8 Most UK schools in use today were built in one of two eras - either the latter part of the 19th century or the post-war era (1945 to 1975) (Ref. 5). Only 14 per cent of current schools were built within the last 25 years (Ref. 6). Many schools are now costly to maintain, and...
Our current buildings are below the standard we have a right to expect. Many are at or near the end of their expected life. Many others are in poor condition; others still are not suitable for the needs of the modern curriculum. Simply to tackle the most urgent priorities requires a huge increase in the resources devoted to school capital.
Charles Clarke, as Parliamentary under Secretary of State for School Standards, foreword to Schools Capital Strategy, January 1999.
9 Addressing this backlog presents a significant challenge for both local and national government. If PFI is to succeed in the long term, it has to prove that it can provide a good balance between the initial cost and quality of buildings and future maintenance burdens. This chapter reviews whether PFI is beginning to deliver this challenging agenda. First, it reviews the evidence about quality, cost and timeliness of delivery. Then it assesses whether any deficiencies in performance are covered by the PFI contract terms, and draws out lessons for the future.
10 In our fieldwork for this report, we visited a number of new PFI schools to obtain a first hand impression of what PFI had delivered on the ground. Although not a technical appraisal, these visits enabled the BRE and MORI findings to be put into context. Two schools in particular were recommended by the DfES as displaying some impressive features of school design and have been enthusiastically welcomed by the headteachers [Case studies 1 and 2, overleaf].
Case study 1 The school governing body and the LEA believe that the environment in which students and staff work can promote effective teaching and learning and the achievement of high standards. The headteacher was involved in project negotiations from the start, and worked very closely with the architects and builders, to ensure that the finished building offered the range and quality of provision that the school and its stakeholders required. Key design features include: • a design that fits into its green belt environment, including major sculpting of a domed site. For example, the site layout sought to minimise the potential visual impact by the choice of the building location, with the school, car parking and hard surfaces at lower levels, while the flattened top of the dome forms the cricket pitch; • well-used public areas grouped around the main entrance which has a top lit entrance hall; • a building that can be expanded in a way that will keep faculties together. This is achieved by using a 'finger plan' approach, where the school departments are organised into separate blocks or wings, linked to a shared main circulation 'street'. Thus, any one or all departments can be expanded by adding further structural bays to the ends of the department wings; • sustainability, for example, cedar boarding, pedestrian and bicycle friendly, green tinted, solar controlled glazing; • ICT provision throughout the school, including radio systems and electronic registration; and • a 600m² community resource base and nursery. This provides for the needs of an area that was deficient in such facilities. Half of the base houses a private nursery, while the remainder is available for general community use and will provide income for the school over a level agreed with the PFI provider. Source: DfES |
Case study 2 The driving factor has been the commitment of the head teacher who describes the project as her 'dream come true'. Her involvement at every stage, from the creation of the vision, through the procurement process and building of the school, has contributed in no small measure to the end product fulfilling the requirements of its users. All stakeholders - school, LEA and contractor - showed commitment to making the partnership work. Flexibility during the development and building phases enabled the building to be fine tuned as it has progressed. Evidence shows that staff morale has increased, along with pupil pride in the environment. The key design features are: • a new single building replaces the previous school, which was split across three sites. This represents an important part of the rejuvenation of an inner city, multi-ethnic area that previously had no community focal point; • the grouping together of all classrooms in a curve down one side of the school, and communal areas such as assembly hall, sports hall, performing arts and library down the other, is an effective and practical use of space; • the two sides are linked by a large atrium with spiral staircase, large glass areas and plants topped by a roof garden; and • computer facilities in classrooms enable teachers to deal more effectively with administration, exchange ideas and materials electronically and, in some cases, enhance teaching styles through interactive whiteboards. Source: DfES |