to BS 7950 or equivalent standard?  Are perimeter doors to be independently tested and certified to relevant security standard?  Have alarms been included in the design for external doors where required?  Are letterboxes to be installed ‘through the wall’ in compliance with Post Office recommendations?  Are measures in place to prevent access to telephone junction points and manhole covers?  Are all easily accessible areas fully open to regular observation and/or CCTV monitoring?

Following completion of a BSF project in Yorkshire, contractors left rubble and debris strewn about the school grounds. Conditions were made worse by the fact that many areas had been designated as grass surfaces - but inadequate seeding of the grass, coupled with a period of wet weather had turned these locations into hazardous quagmires. There was also no drainage system; in rainy conditions, mud would wash off the ‘grassed’ areas and collect on the hard footpaths, making them extremely slippery and unsafe.

> Access

• Are the routes between site entrance(s) and main reception clearly defined?

 Are pedestrian routes well separated from vehicular ones, with pedestrian routes taking priority?

0feda372a2e133ec083836c0d7a869b1.doc 12 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA  Are entrance(s) well-defined, with clear signs directing visitors?  Do the provisions for disabled access meet the legal requirements?  Has provision been made for emergency vehicle access? • Are there secure cycle parking facilities? • Are footways properly constructed – not ‘dirt tracks’?

> Car and bus access and parking

• Are ‘drop off’ points convenient but not in obstruction of pedestrian or cycle access? • Have ‘drop off’/waiting areas for buses been appropriately accommodated? • Is parking provision sufficient for staff and visitors? • Has consideration been given to how further parking might be accommodated, e.g. at school events?

> Service access

• Is service access, as far as possible, separate from the main entrance?

> Emergency exits

• Are escape stairs used for normal circulation rather than being closed off, restricted areas?

> Social spaces

• Are playground areas suitable and safe for the needs of pupils at the school? • Are there sufficient areas of shade within the playground? • Are there any raised areas for more vulnerable students to see and be seen?

A peripheral area of one BSF school sloped sharply down towards a

0feda372a2e133ec083836c0d7a869b1.doc 13 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA railway line. The contractors had put a fence at the bottom of the slope. Pupils were able to congregate in this location, and on several occasions had broken through the fence onto the railway tracks. It was difficult to police this area because the pupils were hidden by the steep slope. Clearly, if the fence had been sited at the top of the incline, this blind spot would have been removed.

> Sports

• Is there provision for a range of sports to be accommodated? • Has consideration been given to the safety of sports surfaces included in the design? • Has the safety of fixed and removable equipment been considered? • Are there appropriate arrangements for the storage of equipment and maintenance facilities? • Are there suitable changing/toilet facilities?

0feda372a2e133ec083836c0d7a869b1.doc 14 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA Appendix 2: Key organisations related to PFI in the education sector

The Audit Commission: PFI in Schools

Audit Commission, 2003 www.audit-commission.gov.uk/reports

BECTA (British Educational Communications and Technology Agency)

The Becta site provides information on ICT in education for the schools and FE sectors: www.becta.org.uk

Building Education: The role of the physical environment in enhancing teaching and research H Clark, Institute of Education, 2002

Explores the relationship between school buildings, attainment and behaviour, and investigates ways in which school buildings can support and encourage participatory learning to enhance the National Curriculum. £7.95 E: [email protected]

CABE Commission for Architecture and the Built Environment www.cabe.org.uk

Considerate Constructors Scheme

A voluntary code of practice that encourages firms to be sensitive to the environment in which they operate and places public health and safety as its top priority. www.considerateconstructorsscheme.org.uk

Creative Partnerships

Initiative to develop school pupils potential, ambition, creativity and imagination through projects run in partnership with schools, cultural organisations and individuals. www.creative-partnerships.com

Department for Education and Skills

Information on government policy and key design guidance for school buildings. www.dfes.gov.uk; www.teachernet.gov.uk; www.teachernet.gov.uk/schoolbuildings; www.teachernet.gov.uk/bsf

Groundwork UK

Aims to build sustainable communities through joint environmental action. Groundwork Southwark focuses on the development of school grounds and provides curriculum support materials. www.groundwork.org.uk

Partnerships for Schools (PfS)

A Non-Departmental Public Body funded by DfES providing support to local authorities in the Building Schools for the Future (BSF) programme. www.p4s.org.uk

0feda372a2e133ec083836c0d7a869b1.doc 15 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA Royal Institute of British Architects (RIBA) www.architecture.com

A Guide for School Governors: Developing School Buildings RIBA School Client Forum, RIBA, 2000

TeacherNet: Department for Education and Skills. Information for teachers and other education professionals. www.teachernet.gov.uk

Building Bulletin 77: Designing for Pupils with Special Educational Needs and Special Schools 2005

Department for Education and Skills www.teachernet.gov.uk

Inclusive School Design: Building Bulletin 94 Department for Education and Skills, The Stationery Office, 2002 www.tso.co.uk/bookshop

Schools for the Future: Building Bulletin 95 Department for Education and Skills, The Stationery Office, 2002: www.tso.co.uk/bookshop

Building Bulletin 98: Briefing Framework for Secondary School Projects Department for Education and Skills www.teachernet.gov.uk

Building Bulletin 99: Briefing Framework for Primary School Projects Department for Education and Skills www.teachernet.gov.uk

Schools for the Future: Exemplar Designs Concepts and Ideas Department for Education and Skills, 2004 www.teachernet.gov.uk/exemplars

0feda372a2e133ec083836c0d7a869b1.doc 16 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA Appendix 3: Glossary of PFI Terms and Acronyms

4ps 4ps stands for Public Private Partnerships Programme, the local government project delivery specialist. 4ps is providing support to local authorities’ BSF programmes through its ‘Expert Client’ programme.

Academies All-ability independent schools established by sponsors from business, faith or voluntary groups in partnership with central government and local education partners.

Becta The British Educational Communications Technology Agency supports the DCSF in its strategic ICT developments.

BSFI Building Schools for the Future Investments – a UK agency set up by PfS to invest in the BSF programme.

BREEAM The British Research Establishment Environmental Assessment Method assesses the performance of buildings across a range of areas, including management, energy use, health and well-being, pollution, transport, land use, materials and water.

BB77 Building Bulletin 77, produced by the DCSF, contains information on designing for pupils with special educational needs in mainstream and special schools.

BB98 Building Bulletin 98 sets out area guidelines for secondary school buildings.

Call for final bids The request for final submissions which is made by the local authority to the remaining participants after the conclusion of the dialogue phase. See Competitive Dialogue below.

CABE The Commission for Architecture and the Built Environment is a UK body promoting good design of buildings and spaces. It is funded by the DCSF to support local authorities with design enablers, providing 10 – 12 days of free time to each project.

Commercial Close This term is often used to mean the point at which all contractual documents are agreed but will not become effective until financial close.

Competitive The formal public sector procurement process - adopted for the Dialogue award of complex contracts such as those for PFI projects. This procedure was introduced by the EU and became part of English law in January 2006.

Conventional Capital grant or borrowing approval for non-PFI projects. Capital

0feda372a2e133ec083836c0d7a869b1.doc 17 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA D&B Design and Build – a form of contract in which a single contractor is responsible for both the design and construction of a building project. In BSF this will usually be the LEP.

DBFO Design, Build, Finance and Operate – this involves a consortium taking the principal responsibility for the construction, financing and operation of an asset for a number of years. PFI contracts are DBFO contracts.

DQI Design Quality Indicator – see page 2 of this briefing.

Dialogue Phase This phase begins with the Invitation to Participate and ending prior to the Call for Final Bids. The dialogue phase enables the local authority to discuss and negotiate with pre-qualified participants with the aim of identifying the solution(s) best suited to satisfying its needs.

Exemplar Designs A compendium of exemplar designs for new secondary schools is held by the DCSF.

FBC Final Business Case – the authority’s document submitted for approval by the DCSF to ask them to fund the BSF project.

Final Bids The tenders submitted by remaining participants, in response to the ITSFT, once the dialogue phase has been concluded and which must include all elements necessary for the performance of the contract.

Financial Close Point at which, if PFI is being utilised, the interest rate is fixed on the bank debt taken out by the bidder to finance the project.

FAM Funding Allocation Model. PfS will provide the local authority with a funding ‘envelope’ for a group of schools in a project. The envelope is calculated using the FAM, based on the recommended gross floor areas and the agreed projected number of pupils.

Gateway Review A gateway is a review of a procurement project carried out at key decision points by a team of experienced people independent of the project team. The Gateway Review process in Local Government is managed by 4ps.

ITPD Invitation to Participate in Dialogue. This is the document which invites participants who have pre-qualified to participate in a competitive dialogue.

ITSFB The Invitation to Submit Final Bids is the document which invites remaining participants to submit Final Bids once the dialogue phase has been concluded.

KPI The Key Performance Indicator – this measures the ongoing performance of a contract. They are extensively used in the Strategic Partnership Agreement.

0feda372a2e133ec083836c0d7a869b1.doc 18 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA LMS Local Management of Schools

Local Choice Fund The Local Choice Fund is part of the ICT funding which allows choice of ICT equipment, peripherals and software by individual schools as part of an overall managed service.

LEP Local Education Partnerships are joint venture companies set up to deliver a BSF programme, formed by a local authority, BSFI and a Private Sector Partner (PSP) which is usually a consortium. The standard model anticipated the PSP owning 80 per cent of the shares, BSFI owning ten per cent and the local authority ten per cent.

OBC The Outline Business Case sets out in detail the scope, costs, affordability, risks, procurement route and timetable of the project such that it can be approved by the local authority to the satisfaction of the DCSF - and the Project Review Group, if PFI is involved - and for advancing to the procurement stages of the project. The OBC is written using guidance produced by 4ps.

Output A detailed description of the functions which the new buildings Specification must be capable of performing.

Pathfinder Four projects selected in 2003 as trailblazers for BSF. Projects

PFI Private Finance Initiative

PfS Partnerships for Schools – the non-departmental public body (NDPB) set up to deliver BSF nationally. It is jointly managed by the DCSF and Partnerships UK. It is separate to BSFI, the investment vehicle.

PUK Partnerships UK – see PfS above. Partnerships UK was set up to develop public private partnerships (PPPs) nationally. It is 49 per cent owned by the Treasury.

PQQ The Pre-Qualification Questionnaire is used to establish which bidders have the technical and financial capacity to deliver the project.

Project Adviser Each local authority is allocated a DCSF BSF project adviser, who will work closely with their project team and provide access to policy advisers at the DCSF. The project adviser will also manage the various project approvals for the DCSF, including representing projects at the Project Review Group, if necessary.

0feda372a2e133ec083836c0d7a869b1.doc 19 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA PSP A PSP or Private Sector Partner is the private sector organisation with which a local authority enters into a PPP or PFI contract. In BSF, the PSP will have the majority stake within the LEP, and may also be in direct contract with the local authority through PFI contracts. The Private Partner is usually a consortium made up of a range of private sector companies working collaboratively. These might include Construction Companies, ICT Providers, Legal Advisors and Education Consultants.

PRG Project Review Group – an inter-departmental group chaired by HM Treasury (HMT) with members drawn from the sponsoring government departments, such as the DCSF. 4ps attends its meetings and contributes to discussions on projects with which it has been involved. PRG assesses PFI projects to confirm the commercial viability of proposals prior to commencing procurement. The PRG will assess all projects in BSF with a PFI element.

PD Project Directors – the PfS staff who advise the local authority project team, and lead them through the standardised BSF process.

PPP Public Private Partnerships – the overall concept of working with the private sector in order to deliver public sector assets.

SOC The School Organisation Committee used to consider individual statutory proposals for changes to schools, but this function was passed to local authorities in May 2007.

SHA A Shareholders Agreement (SHA) is an agreement between the co-shareholders in the LEP. It ignores the exclusivity granted to the LEP and sets out to safeguard value for taxpayers’ money.

SPA A Strategic Partnering Agreement is the contractual agreement between the local authority and the LEP which sets out the details of the partnership working between them and defines key terms such as exclusivity and the new project approval process.

SPV A Special Purpose Vehicle (SPV) is a company established by the LEP to operate and manage individual tranches of the BSF project. Its sole purpose is the delivery of the tranche. It will deliver the services using either PFI or traditional funding methods.

SoPC SoPC stands for Standardisation of PFI contracts and refers to guidance documentation and approved drafting produced by PUK on behalf of HM Treasury, which sets out national standards for PFI contracts. The fourth edition, SoPC4, was produced in April 2007 and is binding on all PFI-funded projects.

SfC Strategy for Change is the first formal component of the BSF approval process. It is designed to capture both the local

0feda372a2e133ec083836c0d7a869b1.doc 20 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA authority’s strategy for secondary education and the requirements that strategy places upon the physical school estate.

SCE(C) SCE(C) stands for Supported Capital Expenditure (Capital), and refers to capital grant usually paid by DCSF to local authorities through the standards fund.

SCE(R) Supported Capital Expenditure (Revenue) refers to support to local authorities for borrowing for capital purposes, paid through a revenue stream by the Department for Communities and Local Government (DCLG).

TUPE The Transfer of Undertakings (Protection of Employment) Regulations (TUPE) provides automatic transference of existing terms and conditions for employees should the organisation they work for transfer to another employer.

Wave A group of BSF projects in a number of authorities with funding starting in a particular financial year.

0feda372a2e133ec083836c0d7a869b1.doc 21 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA Appendix 4: Glossary of Common Constructional Terms

A-Frame A structural system utilizing members which when fastened together resemble the letter A Air duct A pipe, usually made of sheet metal, that conducts air to rooms from a central source Atrium An open court within a building Asphalt Bituminous substance used for outdoor paving and waterproofing flat roofs Baffle A partial blocking against a flow of wind or sound Barge board Wide board fitted below tiles of overhanging verge to gable Battens Timber members to which roof tiles are fitted Beam A horizontal structural member which carries a load Brace Any stiffening member of a framework BTU British Thermal Unit – a standard unit for measuring heat gain or loss Cavity Wall Perforated wall, comprising inner and outer "skins", with intervening space often insulated to resist penetration of damp Cill Sloping area below a window or door opening to facilitate rainwater run off Clerestory An outside wall of a room or building which rises above an adjoining roof and contains windows Column Vertical supporting member Concrete A mixture of cement, sand, gravel, and water Concrete block Precast hollow or solid blocks of concrete Condensation The formation of frost or drops of water on inside walls when warm vapour inside a room meets a cold wall or window Conduit A channel built to convey water or other fluids; a drain or sewer. In electrical work, a channel that carries wires for protection and for safety Damp course A layer of waterproof material Dehumidify To reduce the moisture content in the air Downpipes Round or square cast iron or plastic tubing to take water from the gutters to the drainage system Elevation The drawings of the front, sides, or rear face of a building. Ergonomics The study of human space and movement needs Escutcheon The hardware on a door to accommodate the knob and keyhole Eaves Projecting edge of a roof Facade Face or front elevation of a building Facing A surface finish material used to cover another surface Fascia Vertical board at eaves level to which guttering often attached Fatigue A weakening of structural members Fenestration Arrangement and sizing of doors and windows in a building Fire door A door that will resist fire Fire partition A partition designed to restrict the spread of fire Fixture A piece of electric or plumbing equipment that is part of the structure Flashing Method of weather-proofing joist between roof covering and brickwork; formed in lead or other metal Floors Two types: Suspended or solid. Suspended means system of joists covered with flooring material e.g. timber or concrete. Solid floor

0feda372a2e133ec083836c0d7a869b1.doc 22 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA usually incorporates a damp-proof membrane with a surfacing of cement screed Floor plan The top view of a building at a specified floor level. A floor plan includes all vertical details at or above windowsill levels Fresh-Air Inlet Perforated brick or grating set into wall to provide ventilation. Most frequently used at the base of walls to ventilate areas beneath joist and boarded ground floors Galvanise A lead and zinc bath treatment to prevent rusting Girder A horizontal beam supporting the floor joists Glazing Installation of glass in windows and doors Gradient Inclination of a road, piping, or the ground, expressed as a percentage Grout Thin cement mortar used for leveling and filling masonry cavities. Humidifier A mechanical device that controls the amount of water vapor to be added to the atmosphere. Insulating board Any board suitable for insulating purposes Insulation Material used for the purpose of obstructing the passage of sound, heat or cold from one surface to another Jamb Vertical members of a finished door or window opening Joist Structural member which directly supports floors or ceilings and is supported by bearing walls, beams, or girders Lap joint Joint produced by lapping and joining two similar members Lath Metal or gypsum sheeting used under plaster, stucco, and ceramic tile Lattice Grillwork made by crossing small wooden strips Lintel Horizontal support over a window or door opening Load-bearing wall Wall designed to support the weight imposed upon it from above Loggia A roofed open gallery, often on an upper level Masonry General term for brickwork, stonework, concrete blockwork, or similar materials Member A single piece of material used in a structure Metal tie A strip of metal used to fasten construction members together Mitre joint Joint made with ends or edges of two pieces cut at 45-degree angles and fastened together Mortar A mixture of cement, sand, and water, used as a bonding agent for binding bricks and stones Mosaic Small coloured tile, glass, stone, or similar material arranged to produce a decorative surface Mullion Structural support member between a series of windows

Newel A post supporting the handrail at the top or bottom of a stairway Nonferrous metal Metal containing no iron, such as copper, brass, or aluminium Orientation The positioning of a building in relation to the sun, wind, view, and noise Partition An interior wall that separates two rooms Pergola Open, structural framework over an outdoor area, usually covered with climbing vines to form an arbor Plan A horizontal, graphic representational section of a building Pitch Slope of a roof usually expressed as a ratio Plate glass A high-quality sheet of glass used in large windows Quadrangle An enclosed court Quarry tile Unglazed, machine-made tile used for floors

0feda372a2e133ec083836c0d7a869b1.doc 23 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA Retaining wall A wall to hold back an earth embankment Reveal Side of an opening of a window or door Riser The vertical board in a stairway between two treads Sash Individual frame into which glass is set; the movable part of a double-hung window Section The drawing of an object that is cut to show the interior Settlement Compression of the soil or the members in a structure Shingles Thin pieces of wood or materials that overlap each other in covering a roof. The number and kind needed depend on the steepness of the roof and slope Shiplap Boards with lapped joints along their edges Soffit Underside of an overhang such as the eave, a second floor, or stairs Specifications The written or printed direction regarding the details of a building or other construction not included in the set of working drawings Splice Joining of two similar members in a straight line Tensile strength The greatest longitudinal stress a structural member can resist without breaking or cracking Tie A structural member used to bind others together Transom window A narrow horizontal window above a window or door, named for the cross bar on which it rests Vent A screened opening for ventilation Vestibule A small lobby or entrance room Vitreous Pertaining to a composition of materials that resemble glass

0feda372a2e133ec083836c0d7a869b1.doc 24 06 June 2018 Created: 14 September 2007/PB&SA Revised: 20 September 2007/SA