39 The PFI process encourages a collaborative relationship between the public and private sectors, which is a welcome step forward from the adversarial claims culture that characterised some procurement in the past, particularly where local authorities were reluctant customers under CCT legislation. However, PFI introduced a steep learning curve for those involved in this new, labour-intensive procurement system. Some interviewees felt that in their schemes this led to relationship difficulties between those involved from the different sides - LEA, school and PFI provider (itself a coalition of partners with some difference in their interests) - because, for example:
• the large number of people involved made communication complex - new individuals came in and out of involvement at the different stages (justifiably, as different skills were needed); and
• last minute changes to the deal left those not involved feeling disenfranchised.
40 These problems were not reported in all schemes, and as experience builds and guidance matures, they may become less frequent. Nevertheless there needs to be attention to relationship-building at all stages, to make sure that if such problems arise they are well managed. Crucially, this needs to begin right at the start, to avoid creating early tension and to put relationships on a sound basis. While improving relationships is the responsibility of everyone involved, the pivotal role of the LEA means that it can take a number of steps to promote improved working and successful implementation. The aim should be to manage the contract so that it becomes a true partnership. LEAs, elected members, schools and PFI providers need to:
• see each other as partners and not adversaries or competitors;
• agree and commit to a shared vision of the school environment, paying attention to the need for it to change as policy and educational outcomes evolve;
• maintain regular dialogue, openly sharing all relevant information;
• recognise that services and interface issues cannot be fragmented into neat parcels, and that boundary issues between the LEA, the school and the PFI provider must be dealt with constructively and collaboratively;
• remain involved and committed over the years (one way to help to ensure this is to develop informal ways of 'refreshing' the relationship between all the different parties);
• have a governance structure that engenders public confidence and embraces the complete range of stakeholders, including elected members; and
• commission regular, external reviews of the scheme over its life to measure the degree to which agreed outputs are being delivered.