• To test the value for money of delivering school provision on a design, build, finance, manage and maintain basis over a long period through the PPP model
- As shown above, when financial analysis of the costs of each comparator group is completed on a service element basis and in the context of the actual service delivered, then there is additional value for money that can be determined. For example, the schools are compliant with statutory requirements and in excellent condition. However, apportioning the value achieved against the higher FM and Lifecycle costs is subjective. Higher debt costs would also impact on value for money; however, this needs to be weighed against the value of the risk transferred.
• To obtain and realise new ideas and private sector innovation on school design through an output-based approach
- The Pilot PPP Schools were determined as designed to a higher standard; however, this enhanced value is not greatly significant. Developments in design over the last two decades, which will likely be evidenced through subsequent School Bundle Reviews, may evidence this further.
• To reduce school Principals' responsibility for managing school buildings, allowing them instead to concentrate on their core educational and school management functions
- The Principal Interviews evidence that the Pilot PPP School Principals spend less time managing school buildings. However, the duration and complexities of the PPP contracts mean that the NDFA and DoE resources for the Pilot PPP Schools Bundle replace this Principal resource, with the DoE utilising more staff per Pilot PPP School than per Conventional School.
• To achieve better use of State-funded school buildings outside of regular school hours
- Each Pilot PPP School has access to an Additional Bank of Hours of FM resource which may be used by the school or to facilitate TPU outside of regular school hours. For any TPU outside this allowance, the TPI is shared between the DoE and the FM provider. Data shows that TPU accounts for a portion of the Bank of Hours available; however, based on the discussions with the DoE and Principals, the amount of TPU under the Bank of Hours appears to be impacted by both school management decisions, e.g., when the school needs to be available for educational/school purposes, and demand within the local areas. As the Conventional Schools only hold records of the community space charged for, and not for all out of hours community use, it is not possible to make a direct comparison.