1. Welcome to the CSBM operational workshop:
Managing school facilities

2. Session 1: Welcome and introduction to the workshop
The purpose of session 1 is to introduce participants to aspects of the Managing school facilities module and the rationale for the workshop.

3. Introductions Introduce a colleague from another table: • Name
• School
• Position
• Why they have undertaken CSBM

4. The key objectives of the workshop are to:
• outline the module contents and assessment requirements, and clarify any emerging issues
• explore the significance of the module contents for the professional practice of SBMs
• introduce key concepts and techniques relating to the module
• enable participants to relate these concepts and techniques to their own school setting

5. Rationale for the module
• Increasing devolution of capital resources and delegation of responsibilities for premises improvements have resulted in SBMs taking a greater lead in the physical development of the site.
• This workshop aims to explore the key issues in planning the development of school premises and the services associated with them.

6. Module aim
The module aims to equip participants with knowledge and understanding of the key principles and concepts necessary for effective strategic facilities planning.

7. Units making up the module
Unit 1: Strategic site management
Unit 2: Operational management
Unit 3: ICT facilities
Unit 4: School meals and catering

8. Session 2: Strategic facilities planning
Purpose
The purpose of session 2 is to highlight how facilities management impacts upon the core purpose of a school (educating pupils).

9. Session 2: Strategic facilities planning
Purpose
The purpose of session 2 is to highlight how facilities management impacts upon the core purpose of a school (educating pupils).

10. Vision without action is a daydream
Vision without action is a daydream. Action without vision is a nightmare Japanese proverb

11. Key characteristics of a vision
• It is central to school leadership.
• It is a source of motivation and energy.
• It shapes practice within a school community.
• It needs to be understood, articulated and owned by the whole school community.

12. Skills of those who are able to create a vision
They:
• are focused
• involve others
• realise core strengths
• take time out
• think big
• use their senses
• are knowledgeable
• put aside beliefs

13. Activity 1: A vision for your school
• Read Resource 2 and the relevant section(s) of your school improvement plan.
• Show how your school improvement plan refers (or does not refer) to the facilities needed to implement key aspects of that plan.
• Use the questions and the related bullet points set out in Resource 2.

14. Activity 2: Sharing your thoughts
Working in pairs share your thoughts with each other
Prepare feedback to the group addressing the following:
• To what extent does your school improvement plan include references to the facilities needed to implement key aspects of that plan?
• Are there any details that should be included showing what facilities are needed to implement these key aspects?

15. Plenary
• Share your feedback, addressing the two issues noted in Activity 2.
• Identify and record key learning points.

16. Session 3: Planning for the improvement and refurbishment of school facilities
Purpose
The purpose of session 3 is to raise participants’ awareness of the key issues that need to be addressed in refurbishing school facilities.

17. Activity 1: Identifying issues and possible solutions
The governors have asked you to prepare a brief report identifying issues that will have to be addressed to progress the proposed refurbishment and possible solutions for those issues. This should take the form of an outline proposal for action.

18. Activity 2: Prioritising the key tasks
The governors have accepted the proposal and would now like you to identify and prioritise the key tasks that will need to be completed

19. Plenary • Feed back your key learning points.
• What are the key issues that are likely to impact on the refurbishment of school facilities?
• How might a school’s plans for the long-term improvement of their facilities be affected by other factors?

20. Considerations for refurbishing school facilities
• Needs assessment
• DfE advice on standards for school premises
• Planning consents and building controls
• Preparing client brief and detailed specifications
• Mains services: power, water, heating
• Costing proposals and managing tendering processes
• Scheduling works and conducting risk assessments
• Managing disruption to the daily life of the school

21. Session 4: Reviewing policy and practice: food in schools
Purpose
The purpose of session 4 is to improve participants’ knowledge of the legislative context surrounding food in schools and raise their awareness of policy and practice in this aspect of facilities management.

22. Food in schools, statutory requirements
All local authority maintained primary, secondary, special schools and pupil referral units in England are required to meet national school food standards as set out in the Education (Nutritional Standards and Requirements for School Food) (England) Regulations 2007 (as amended).
Academies and Free Schools are not required to comply with the school food standards, but they are encouraged to do so, to promote healthy eating and good nutrition in their school.

23. National school food standards
The national school food standards are made up of two main elements: food-based standards, and nutrient-based standards.
Food-based standards define the foods and drinks that must be provided, those which are restricted, and those which must not be provided. Food-based standards apply to all food and drink provided by schools
Nutrient-based standards apply only to school lunches.

24. Activity 1: Reviewing school food policies
Work in pairs to review your schools’ healthy food policies. For the moment, just focus on the content of the policies, not their implementation in practice. What are the key areas included in the policy? How do you think they could be improved?

25. Activity 2: Reviewing food policy in practice
Work in the same pairs as above, discuss your schools’ food policies in practice. Are the aims of the policy fulfilled? Are there areas for improvement? What do you see as the key factors impacting on the provision of a healthy diet for pupils at school?

26. Activity 3: Applying lessons from the School Food Plan
Work in pairs again, read the summary of the School Food Plan (reproduced here as Resource 4) and discuss its key contents. Do you agree with its recommendations? In what areas do your schools reflect good practice? What lessons are there in the plan for your schools?

27. Plenary 
Whole group discussion of key issues and solutions emerging from the School Food Plan. The tutor will take feedback from the group and then invite participants to identify one aspect of their own school’s policy that they would wish to examine further and possibly advocate improvement.

28. Session 5: Assessment requirements
Purpose
The purpose of session 5 is to ensure participants fully understand the module assessment requirements.

29. Module assessment tasks
These tasks are designed to develop your ability to access information relating to different aspects of school business management and use this to evaluate current systems and processes in the workplace and identify areas for improvement.
The tasks generally conform to the following pattern of learning and development:
• research into a specific aspect of the operational area
• application of that knowledge to a specific school setting
• evaluation of current policy/practice to identify any areas for action
• written communication of findings and recommendations
The word-count for each module assessment task is words.

30. Assessment: Module summary of learning
For each of the operational modules, you are also required to complete a module summary of learning. This is focused on the professional learning gained through completion of the module.
You should analyse and discuss your learning and its impact on the workplace. This task focuses on the ability to manage one’s own professional learning, reflect on experience, develop insights into self, and take action to enhance one’s knowledge and skills.
It also concerns the ability and willingness to be accountable for outcomes in a professional role and to make decisions in a context of limited supervision.

31. Online module test
On completion of each operational module, participants are required to complete the online test for that module.
This is a knowledge-based, computer-marked multiple-choice exercise.
Participants are able to access the test on any number of occasions until such time as they achieve a minimum score of 80 per cent or a score above this which they are satisfied with.
Online tests are accessed via the learning schedule within the ‘My Programmes’ area.