A guide to successful school estate projects

Last year, the Department for Education released an online tool to guide those responsible for costeffective estates management.

Called the ‘Good estate management for schools’ (GEMS), the guidance allows schools to assess their current arrangements and identify where improvements can be made. It covers issues ranging from guidance on health and safety management to advice on how to minimise energy and water usage.

A set of self-assessment questions are also included to help headteachers and governing boards to gauge where they are doing well and which areas require more attention.

There is also information on the important policies and processes that schools should have in place, guidance on how to plan estate projects, and tips on making the most of property assets.

This year, the DfE updated its guidance on estates projects to include skills and planning.

It says that a new estate project requires careful planning so that the project meets the desired outcomes. Informed planning will also ensure that resources are used tobest effect and that the school’s responsibilities are understood before the project starts, during the project, and after it has been completed.

For any estate projects taking place, schools need to have suitably qualified and experienced people to help to deliver the project. If they don’t have the necessary technical and construction skills within their organisation, the guide recommends they are hired. Schools or organisations remain ultimately responsible for the delivery of their estate projects. Theyshould therefore make suitable arrangements to make sure that skilled resources are appointed andavailable at the start of the project and that specific requirements of the project are documented and understood by school management and the contractor.

Every project must be managed in accordance with all health and safety regulations and CDM Regulations.

The guide also recommends that someone is appointed to be responsible for any new or changed school facilities, before the start of the project. Doing this will make sure that there is a good understanding of the key operating requirements and that potentially complex new systems, such as heating, are managed effectively. It will also ensure that the intended benefits from the project, for example, lower energy consumption and costs, are achieved.

Schools should only seek approval to start more detailed project planning, design work and costing after completing some preliminary activities. This could include a feasibility study; technical surveys; and cost reports.

These will help a school to identify risks, validate the need for the project and identify any planning or abnormal site conditions.

Schools are urged not to focus solely on the initial cost. Consider the performance of the asset over its life, such as the future maintenance needs or energy costs.

Some studies show that over a 30-year period, the operational costs for a building can be five to ten times as much as the initial capital cost. Consideration of the long-term impact of investment is referred to as whole life appraisal.

Issues to take account of in a whole life appraisal include minimum lifespan of materials and systems, repairs, maintenance and redecoration. It also considers energy use, environmental and social impact and the flexibility of the building for alternative future uses.

Financial issues – such as long-term financing, operational costs including rent, rates and income, and facilities management costs, should also be considered.

A school’s decision should not focus solely on shortterm cost comparisons. Investing more initially can often save money and improve building and service performance in the longer term. You should always consider the revenue implications of capital investments.

This requires a rigorous assessment. Decision makers should be given clear information on the whole life implications of each option and take decisions in that wider context.

Delivering a project on site can have a significant impact on the school’s operation. It’s essential that the delivery of any project on site is carried out in accordance with agreed programmes, procedures and protocols.

Good project delivery makes sure that the impact on school operations are minimised and that appropriate and constructive communication takes place between the contractor and school operation. Careful delivery also makes sure projects are delivered within the approved budget and risks of financial penalties are minimised and that potential contract performance issues are identified and appropriate actions are taken to minimise delays.

The different stages of any project will require and involve different skills. It’s important that the roles of everyone involved are understood at the outset and that the requirements of the Construction (Design and Management) Regulations 2015 are met.

Even on a small project, specialists might be required. It is important that specialist support is procured in the most efficient way to deliver overall value for money. Mistakes in procurement processes can be costly and result in significant delays. You should seek advice on procurement options at an early stage in the project planning process. You should ensure you adhere to your organisation’s procurement procedures.

The ‘Good estate management for schools’ guide can be found here: tinyurl.com/ydb5rm76