Asset Management Planning for Schools Mark Lewis - Resources Officer

Aims l To raise awareness of the Education Asset Management Plan (AMP) l To highlight the need for good Asset Management l To get all stakeholders to ‘sign up’ to the AMP process

Objectives l To understand the Asset Management process l To be aware of the DfES requirements l To enable effective management of assets to help raise educational standards

The Purpose of the AMP To help ensure that resources for school premises are used as effectively as possible to improve buildings and facilities, and to raise educational standards

AMP - aims l raise standards of education attainment l provide sustainable and energy efficient buildings that are consistent with Local Agenda 21 strategies l provide innovative design solutions which reflect the future needs of ICT based education l increase community use of school facilities l maximise value for money l ensure efficient and effective management of new and existing capital assets

AMP - objectives l to provide an agreed basis for local decisions on spending priorities and to link up with other Local Authority Plans l to help governors and head teachers in developing plans for individual schools by making fair and transparent the process of decision making on funding priorities across the Authority l to help the development of partnership projects l to provide assurance to stakeholders that capital projects are soundly based and represent good value for money

Structure of the AMP l Local Policy Statement l Statement of Priorities l Improvement Targets l Assessment of need –Condition –Suitability –Sufficiency l Other premises related information –Health & Safety –Other Legislation and Plans –Capital Works & Alterations Form

Local Policy Statement (LPS) l the scope of the AMP l the respective roles and responsibilities of local partners l the basis on which information about premises will be collected, analysed and made available l how the LA will consult with local partners and aim to seek consensus on priorities l the criteria for prioritising need and the basis for agreeing priorities l the basis for maintaining and reviewing the AMP Sets out the framework of respective roles, responsibilities and functions within which an AMP would be developed, and includes:

Statement of Priorities l level and sources of funding available l level of need l priorities for schools, the LEA and diocesan boards for deploying funding l the ranking of schools in relation to centrally retained funds Sets out how the Authority will prioritise spending within the AMP framework, and includes:

Improvement Targets l targets for condition l targets for suitability l targets for sufficiency –target –baseline –funding sources –desirable outcomes Sets out the specific and measurable targets for improving the economic performance of schools and indicates how this will contribute to the raising of standards, and includes:

Assessment of need - Condition l Systematic l Uniform l Objective l All maintained schools l Covers all buildings and external areas Focuses on the physical state of building elements and provides a basis for developing planned maintenance programmes

Assessment of need - Condition Criteria Condition l Grade A - Good l Grade B - Satisfactory l Grade C - Poor l Grade D - Bad Premises are assessed block by block, element by element using DfES grading and prioritisation criteria. Priority l Priority 1 - Urgent l Priority 2 - Essential l Priority 3 - Desirable l Priority 4 - Long Term

Assessment of need - Condition Examples External cladding of modular classroom badly decayed and beyond economic repair. The building however, is not in use and will be shortly replaced as part of a redevelopment scheme. Electrical services are in good condition, but breaches legislation by the lack of earthing provision and is a hazard. Internal walls and doors are generally in satisfactory condition, but some glazing breaches legislation and is a hazard. There is no serious dilapidation.

Assessment of need - Suitability l Systematic l Uniform l Objective l All maintained schools l Covers all buildings and external areas How well premises meet the needs of the pupils, teachers and other users

Assessment of need - Suitability Criteria Concerned with numbers and characteristics of each type of internal space and external area using DfES grading criteria l Category A -Unable to teach curriculum l Category B -Teaching methods inhibited l Category C -Management or organisation of school affected adversely l Category D -Pupil or staff morale or pupil behaviour affected adversely

Assessment of need - Suitability Criteria l High -Problems which present an immediate high risk to the health & safety of occupants and/or serious breaches of legislation l Medium -Problems which present a medium risk to health & safety of occupants and/or less serious breaches of legislation l Low -Problems which present a low risk to the health & safety of occupants and/or are minor breaches of legislation

Assessment of need - Suitability Examples A secondary school has no disabled access to upper floor and disabled pupils do not have access to Science and Art. A school has too few general teaching spaces resulting in group sizes larger than preferred. A main central corridor in a school is too narrow which slows down pupil movement at lesson changeovers resulting in shortened lessons. A school has a staff room that is too small resulting in uncomfortable conditions for staff.

Assessment of need - Sufficiency l informs decisions on Basic Need Funding l used to measure surplus places l indicate standard number (admission number) l all maintained schools (except special schools, PRUs) & nurseries l Existing methodology (MOE) replaced by new Net Capacity Assessment from June 2002 The calculation of pupil places available (the capacity) and the overall areas of buildings and grounds

How does it work? l Work to AMP Priorities l Annual Appraisals l AMP Focus Group l Annual Suitability Update l Annual Condition Update l Capital Group COMMUNICATION

Funding Sources l NDS Condition Funding l NDS Modernisation Funding l NDS Devolved Formula Capital l Seed Challenge l Basic Need Funding l Access Initiative l Targeted Capital Funding l Other Funding - PFI, Specific Stds Fund, etc

Responsibilities l Delegated Funding (Reactive & Planned) l Day-to-day repairs l Professional Advice (CDM Regs, Building Regs, Education legislation, etc) l Health & Safety l Capital / revenue split l Contract Standing Orders l Financial Regulations l Updating premises information

Revised Building Procedures l Step 1 - School formulates plan (based on AMP priorities) l Step 2 - School submits Capital Works & Alterations Form to LEA l Step 3 - LEA to formally confirm project planning to proceed l Step 4 - School to proceed with planning of project

Revised Building Procedures - cont l Step 5 - School to submit evidence of appointments l Step 6 - LEA to formally confirm that project can proceed l Step 7 - School to proceed with project l Step 8 - School to notify LEA upon completion of project l Step 9 - Inspection by LEA/Property Services

Contacts l Maintenance, Service Contracts –Andy Green, Facilities Manager, Housing & Property (01635) l Larger Capital Projects –Trevor Hawkins, Project Manager, Housing & Property (01635) l Asset Management, Capital Funding, H&S –Mark Lewis, Resources Officer, School Services & Quality (01635) l Finance - Capital –Caroline Gray, Group Accountant - Capital, Finance (01635)

Useful Websites l –DfES website for schools and details all aspects of Asset Management Planning, capital funding and funding sources l –Chartered Institute of Public Finance Accountancy website l –Health & Safety Executive website

Questions & Answers l Any questions? l Thank You!