County Hall
Martineau Lane
Norwich
NR1 2DL
Minicom: (01603)
223833
Matthew
Rathbone
10
September 2002 (01603) 222483
matthew.rathbone.edu@norfolk.gov.uk
Headteacher
and Chair of Governors
of all
potential PFI schools
|
Joint
Bidder visits to schools |
Sept
2002 |
|
|
Bidder
conference |
15
Oct 2002 |
Each
school guaranteed up to 3 places for conference (venue now confirmed at
Lakeside centre, Lyng - details to follow) |
|
Bidders
develop proposals |
Oct-Dec
2002 |
Bidders
will wish to visit schools to discuss their developing ideas |
|
Bidders present to schools |
Jan-Feb 2003 |
Formal presentations by
each bidder to the group in each school responsible for evaluating bids |
|
ITN Bid Return |
24 Feb 2003 |
|
|
Evaluation of ITN Bids |
Mar-Apr 2003 |
|
|
School decisions |
Jun-Jul 2003 |
Schools decide whether to
sign up to PFI |
|
Sign Contract |
Dec 2003 |
Services for all PFI
schools are likely to start soon after the contract is signed |
|
Building work (phased) |
2004-2006 |
Reorganisation will not
take place in an area until all necessary building work has been completed |
Appendix B1 - Schedule of Participating Schools
|
Area of
County |
DfES number |
School year groups |
Jan 2002 pupil numbers |
Expected school capacity |
Special Units |
|
Great
Yarmouth Area |
|
|
|
|
|
|
Caister |
|
|
|
|
|
|
Caister High School |
5412 |
7-11 |
649 |
805 |
LSC |
|
Caister on Sea
First & Nursery School |
2034 |
0-2 |
413 |
315 + 26 nursery |
|
|
Caister Middle School |
2033 |
3-6 |
439 |
448 |
|
|
John Grant School, Caister-on-Sea |
7020 |
0-13 |
102 |
120 |
|
|
Gorleston |
|
|
|
|
|
|
Cliff Park High School |
5409 |
7-11 |
882 |
1000 |
|
|
Lynn Grove VA High, Gorleston |
5407 |
7-11 |
894 |
1125 |
|
|
Oriel High School, Gorleston |
4077 |
7-11 |
647 |
1000 |
LSC |
|
Cliff Park First School, Gorleston |
2353 |
R-2 |
290 |
270 |
|
|
Withdrawn
from project |
|
|
|
|
|
|
Edward Worlledge Community Middle School |
2350 |
3-6 |
260 |
240 |
|
|
Herman First School, Gorleston |
2349 |
|
190 |
|
|
|
Herman Middle School, Gorleston |
2351 |
|
232 |
|
|
|
New Primary School |
|
0-6 |
|
420 + 26 nursery |
|
|
Hillside First School, Bradwell |
2357 |
R-6 |
253 |
210 |
ALSC |
|
Homefield VC First School, Bradwell |
3140 |
0-6 |
291 |
210 + 26 nursery |
|
|
Hopton CE First |
3141 |
R-6 |
88 |
210 |
|
|
Peterhouse First School |
2339 |
|
222 |
|
|
|
Peterhouse Middle |
2348 |
|
243 |
|
|
|
New Primary School |
|
0-6 |
|
420 + 26 nursery |
|
|
Southtown First, Great Yarmouth |
2406 |
R-2 |
186 |
180 |
LDC |
|
St. Mary's RC Primary School, Gorleston |
3403 |
R-6 |
198 |
210 |
|
|
Stradbroke Community First School |
2336 |
R-6 |
181 |
210 |
|
|
Waveney VC CE First School |
3142 |
|
276 |
|
|
|
Breydon VC CE Middle School |
3149 |
|
227 |
|
|
|
New Primary School |
|
0-6 |
|
420 + 26 nursery |
|
|
Woodlands Middle School, Bradwell |
2380 |
R-6 |
488 |
420 |
|
|
Wroughton Middle School |
2337 |
3-6 |
464 |
420 |
LSC |
|
Great
Yarmouth Town |
|
|
|
|
|
|
Great Yarmouth VA High School |
5411 |
7-11 |
779 |
1125 |
|
|
Alderman Swindell First School, Gt Yarmouth |
2347 |
0-2 |
227 |
180 + 26 nursery |
|
|
Greenacre First & Middle, Gt Yarmouth |
2421 |
0-6 |
392 |
420 + 26 nursery |
|
|
North Denes Middle School |
2346 |
3-6 |
272 |
360 |
LSC |
|
Northgate St. Andrews First School, Gt Yarmouth |
2354 |
R-2 |
293 |
270 |
|
|
St. George's First & Nursery School, Gt
Yarmouth |
2344 |
0-2 |
276 |
180 + 26 nursery |
|
|
St. Nicholas Priory Middle School (CE VC) |
3136 |
3-6 |
383 |
360 |
|
|
Martham |
|
|
|
|
|
|
Flegg High School |
5410 |
7-11 |
724 |
1000 |
LSC |
|
Filby First School |
2061 |
R-6 |
38 |
105 |
|
|
Hemsby First School |
2079 |
R-6 |
87 |
210 |
|
|
Martham First School & Nursery |
2108 |
|
232 |
|
|
|
West Flegg Middle Foundation School |
5208 |
|
499 |
|
|
|
New Primary School |
|
0-6 |
|
315 + 26 nursery |
|
|
Ormesby First School |
2124 |
R-2 |
205 |
180 |
|
|
Ormesby Middle School |
2272 |
3-6 |
261 |
240 |
|
|
Rollesby First and Nursery School |
5212 |
0-6 |
147 |
168 + 26 nursery |
|
|
Winterton First School & Nursery |
5210 |
0-6 |
88 |
175 + 12 nursery |
|
|
Area of
County |
DfES number |
School year groups |
Jan 2002 pupil numbers |
Expected school capacity |
Special Units |
|
Loddon Area |
|
|
|
|
|
|
Hobart High School, Loddon |
4006 |
7-11 |
584 |
750 |
|
|
Alpington & Bergh Apton CE VA Primary School |
3406 |
R-6 |
120 |
119 |
|
|
Ditchingham CE Primary School |
3022 |
R-6 |
125 |
140 |
|
|
Earsham CE VA First School |
3315 |
R-4 |
74 |
70 |
|
|
Ellingham VC Primary |
3027 |
R-6 |
46 |
63 |
|
|
Gillingham, St. Michael's CE VA First School |
3396 |
R-4 |
49 |
66 |
|
|
Glebeland Community Primary School, Toftmonks |
2412 |
R-6 |
73 |
105 |
|
|
Loddon First School |
5213 |
0-2 |
274 |
180 + 26 nursery |
|
|
Loddon Middle School |
5202 |
3-6 |
292 |
240 |
|
|
Seething and Mundham Primary School |
2140 |
R-6 |
74 |
77 |
|
|
Thurlton First School |
2162 |
R-6 |
77 |
105 |
|
|
Thurton Primary School |
3088 |
R-6 |
93 |
91 |
|
|
Woodton Primary School |
2180 |
R-6 |
34 |
50 |
|
|
|
|
|
|
|
|
|
Long
Stratton Area |
|
|
|
|
|
|
Long Stratton High School |
4040 |
7-11 |
618 |
750 |
|
|
Aslacton Primary School |
2003 |
R-6 |
95 |
105 |
|
|
Forncett St. Peter CE VA Primary |
3322 |
R-6 |
67 |
70 |
|
|
Hapton CE VC Primary School |
3038 |
R-6 |
31 |
49 |
|
|
Hempnall School |
2078 |
R-6 |
66 |
140 |
|
|
Manor Field First & Nursery School, Long
Stratton |
2275 |
0-2 |
264 |
225 + 26 nursery |
|
|
Newton Flotman CE VC Primary |
3058 |
R-6 |
84 |
105 |
|
|
Preston CE VC Primary School |
3084 |
R-6 |
109 |
119 |
|
|
Saxlingham Nethergate CE VC Primary School |
3067 |
R-6 |
56 |
77 |
|
|
Shelton with Hardwick Community School |
2141 |
R-6 |
33 |
50 |
|
|
St. Mary's VC Middle School, Long Stratton |
3053 |
3-6 |
294 |
300 |
|
|
|
|
|
|
|
|
|
Stalham Area |
|
|
|
|
|
|
Stalham High School |
4010 |
7-11 |
495 |
700 |
|
|
Catfield VC CE First School |
3146 |
R-6 |
32 |
77 |
|
|
East Ruston Area Community School |
2414 |
R-2 |
53 |
51 |
|
|
Happisburgh CE First |
3037 |
R-6 |
44 |
91 |
|
|
Hickling First School |
3045 |
R-2 |
39 |
45 |
|
|
Ludham First School |
2105 |
R-6 |
52 |
105 |
|
|
Stalham Community First |
2148 |
R-2 |
103 |
90 |
|
|
Sutton CE First School |
3079 |
R-2 |
74 |
60 |
|
|
|
|
|
|
|
|
|
Swaffham
Area |
|
|
|
|
|
|
Hamond’s High School |
4086 |
7-13 |
579 |
1050 + 200 6th form |
|
|
Castle Acre CE VC First |
3015 |
R-6 |
39 |
77 |
|
|
Marham Airfield First School |
2246 |
R-2 |
197 |
180 |
|
|
Marham Middle |
2239 |
3-6 |
173 |
240 |
|
|
Narborough CE VC First School |
3147 |
R-6 |
71 |
119 |
|
|
Necton CE First School |
3343 |
|
104 |
|
|
|
Necton VC Middle School |
3143 |
|
153 |
|
|
|
New Primary School |
|
R-6 |
|
210 |
|
|
North Pickenham, St. Andrew's CE VC First School |
3128 |
R-6 |
34 |
70 |
|
|
Sporle VC First School |
3075 |
R-6 |
49 |
105 |
|
|
Swaffham First and Nursery School |
3081 |
0-2 |
284 |
180 + 26 nursery |
|
|
Swaffham, South Greenhoe VC CE Middle School |
3130 |
3-6 |
368 |
240 |
|
Notes:
1) Special units listed are as follows:-
LSC = Learning Support Centre (12 pupils in addition to the stated capacity)
LDC = Language Development Centre (8 pupils in addition to the stated capacity)
ALSC = Assessment & Learning Support Centre (12 pupils in addition to the stated capacity)
2) The capacities shown in the table reflect the public notices to be published in September 2002 in respect of many of the schools following decisions by the County Council Cabinet about school reorganisation.
Appendix B2 - Key Design Output Objectives
FACILITATE EFFECTIVE
AND EFFICIENT MANAGEMENT
Accommodation shall be planned to suit facilities according to activities undertaken within them. The actual requirements will depend upon the type of school (e.g. primary school, high school, special school) and the specific requirements of the School Management Team.
The layout of the school site should allow:
· Vehicles to be segregated from pedestrian and cycle access and other areas used by pupils.
· Sufficient provision of secure cycle storage to encourage pupils to cycle to school.
· The separate reception of visitors.
· The arrival and departure of the students / pupils including safe drop-off and loading areas for school buses.
· The ability to separate nursery, reception and special needs pupils from other children at start, breaks and end of day. Separate play areas should have increased health & safety provision appropriate to the particular needs of the pupils.
· Entrances to the site to be kept to the minimum consistent with local needs and requirements; where possible entrances should be visible from the school office.
· Good accessibility for servicing school kitchens, making deliveries and storing and collecting refuse (including facilities for recycling).
· Appropriate provision of car parking for staff and visitors.
· The potential use of hardplay and associated landscaping as car parking for events held outside the school day.
The layout of the school buildings should allow:
· The main building entrance to be immediately clear to school visitors. This entrance should give onto a public reception area and be located close to the school secretary and / or Headteacher's office.
· Alternative entrance(s) to the main school building for use by pupils. All entrances should be easily supervised by school teaching or ancillary staff.
· Medical inspection facilities to be located close to the secretary or Headteacher's office or failing this close to the staffroom. In any circumstances a toilet shall be nearby.
· Toilet accommodation to be strategically located to meet not only the minimum requirements of the Education (School Premises) Regulations but also to reflect the distribution of use throughout the school.
· Internal circulation routes to be of sufficient width for the number of users, unobstructed, not of excessive length or complexity, naturally ventilated and illuminated, independent of teaching activity areas and visually interesting. The specification of surface finishes shall promote the quiet and orderly movement of students / pupils and building users.
· Cloakroom areas and storage for bags, lunch boxes etc to be strategically located, not obstruct circulation or promote visual disharmony. Storage should be of sufficient capacity to support all items off the floor and recognise that coats and other items will often be wet.
· Storage to be readily accessible both as a central facility and as a classroom resource. The location, type and level of security for storage should be discussed with each school.
The layout of the grounds should allow:
· Hardplay and recreational areas for pupils to be located away from the road frontage, and be overlooked by the staffroom, classbases or school office.
· Recreational areas to be zoned to reflect the learning and play activities anticipated. The imaginative use of materials, planting, levels, walls and fences to create these activity zones will be expected. The design, specifications of materials and choice of planting used externally on the site should reflect the age and sensitivity of the pupils.
· Access routes to primary, infant and special schools to be wide enough to accommodate the passage of, and social interaction between, parents with prams and baby buggies.
AID THE EMPLOYMENT
OF A FULL RANGE OF TEACHING AND LEARNING STYLES
Proposals for internal areas should:
· Avoid class bases which are of an unusual or inflexible shape. Class bases designed for 30 pupils shall have a minimum width of 7.0m.
· Provide appropriate resources. For instance an effective teaching space in a primary school would require access to secure storage, hot and cold water and a sink, power, data cabling for computers and a TV aerial connection with signal of appropriate quality.
· Ensure good lines of sight between teachers and pupils.
· Consider the position of whiteboards and other teaching aids in relation to other fittings and relevant features such as windows.
· Reflect the curriculum moves in recent years away from open plan education towards a more cellular arrangement with interlinking access between classrooms to give teaching options. The provision of sliding / folding partitions and doors is generally considered to be problematic because of the reduction in useable wall space and poor acoustic performance. The proposed designs should recognise and avoid such problems.
· Allow wall space for display, not only in classrooms, but also throughout the school.
· Telephone wiring shall be provided in all administration areas of new and existing buildings. Where the Provider is also responsible for an ICT service the Authority would be interested in proposals for a single data network including telephone services.
Proposals for external areas should:
· Take account of the principals of 'Learning Through Landscapes'.
· Provide direct access from class bases to work / learning areas with external shelter or shading.
· Provide drinking water.
Teachers, support staff and pupils should come together in different ways to increase the richness of the educational experience. The premises could support this through, e.g.:
· Providing teaching accommodation in excess of the minimum required area.
· Easy access to power and data cabling, e.g. multi component trunking.
· Direct access to resources; e.g. class storage and wet areas.
· Increasing opportunity for staff and pupil interaction, e.g. paired and interconnected classrooms.
· Ensuring that changes to the premises, both during and after construction, can be used as a learning resource.
The sharing of enhanced resources may be preferable to the provision of resources for each class base. The Provider shall seek guidance from the schools as to the preferred approach.
Generally activity spaces shall not have dual use for circulation purposes and although circulation through a multi-purpose hall may be acceptable as an existing reality it would not be acceptable in a proposed layout for new accommodation.
A class change system of tone / bells shall be provided to denote the start of the daily school session and to identify the end of the various periods. The system shall be flexible enough to accommodate changes to the timetable and shall be capable of being heard throughout the school buildings including corridors, external areas and playing fields.
Users of premises inevitably encounter some risks and devising strategies for assessing risk is part of the learning process. The schools and the Authority would not wish to design out every potential hazard if this is to the detriment of quality of the learning experience (e.g. pond dipping opportunities provide a rewarding science experience for primary school children but the pond is a potential hazard). The Authority will expect the Provider to balance these factors in the risk assessments required by the Construction (Design and Management) Regulations.
CONTRIBUTE TO HIGHER
MORALE OF PUPILS, STAFF AND OTHER USERS
The planning, scale and spatial arrangements of the school shall be sensitive to the age, size and experience of the pupils accommodated.
· The height of window sill levels, transoms and rails in new accommodation and remodelled areas, shall reflect the height of the pupils to enable views out when seated as well as standing. Normally heights should not exceed 0.7m for nursery and infant classrooms, 1.0m for junior school classrooms, and 1.2m for secondary school classrooms.
Each school should stimulate and inspire rather than create an institutional or intimidating environment.
· The process of design development should include appropriate participation by school staff and pupils to promote individual school identity and ownership of the design.
· The design and specification for the school buildings and grounds should be in sympathy with the local environment. Views into the school shall be provided in order to maximise opportunities to present the school to the community.
· The specification of materials, the quality of design and overall ambience should take account of users’ experience of modern design, e.g. in high street shops.
· Materials and finishes that age quickly, stain, discolour or are particularly vulnerable to graffiti or vandalism can, even when subject to reasonable maintenance regimes, create an air of dereliction. Such materials and finishes should be avoided.
· Except for dado trunking, electrical and mechanical services shall be routed to avoid visual intrusion / impact in occupied spaces.
· Arrangements for servicing school kitchens, making deliveries and storing and collecting refuse should reduce the visible and audible impact on staff and pupils as far as possible.
· Safe and secure areas within the building and the grounds for informal social interaction and withdrawal will contribute to higher morale. Such areas should be designed with both good and bad weather in mind.
· No part of any school shall be mothballed unless specifically agreed by the school and Authority.
All schools should have a welcoming ambience.
· The entrance and reception for visitors to each school shall be secure but accessible to all, with ample opportunity for display of pupils' work. The environment should be suitable for users of all ages, not just pupils.
· The reception area should allow visitors to be received and wait in comfort. Space for interviews should be provided away from the reception area to avoid the possibility of being overheard.
· An external waiting area sheltered from sun, rain and wind should be available for parents and siblings.
· Graffiti or vandal damage shall be removed and rectified as a priority.
The design should be welcoming to all users, particularly in schools where significant community use is likely.
· Signs, car parking, gates and paths shall accommodate all users including young, elderly, infirm, sensory impaired and wheelchair users.
· Signs, paths and lighting should enable users of the premises to quickly reach their destination even at night.
· All areas where a significant amount of non-school use may take place should have easy access to toilets, a telephone available for public use and refreshment facilities.
· Facilities intended for community use either during or outside the school day should be located close to on-site car parking. It should be possible to zone these facilities in order to have the minimum impact on school organisation and management and make evening use more economic.
The Authority would be interested to discuss with Bidders incorporating units within certain schools intended specifically for community use.
· The types of uses for these units could include childcare, parent & toddler groups, playgroups, childminder support groups, libraries (toy, book, video, etc), community education, therapy sessions etc, meeting room.
· Units specifically intended for community use should have a separate entrance and be able to operate as a self-contained area. They would thus need to include, for instance, toilets, snack making facilities, telephone, TV aerial, access to a secure outside area and dedicated storage. Provision of office space and laundry facilities would increase the range of uses possible. The arrangement of the space within the unit should be flexible to allow a range of different types of use.
The Authority would also wish to see proposals take account of specific community needs in different areas. Examples of such needs could include:
· Some schools in the Yarmouth area are piloting the concept of a “Full-Service School”. These schools will need accommodation to allow public and voluntary services to operate from the school as well as to encourage general community use.
· The Authority would welcome proposals to develop the role as the centre of the community of one or more of the rural primary schools in the project.
· The Swaffham area is large and sparsely populated making access to resources difficult for both schools and local communities. Proposals to enhance access to services, e.g. through the provision of a community minibus, would be welcomed.
· Long Stratton High School is adjacent to a sports hall / community centre jointly provided by the District and County Councils. Proposals to enhance the facilities available at the centre would be welcomed.
PROVIDE EQUALITY OF
ACCESS
All premises shall comply with the Special Educational Needs and Disability Act 2001, which itself requires full compliance with the Disability Discrimination Act (DDA). The Provider shall indemnify the Authority against all costs arising from any legal challenge relating to the premises as a result of non-compliance with the requirements of the DDA.
All new and remodelled areas of buildings should comply with:
· BS 8300:2001
· Part M of the Building Regulations
Disabled toilet facilities, with an integral shower and a call system, must be available and accessible in every school.
Bidders will normally be expected to make all areas of the school physically accessible, e.g. by the use of ramps and lifts. Where bidders propose that such access would not be made available to an existing (not remodelled) area, this should be clearly signalled in the bid.
Bidders should consider the need for disabled parking and pick up / set down points near main entrances.
Bidders should consider the need for specialist furniture and equipment to act as a resource within each geographical area.
MAXIMISE THE
POTENTIAL OF THE SITE
Proposals should make sensible use of land.
· New buildings should be located in a manner that is not wasteful of land and will, where practicable, permit possible future extensions to be planned and constructed.
· Where a site is limited in area or where there are major changes of ground level, building development on more than one level may be considered although such an approach is not preferred for primary or special schools.
Proposals shall respect existing features of interest.
· Proposals should make use of natural and manmade site features and exploit the benefits of changes of ground level and existing topography, planting and landscape.
· Existing significant soft landscaping shall normally be retained as part of the proposals. Where felling of trees or the removal of significant planting is proposed, the Provider shall seek the agreement of the Authority and schools concerned.
The Provider shall maintain existing rights of way, easements, covenants or licences associated with the school site.
ARE SUSTAINABLE TO
BUILD AND OPERATE
The Authority is committed to Agenda 21 and would wish to see the Provider supporting this commitment.
Proposals for building works throughout the contract period should be sustainable.
· The embodied energy in the materials and components specified should be minimised.
· The Authority would wish the Provider to use recycled materials where such would meet performance requirements and be aesthetically acceptable to the schools and the community.
· Designs which incorporate the use of renewable sources of energy, high thermal mass, high values of thermal insulation, effective controls for the management of energy, daylight and natural ventilation and low energy consumption fittings and plant, and are of simple and robust design and execution, shall be particularly welcome if they can be combined to provide appropriate levels of comfort and meet environmental performance standards.
· The Authority would welcome discussions with Bidders on the possibility of jointly bidding for grants to improve the sustainability of buildings provided, e.g. through the incorporation of renewable sources of energy.
· Work with the Norwich-based Community Carbon Reduction Project to identify effective contributions which can be made to the overall objective of significant reductions in carbon use over the next 20 years.
· Where elements of the building are replaced as part of planned maintenance the elements shall meet the u-value requirements in the Building Regulations current at that time.
· Where practicable improvements to the existing thermal performance of the building envelope shall be made in preference to increasing the capacity of heating plant and the increased use of fuel.
· When heating, hot water and electrical plant is replaced the control systems shall be upgraded to comply with BB87 as a minimum requirement and shall comply with the higher standards specified in the NPS Automatic Controls Guidance Notes (see Addendum B1).
· All schools shall be fitted with water conservation devices to taps of basins, showers and cisterns of urinals and WCs.
The Provider should monitor sustainability throughout the contract period.
· The Provider shall provide the Authority with a detailed statement setting out how the environmental impact of proposals will be minimised, the performance targets to be set and the basis on which performance shall be monitored and reviewed.
· Targets should include the use of water and energy, the production and recycling of waste and the production of carbon dioxide. The Provider should take account of the guidance given in DfES Building Bulletin 87 (see also output specifications for energy and utilities management and for cleaning and waste management).
· The monitoring system to assess the meeting of performance targets should be robust, e.g. the ENVEST system produced by the Building Research Establishment or the Schools Environmental Assessment Method (SEAM).
· Monitoring systems used should be accessible to schools and provide opportunities to be used as an educational resource.
Some schools are not connected to a mains sewer but instead have their own cesspools, septic chambers or treatment plants. The Provider should consider future provision over the contract period in the light of best value and sustainability. The Provider should also consider these issues in proposing provision for storm and rainwater systems at all schools.
Norfolk is famous for its dark night skies and in making specification decisions relating to external light fittings the Provider shall minimise the effects of light pollution and annoyance to neighbours without detriment to security and safety.
DEMONSTRATE BEST
VALUE
The Provider should take a best value approach to accommodation requirements under the contract.
· It is unlikely that schools or the Authority would prefer a refurbishment and extension scheme to the provision of a new school where the life-cycle cost was similar over the period of the contract. The Provider should include in the bid an analysis of any schools where estimated costs of a new build option are within 20% of the estimated costs of a refurbishment and extension scheme. The analysis should explain the reasons for selecting the option for the development of the school included in the bid.
· Where compatible with health and safety and practical organisation of a school space in a school should be made suitable for more than one activity to allow timetabling for use throughout the day and evening.
· The design of schools shall be economic both in terms of area and volume. Ceilings in any teaching area should be at least 2400mm high and increased heights will be necessary in some specialist areas.
· The external envelope of the school should be rationalised in order to reduce initial construction cost and energy consumption in use.
· All small power and ICT equipment supplied by the PSP for Client use shall be selected with due regard for energy efficiency considerations. Unless otherwise agreed, capital cost / revenue benefit analysis shall be undertaken and higher capital costs with up to 36 months revenue payback period accepted.
· The specification of finishes and components shall be suitably robust for use in a school. In determining the frequency of cyclic replacement of finishes and components, disruption to the management of the schools should be a significant factor.
The planning of schools shall exhibit balance between areas given for different functions.
· DfES Building Bulletin 82 “Area Guidelines for Schools” provides model guidance for primary and secondary schools and Building Bulletin 77 for special schools. Reference should also be made to Building Bulletin 95.
· The Authority would not normally expect areas for accommodation in new and remodelled buildings to be less than the maximum areas allowed in BB82 (as amended in May 2002).
· The Authority would expect the normal standard for general classrooms in primary and secondary schools to be 60 m2 with an additional 4 m2 of integrated storage.
· The Authority would expect the normal minimum unobstructed width of corridors intended for frequent use by pupils to be 1.9m and the normal minimum unobstructed width of any corridor to be 1.5m.
Where bidders wish to specify below the normal standards given above for new and remodelled areas they should clearly indicate this in proposals and explain what the compensating benefits are elsewhere in their school design.
The school shall include appropriate protection against damage.
· The site and premises should be fenced, gated and illuminated at night to provide reasonable security out of operational hours. The approach adopted shall be appropriate to local risk of break in or vandalism, but should not present a nuisance to neighbours or a 'defensive' image to the community.
· Suitable lightning protection shall be provided to new buildings and other existing buildings identified by the provider as of high risk.
· Suitable fire alarm systems should be provided for all new and existing buildings.
· New buildings should include appropriate means of preventing fire damage. The Provider should provide a general method statement on this issue and state how this will be applied in each new building. The method statement should specifically consider the installation of fire sprinkler systems.
· The method statement required on school security should specifically consider the provision of intruder alarms.
· A door entry system shall be provided to the main entrance doors of new buildings with controls in the general or secretary’s office. Where an existing building does not currently have a door entry system the installation of a system should be discussed with the school.
The Provider should specify materials and components with a view to their full life-cycle cost and their effect on other service costs.
· All materials and components specified by the Provider shall be widely used and known within the construction industry having known characteristics, performance, maintenance and cleaning profiles.
· Certain activities involving water, materials, food, and access to playing fields and external areas can create potential for mess and increased cleaning. The specification of materials shall minimise the potential for the creation of mess, its distribution throughout the premises and provide for easy clean, non-staining and non-slip surfaces in areas likely to be affected.
ACCOMMODATE CHANGING
NEEDS
The proposals shall not by their general arrangement or specific layout for internal circulation inhibit the future extension of the school.
· Linear plans or plans where possible extensions work well with existing facilities are generally preferred to others.
· The Provider should state where any future needed extension to the school should be placed. The amount of extension to be considered would be an additional 20% on top of the capacity for each school given in this ITN. Where this would be less than 30 pupils the Provider should consider an extension of 1 class base. The Provider should specifically state if they consider such an extension could not reasonably be accommodated on the school site.
· Plant, incoming services and distribution infrastructure shall be provided in a way that would avoid difficulties or high costs in the future expansion of the school by the amount referred to in the above bullet point.
The proposals should not restrict future changes in the internal arrangement and management of the school.
· During the Contract curricula and methods of learning may change significantly and require consequential changes in the arrangement of rooms and spaces. The structural proposals made by the Provider should minimise the cost and disruption of such future changes. For instance internal walls should not normally be load bearing.
· Services should be integrated with the fabric of buildings in such a way as to allow additional services to be incorporated without resort to ad-hoc cables and trunking being festooned across walls and ceilings. Services should be accessible for stripping out and relocation.
· Changes of floor level shall be avoided wherever possible.
· Any internal courtyards shall have access for construction and maintenance equipment of suitable width and load-bearing capacity, with straight-through access to facilitate movement of long items without the use of craneage.
· Facilities should be sited with a view to possible increases in the future community use of schools.
Initial designs should take account of likely changes in technology.
· New ICT developments.
· Changing security needs.
· Improvements in environmental technology.
The Bidders shall provide a method statement on the capability of the premises to respond to change over time.
PROVIDE A
COMFORTABLE AND FLEXIBLE ENVIRONMENT
All areas of the school should have appropriate environmental standards.
· The detailed required standards under the contract for acoustics, ventilation, heating and lighting and provision of services are set out in Volume B2.2.10c of this ITN. Multi-purpose halls expected to be used as examination spaces shall have the ability to be lit and ventilated to a standard adequate for examination use at the intended occupancy.
· Environmental control systems and fittings shall be provided with capacity to provide for a range of activities in the major useable areas of the school.
Users should have a reasonable degree of control over their environment.
· Teachers should control rates of ventilation, levels of lighting and heating and use of dim-out blinds within their immediate teaching environment.
· Environmental control systems and response times of heating emitters shall provide for seasonal climatic fluctuations and likely variations in room occupancy without undue occurrence of room overheat.
· Control systems for opening high level windows and providing dim out shall be appropriate for use and easily operable by the user group.
· Opening windows and doors and the provision for locking the same have many operational, management and Health and Safety implications for schools. The detailed requirements shall be agreed with each school.
Heating systems shall have the capability of pre-heating internal spaces under design conditions before occupation starts at an environmental temperature rate of rise of not less than 0.3ºC per hour.
Condensing boilers, if installed, shall be part of a system design that achieves 80% of heating fuel consumption with combustion efficiency better than 98% (or return water temperature to the boiler to be below 34ºC for 80% of heating fuel consumption)
COMPLY WITH BEST
PRACTICE AND STATUTORY REGULATIONS
The Provider shall comply with all statutory regulations.
· The Provider is responsible for obtaining all statutory approvals and making any necessary amendments to their proposals in order to obtain such approvals.
· The Authority shall be provided with copies of all consents and approvals, for record purposes, as and when obtained.
· The Provider shall be aware of all relevant legislation, regulations, codes of practices and guidance that may apply to their discharge of responsibilities under the contract.
The Provider is responsible for planning applications.
· The Provider shall have consulted upon proposals with all relevant statutory authorities prior to making the bid and in particular shall include within the bid a statement outlining the general agreement in principle to the proposals of the relevant planning authorities.
· Prior to the Contract being closed the Provider would be expected to have obtained full planning permission as required for the proposals at each school.
The Provider shall comply with best industry practice.
· The Provider shall by a process of performance assessment and review undertake to maintain continuous improvement in the delivery of architectural / property outputs.
· The Provider shall share information and provide data to enable the Authority to challenge and compare the Providers performance against the Contract outputs and best practice in the building and property industry at any time during the Contract.
The Provider should comply with DfES guidance.
· All new buildings shall comply with DfES guidance as though it were a mandatory requirement unless otherwise identified by the Provider and agreed by the Authority.
· In general remodelled areas of a school should comply with DfES guidance, but some compromise of these recommended standards may be both unavoidable and acceptable.
· In all circumstances where elements of school premises as existing, converted for alternative use or remodelled, do not comply with the appropriate DfES guidance this shall be highlighted in the bid.
The impact on design and specification choices on the Health and Safety of the staff, student / pupils the Provider's staff and Contractors and the general public shall be assessed by all designers in pursuance of Section 13 of the Construction (Design and Management) Regulations. As a principle the Authority would expect significant potential hazards to be designed out in preference to the application of other control or personnel protective measures, where such may be undertaken without loss of significant educational benefits.