Escolar Documentos
Profissional Documentos
Cultura Documentos
future
designing schools for
extended services
cover for PDF 26/5/06 11:17 am Page 3
Acknowledgements
The guidance and case studies in this publication have been written and researched by the following team, under the overall project management of Lucy Watson:
Sharon Wright School Works, led on the publication
Sarah Hill School Works, provided research support
Andrew Beard Andrew Beard Architects Ltd, provided advice on school design issues
A Steering Group oversaw the publication, providing comments and support. Members were:
Mukund Patel (chair) Schools Capital, DfES
Brenda Bignold PfS
Shirley Goodwin PfS
Chris Bissell Schools Capital, DfES
Lucy Watson Schools Capital, DfES
Richard Page Extended Schools team, DfES
Stephen Stanton Extended Schools team, DfES
Helen Edmondson Sure Start Unit, DfES
Bernard Clarke Kent County Council
Julia Powar ContinYou
Debbie Sanderson Mitchell High School, Stoke-on-Trent
Ty Goddard School Works
Paul Mortimer DfES Innovation Unit
Philip Mayhew Solihull MBC
Stuart Gillies Midlothian Council
Edna Sutton Barnsley MBC
Maggie Farrar NCSL
Jill Stuart Summerhill School
Sui-Te Wu Head, Southwark Building Design Service
Steve Grainger Youth Sports Trust
Bally Mandara LSC
Mosun Adebayo Development Consultant
Chris Beales Slipstream Projects
David Redman Development Consultant
Linda Murray Birmingham Social Services
Eddie West-Burnham Sexual Health Coordinator
David Kelly NCSL
Gary Burn Learning through Landscapes
David Whittington Church of England
We are grateful to the following people who provided the case study material featured in this book:
North Tyneside Borough Council Julia Craddock
Wendy Hobson, Norham College
Devon County Council Jon Bell
Solihull Metropolitan Borough Council Philip Mayhew
St Winifred’s RC Junior School Mark Corrigan, Headteacher
Four Acres Primary School Wendy Marriott, Headteacher
Maggie Proom, Children’s Centre Manager
Peter Harding, SDA Architects
Woodlands Primary School Nic Fiddaman, Headteacher
Steve Gilberthorpe, Medway Council
Willowbrook Primary School Julie Humphreys, Headteacher
Hatchford Community Primary School Geoff Onyett, Headteacher
Coleshill Heath Primary School Dave Dunkley, Headteacher
Montagu Community Full Service Extended School Ged Bell, Management Group Chair
David Large, Newcastle City Council
Steven Conway, Newcastle City Council
Great Torrington Bluecoat CE School Mary Pearson, Headteacher
Carlton Hill Primary School Phil Smith, Headteacher
Oaks Park High School Steve Wilks, Headteacher
David Farmery,Watkins Gray International
Dyke House School Bill Jordan, Headteacher
Mitchell High School Jackie Lees, Community Officer
Shaun Morgan, Community Learning Centre Manager
Minsthorpe Community College Richard Brown, Principal
Jo Richardson Community School Andy Buck, Headteacher
Yvonne Irvine, Architecture plb
Parklands High School Alan Smithies, Headteacher
Pam Oakley, Amey Business Services
The Meadows School Angela Duncan, Headteacher
Linda Warner, Business Manager
Alison Coughlan, Sandwell Metropolitan Borough Council
Chafford Hundred Campus Chris Tomlinson, Headteacher
Lucy Britton, Nicholas Hare Architects
Also to Walters and Cohen Architects, whose Exemplar Design was used as an illustration and to Russ Currie, North Somerset Council, Helen Arvanitakis, David Morley Architects for information about
The Campus and to Kent County Council for the extract from KCC-Template-01 and Blyth Community College, Northumberland and Waring and Netts Architects for use of the Blyth school plan.
We would like to thank the following, who gave up their time to add their expertise to the publication:
Ty Goddard School Works
Allan Jarvis Buttershaw High School, Bradford
Jo DeSyllas Architecture plb
extended_services 26/5/06 10:50 am Page 1
foreword
The vital role of schools in A key success factor in delivering this I am very pleased to introduce this
implementing the Every Child Matters vision will be to make sure that where guide at a time when schools and
vision is a challenging one, but one services are provided on the school local authorities are developing
that will greatly benefit all children, site, they take place in an environment their extended school services,
young people and their families. that is safe, adaptable and welcoming. including where this forms part of
The provision of extended schools Much of this can be, and indeed Building Schools for the Future plans
can have a number of benefits already is, provided in existing and the forthcoming primary capital
including supporting improvements accommodation, most often by programme. It will be valuable both
in school standards. opening the school for longer hours. to those schools looking at expanding
In some cases, local authorities and services in their existing premises
The prospectus Extended schools: schools join with other agencies to and to those planning major
Access to opportunities and services provide specialist services such as refurbishments or new schools.
for all sets out the Government’s health clinics. However, in many
clear aim for all schools to provide cases additional investment may The guide will help to ensure that
access to a core offer of extended be needed.The Government is the most effective use is made of
services by 2010: making this available. our school sites so that they are
vibrant and welcoming places, well
• High-quality 8am-6pm Capital funding for schools has and sustainably designed for the
year-round childcare. increased dramatically in recent years, future needs of their communities.
• A range of study support activities. with a total of £17.5 billion for school
• Parenting support, including buildings and ICT between 2005 and
family learning. 2008. Much of this goes directly to
schools and authorities so that they
• Swift and easy referral to a wide
can invest in their local priorities.
range of specialist support services.
Additionally, the General Sure Start
• Wider community access to learning Grant provides £140 million capital Rt. Hon Beverley Hughes, Minister
and recreational facilities for adults. funding over the period 2006-08 to of State for Children and Families
support extended schools services.
Further funding can be secured by Department for Education and Skills
joining up with other programmes
such as children’s centres, and
agencies such as Primary Care Trusts.
foreword 1
extended_services 26/5/06 10:50 am Page 2
contents
introduction 4
section one: the policy context 7
What is an extended school? 7
Why extended schools? 9
How are schools creating extended facilities? 9
contents 3
extended_services 26/5/06 10:50 am Page 4
introduction
This publication advises schools on The Children Act 2004 establishes
how best to use their buildings to new duties to ensure that child welfare
benefit their wider communities. is given priority by all relevant agencies
Whether they are making available in their own work and in the way
existing spaces to run breakfast they work together in practice locally.
and after-school clubs, looking for The Act also requires local authorities
additional funding to provide to have in place arrangements that
community spaces, or creating a produce integrated working at all
brief for a new full-service school, levels, from planning through to
we have highlighted a range of delivery, with a focus on improving
areas to consider and included a outcomes.These arrangements will
series of practical case studies to help local authorities and schools to
stimulate ideas. determine how their extended
services sit within the wider local
The Extended Schools prospectus, strategic framework. Local authorities
published in June 2005, set out the have started to anticipate the effect of
Government’s vision for all schools to these changes and are now involving
offer a core set of extended services key stakeholders in thinking about the
by 2010. Schools are uniquely placed location of facilities, as well as their
to sit at the heart of the communities design and the services they provide.
they serve. Many are already lively
and vibrant places outside school Schools cannot work alone in helping
hours, providing learning and leisure children, young people and their
opportunities for their pupils, their families to achieve their potential –
parents and the wider community. they need to work in partnership with
The challenge for all schools and their private, voluntary and community
local authorities is to consider whether sector providers and other agencies
they can also provide a focus for the such as Primary Care Trusts (PCTs)
local delivery of children’s services. and social services, which have an
interest in outcomes for children,
young people and families.
Through the Government’s Building they can use one of their main There is no one model of an
Schools for the Future programme, resources – their buildings. Schools extended school. How services look
local authorities are developing which are only open during the school and are delivered will vary from school
ambitious local plans for their day and term are a wasted resource. to school. In consultation with its
secondary schools to support the Making better use of the buildings not stakeholders, every school should
delivery of better outcomes for pupils. only serves the community, but is also assess local needs and decide what
Extended schools are a crucial part beneficial to the school. For example, part it could play in meeting them.
of these plans. Primary schools will research shows that one in eight This publication shows that schools
be an important community resource schools nationally suffers some form which have successfully extended
and children’s well-being must be at of arson attack each year. Two thirds their services to meet wider needs
the heart of any school’s capital work, of these attacks occur outside school retain a clear focus on their primary
underpinned by a clear educational hours. Many extended schools, stakeholders – the pupils in their
vision and shared outcomes across including case studies in this classrooms. In so doing they have
local services.This publication includes publication, report reductions in benefited their pupils and found
three local authority case studies, vandalism due to increased use and a richer and more productive
looking at their coordinating role ownership of the school spaces by relationship with their communities
and how they are developing a the local community. and their partners.The clear message
strategic approach to the provision is that the design of school buildings
of children’s services through their Many schools have been successfully can greatly enhance and facilitate
schools – and how this fits with their delivering extended services for community use, supporting the wide
schools’ capital strategy. some time. Others are starting to and varied set of community
think about how best to meet this relationships successful extended
This publication sets the policy challenging agenda. We have included schools have developed and nurtured.
context and provides advice on a spread of case studies to illustrate
how local authorities and schools how primary, secondary and special
can design facilities in partnership schools are using their buildings to
with their communities, other agencies deliver a wide range of extended
and the private and voluntary sectors. services – from small-scale provision
It includes key questions which all to full-service extended schools.
schools can ask themselves as they
think about the future and how best
introduction 5
extended_services 26/5/06 10:50 am Page 6
extended_services 26/5/06 10:50 am Page 7
section one
the policy
context
What is an extended school?
Extended schools provide a range of The core offer for mainstream and
services and activities, often beyond special schools is:
the school day, to help meet the needs • High-quality 8am-6pm
of children, their families and the year-round childcare.
wider community. The Government
• A varied menu of activities on offer
recognises that many schools are
such as homework clubs and study
providing extended services and that
support, sports, music tuition, dance
there is no one model of what an
and drama, arts and crafts, special
extended school should be like.
interest clubs.
More importantly, each school needs
to work with its local community and • Parenting support, including
partner agencies to determine what family learning.
provision is required and to plan how • Swift and easy referral to a wide
it might best be delivered. range of specialist support services
such as speech and language
The Extended Schools prospectus1,
therapy, child and adolescent
published in June 2005, sets out the
mental health services, intensive
Government’s vision for all schools
behaviour support and, for young
to offer a core set of extended
people, sexual health services.
services by 2010 with half of all
Some of these may be delivered
primary schools and a third of
on school sites.
secondary schools doing so by
2008. The prospectus also includes • Wider community access to ICT,
a number of case studies and covers sports and arts facilities, including
the key aspects of extended school adult learning.
development, and should be used
in conjunction with this guidance.
1 Extended Schools: Access to opportunities and services for all, DfES June 2005
extended_services 26/5/06 10:50 am Page 8
Setting out this core offering, DfES has It also sets out the national framework • Every local authority has appointed
made clear that there is no blueprint for local change programmes to build an Extended Schools Remodelling
for an extended school – but the offer services around improving outcomes for Adviser (ESRA) to support their
ensures that all children and parents children and young people, through extended services. ESRAs will build
have access to a minimum of services Children’s Trusts. on the work done in implementing
and activities. Some of these services, the National Agreement on
such as health and social care, will be Every Child Matters sees schools as workforce reform and enable
funded by local authorities and other being the most likely bases for the schools to apply the remodelling
agencies. Some services can be co-location of services, to be the hub tools and processes they have
delivered in partnership with existing of services for children, their families developed to grow their extended
private and voluntary sector providers, and other members of the community. services. Further support and
or by clusters of local schools. The Government expects that many expertise on developing extended
schools will go beyond providing services will be provided by
Every Child Matters: Change for Children the core offer and deliver a range of The Extended School Support
sets out the Government’s aim of other services, such as hosting multi- Service delivered by ContinYou
ensuring that every child and young disciplinary teams from health, social www.continyou.org.uk and
person has the opportunity to fulfil care, the youth service and others. 4Children www.4children.org.uk
his or her potential, and that children’s Indeed, this is already happening at
• The Extended Schools website
services work better together, and with extended schools around the country.
www.teachernet.gov.uk
parents and carers, to give children
To support schools and local /extendedschools has information
more opportunities and better
authorities in developing extended and advice on extended schools,
support. It contains the five outcomes
services, the Government has put in including the Extended Schools
that children and young people have
place a package of support including: prospectus, local authority funding
said are key to childhood and later life,
allocations and ‘know how’ leaflets
which services should work towards: • Funding: a total of £680 million will
covering a range of specific issues.
being healthy; staying safe; enjoying be made available over the period
and achieving; making a positive 2006-2008 to support the
contribution; and economic well-being. development of extended schools.
Of this £680 million, £140 million
will be specifically to support capital
projects in primary schools.
section two
establishing
extended facilities
Role of the local authority
The local authority role is crucial for Local authorities are also developing
extended schools to develop and Children’s Trust arrangements
maximise their potential. As part of to integrate front-line services,
the Children and Young People’s Plan, backed up by integrated processes,
from April 2006 every authority needs planning and inter-agency governance.
to show how it intends to achieve the Trusts will work together with
Government’s targets for each school local partners from the public,
providing childcare and sports private and voluntary sectors to
opportunities outside school hours. assess local needs, agree priorities
and commission local services to
meet those priorities.
extended_services 26/5/06 10:50 am Page 12
Devon County Council: central resourcing for extended schools The Government expects that
Children’s Trust arrangements will
In Devon, an extended schools A short video/DVD was produced be developed in all areas by 2008.
manager, administrator and finance to help teaching staff, governors This means:
officer were appointed to a central and other interested parties
• Children’s Trust arrangements
team and extended schools familiarise themselves with the
involving schools in local
coordinators were recruited principles behind the Devon
partnerships so that they can
via regional appointment panels Extended Schools programme.
feed their views into local service
to work with local Learning An Extended Schools website,
planning and, if they wish,
Communities.These panels accessed via the Council
provide services individually or in
consisted of the Extended Schools website, has been set up and
partnership with other schools.
Manager, local headteachers and gives up-to-date information on
a representative from the area national and local developments. • Children’s Trust arrangements and
LPIG (Local Policy Implementation schools working together to find
Group). Line management of these places for hard-to-place pupils.
staff is vested in the Extended • Local authorities working closely
Schools Manager but each Learning with schools in fulfilling their duty
Community has been asked to to promote the educational
nominate one headteacher who achievement of looked-after children.
will be the local contact for the
Extended Schools Coordinator. Alongside these planning and
governance changes, the Government
has introduced Building Schools for
the Future (BSF) to help transform
secondary education through new
and remodelled schools. Each local
authority will have to set out a vision
for educational transformation that is
appropriately robust, meets Ministers’
expectations of BSF and delivers for
local children and learners.
Faith schools
Each school receiving BSF investment Faith schools play an important role in North Tyneside Borough
also has to set out its individual the community.The faiths involved in Council: multi-agency training
vision and strategy, including how running maintained schools have come
it will contribute to the authority’s together to share their stories and to In North Tyneside, the Extended
overarching vision and plans for make a joint statement of their Schools Model is focused on two
extended schools. Every LEA will work commitment. It states: “We will secondary schools with adjacent
with its BSF schools to determine work together to further our shared catchment areas, Churchill
which extended facilities and services commitments to: excellence in all Community College and Norham
they will provide.The primary capital our schools; enabling all children to Community Technology College.
programme, funding for which starts achieve their full potential; celebrating So that they could establish
in 2008, is likely to have similar achievement and valuing people; and common policy, practice and
requirements, with the aim that every developing effective partnerships procedures among key services,
child and family will have access to a between home, school, and the a training programme, funded
primary school in their locality which wider community”. through the Regional Workers’
is a focus for local services. Federation in association with
It should be remembered that there the Primary Care Trust, brought
As part of the procurement model for are different legal and governance senior managers from public
BSF, most authorities are entering into arrangements for faith schools, which health, the police, social work and
Local Education Partnerships (LEPs) need to be considered carefully in the education together to examine
with strategic partners to deliver the context of extended schools. the possibilities of multi-agency
building programmes.The strategic working. Presentations promoting
partnership and local authority sign Further details and case studies of faith the extended schools idea were
up to supporting extended schools schools that are providing extended made to a wide variety of local
developments; the LEP will therefore school services are on Teachernet at groups and partnerships.
be a key player, alongside the local www.teachernet.gov.uk/wholeschool The six-day training programme
authority, in discussions with /faithschools/ for senior managers explored
Children’s Trusts about the planning relationships, constraints,
and implementation of extended objectives and working practices.
schools provision.
Academies
Minsthorpe Community College,Wakefield: delivering services Academies form part of local
through school companies and charities provision and serve their local
communities, working with other
Minsthorpe Community College He highlights the need for schools, business and the community
has been offering a wide range checks and balances for to provide education that meets
of additional facilities and services governors in schools like his. the needs of the community.
for over 10 years in Wakefield. For example at Minsthorpe the Academies often have innovative
With 1,860 pupils aged 11-19 company Board includes the buildings with facilities that match
on roll and 3,000 adults regularly Principal, a governor and a the best in the maintained sector
involved on site, Minsthorpe finance officer in order to ensure and one of the responsibilities of
provides for a variety of local needs. propriety and accountability. an Academy is to share its facilities
with the community.
Principal Richard Brown explains that
they have adopted several models of There is more information
delivery to make sure they get the on Academies at
best from their facilities.They have www.standards.dfes.gov.uk/academies/
set up a private company to run the
conferencing and sports facilities and
a charitable trust for the childcare
provision, but Richard stresses that
the Principal and governors have
ultimate responsibility for both the
company and the trust.
2 Guidance for local authorities on improved joined-up planning and funding, www.bsf.gov.uk/documents
Building Schools for the The core offer of extended services A significant part of funding for BSF
Future (BSF) (as set out in section one): including projects is through Private Finance
BSF is more than a bricks-and-mortar access to the school facilities, both Initiative (PFI) credits, so schools which
programme. It represents a once-in-a- during and outside school hours, by a are completely or substantially rebuilt
lifetime chance to drive reform of the range of stakeholders such as other are likely to be funded in this way.
secondary system and improvements young people not pupils at the school, This has particular implications for
in educational standards through parents, specialist support service out-of-hours use of a school building.
radical improvements in the quality professionals, private, voluntary and
of school buildings. BSF will in turn community sector providers and other We have provided more guidance on
contribute to the wider regeneration members of the wider community. this issue in section four.
efforts of local authorities.
Major areas of accommodation for Primary Capital Programme
Within the local authority’s dedicated non-educational services: The primary capital programme offers
educational vision, schools funded provision of these would require the the chance to design primary schools
through BSF will need to consider joining up of other funding streams such and primary-age special schools that
how they might deliver the following. as with Sure Start, Primary Care Trusts inspire. Delivering the Government’s
(PCTs), Department of Culture, Media vision of primary schools at the heart
Access to school facilities by the and Sport (DCMS) or the Office of the of the community will mean joining up
wider community: including facilities Deputy Prime Minister (ODPM).Where this new investment with capital from
such as ICT and library areas, different funding streams become a range of other sources. Projects will
drama and performance spaces, available at different times, it is important range from large-scale new build and
art, design and technology facilities, that the design of the school allows for refurbishment projects, to small
sports areas and any other areas the new facility to be added later. school-led building works.
identified at local level. Access to these
areas could be addressed through the Likely funding sources for these activities
design and management of the are set out on page 48 of the DfES’s
building with limited cost implications. Building Bulletin 98 Briefing Framework
for Secondary School Projects, at
www.teachernet.gov.uk/management
/resourcesfinanceandbuilding
/schoolbuildings/designguidance
/sbareaguidelines/
Governance
and legal issues
Single capital pot authorities, who have the flexibility to The governing body of each school
Conventional capital support, including plan their delivery of Sure Start and has ultimate responsibility for deciding
support for borrowing for capital and extended school services to achieve whether it should offer additional
capital grants, is largely being delivered targets and get the best possible value activities and services and what form
by DfES and other Government from the available resources. these should take.
departments through the single capital
pot so that resources are effectively The Children’s Service Capital Governors’ legal responsibilities
delivered in a joined-up way, enabling Grant is for the development of regarding setting up and providing
local decision making. Some capital information technology to support extended services can be found at
funding relating to children’s social the implementation of the Integrated www.governornet.co.uk under the
services has now been transferred Children’s System for children’s ‘Guide to the Law’ section.
from the Department of Health to social services.This is £5 million
DfES and is being allocated through in 2006-2007.
the single capital pot.The Department
PFI credits are available from ODPM,
of Health also distributes a parallel
DCMS and Department of Health
capital funding stream for adults’
(DH) for schemes which involve
social services, paid through the
extended schools. Funding is available
single capital pot.
for the whole range of adult social
Other funding streams services, library or sports or Joint
Capital support for the development Services Centre projects.The latter
of extended services in primary funds projects that improve access
schools is available to all local to local authority and partner agency
authorities through the General Sure services in an integrated, joined-up
Start Grant.The General Sure Start way. DCMS expects to allocate all
Grant also makes provision of capital of its available PFI credits for
funding to support the creation and 2006-2007 and 2007-2008 and
expansion of Children’s Centres, does not expect to invite further
out-of-school childcare, early bids during the current spending
education and childcare services. review (SR04) period.
Funding is allocated to local
section three
developing
the vision
In section one we set out the policy • The local context, including wider
context for the Extended Schools plans for Children’s Trusts and
agenda. There is a clear focus on local integrated service delivery.
authorities as the strategic lead on • The aspirations of the local
developing the educational vision for community in terms of education
their areas and this should be and wider service provision.
underpinned by:
• The full range of Government policy
and its likely implications for schools
now and in the future.
extended_services 26/5/06 10:50 am Page 20
Four Acres Primary School, Bristol: shared visioning Every Child Matters and the Building
Schools for the Future programme
Four Acres Primary works closely The primary school further mean local authorities are working
with the Children’s Centre on its encourages a close working with their schools to determine how
site, using a Foundation Stage relationship by including the they can support the delivery of local
coordinator, who is an Advisory Children’s Centre development services. It will be important that each
Teacher, to link between the two. plan objectives in the school school understands how it will work
The Children’s Centre Manager, development plan. Both the with the local authority, other schools,
Maggie Proom, is a governor at the Children’s Centre and the local agencies and the voluntary and
primary school. She has responsibility primary school are looking private sectors to ensure it is providing
for child protection issues on the forward to a shared ‘Vision’ a range of extended services and
governing body and this is proving to day where staff can discuss facilities which meet identified needs.
be a very valuable source of how best to continue to work
expertise to governors.While the together in future. This will inform each school’s own
Four Acres site provision is adding vision for the future and, in turn, the
value to the work of both the brief it creates for extended facilities.
Children’s Centre and the primary It will also help schools determine
school, both recognise that they need who to involve in the creation of that
to develop protocols for sharing brief, as both service providers and
information and this is an area for users will need an opportunity to
further work. contribute to the design process.
The vision for an extended school will Schools should be sure that the Great Torrington Bluecoat
draw on the needs assessment from vision they have agreed takes full CE Infant and Nursery
a range of stakeholders. But it is account of the Extended Schools School, Devon: providing for
important that the extended services agenda and core offering. It is the whole community
support and contribute to the wider important that schools can reach
school objectives. Opening up a school out to their communities so that the Great Torrington Bluecoat School
to provide a wider service should school vision is widely owned and has a toy library and a scrap store
enhance opportunities to raise that stakeholders understand how which support clubs as well as
standards, promote the culture and they can support its achievement. forming a resource for the school.
ethos of the school and contribute The Torrington Family Project has
to a range of Government policies, opened a craft shop in the local
including those set out in this town to extend what the school is
publication. In every case a school already doing.Workers at the
should be able to see the benefit of shop show parents how to craft
providing extended services in helping with their children and take
to achieve its vision and in turn that crafting to the community in the
of the local authority. If the extended surrounding rural areas. According
provision does not have a direct to headteacher Mary Pearson,
impact on the achievement of the “All the work we do supports
school vision, it is likely to detract from the Torrington Vision. Governors have
the core business of staff and pupils. decided not to charge clubs for using
school space and additional funding
is being raised to provide an extra
building for clubs and daycare”.
section four
design
Why is design important?
Well-designed extended facilities, Creating an extended facility may
which support the school vision mean, for example, creating access
and have ownership from the local which allows young parents with
community, can enable and promote pushchairs to easily reach the nursery,
community use. Below we have or ensuring secure boundaries
looked specifically at some of the key between pupils and adult users, or
issues that have particular significance simply thinking about providing wider
when designing for a wide range of doors to the school hall to allow it to
potential users and for buildings that be used for a range of activities from
will be open for longer than the school performances to trade
normal school day. exhibitions, fashion shows to wedding
receptions. Understanding who will
Many of the issues covered in this use the building, how and when, will
section are features of all well create design issues which can be
designed schools. Where facilities addressed early in the process.
are to be opened to a wider range
of users there may be a greater
emphasis on some aspects of
the building, and these have
been highlighted.
extended_services 26/5/06 10:51 am Page 24
Introduction
Being involved in the process of For the purposes of this guide, Procurement and construction
designing new buildings can be very the various design stages can be In a traditional building programme,
enjoyable and rewarding. But it is also summarised in the following way. once the design is complete the
very time-consuming for the client – process of selecting a building
getting to the finished building often Understanding how to be a good contractor takes place and
takes much longer that expected and client of the design process construction work can begin.
it is enormously frustrating and The design team will translate the Where the work takes place
disappointing if the end product does school’s requirements into building around an operational school, it is
not live up to expectations. So to be proposals.This is usually an iterative especially important to choose a
successful and get the best from the process, with sketch schemes being builder with a good track record
invested time and money, a good presented for comment and for considerate working and safety.
understanding of the whole design modification. It is the design team’s job to For new schools being built under
and construction process and the make sure that design quality and value the Private Finance Initiative (PFI) or
roles of all the individuals involved for money are both achieved. It will fall Building Schools for the Future (BSF),
is essential.This can be particularly to the school to ensure that successive after the briefing stage a consortium
necessary where there is a large iterations carry both client and design will be procured to design and build
number of stakeholders with a range team forward towards the achievement the new school or schools.
of needs and expectations. of the extended school vision.
On the following pages we have given
A good introduction to the process Writing a brief some detailed advice on how to get
is the CABE Client Guide3, which In the preparation of designs for an the best from the design stage as a
explains the whole process in great extended school, it is important to client, and how to approach brief
detail, as well as simpler summaries consider the whole range of activities that writing. We have not covered
in the RIBA’s Guide for School are planned to take place in the school procurement and construction issues
Governors4 and Part A of DfES’s throughout the whole day, week and year. in detail in this publication.
Building Bulletin 98: Briefing Framework Armed with this information, the designers
for Secondary School Projects and can fully understand how the building
Building Bulletin 99: Briefing Framework operates and can ensure the optimum
for Primary School Projects. use of all available space.The brief
therefore needs to describe in detail the
organisation of the extended school and
the nature of all the different activities.
Being a good
design client
Working with the design team The critical stages for sign Who to involve
The various stages in the design off are usually after completion of The critical issue for schools developing
of a building are described fully in RIBA stage C, outline proposals, and extended services and facilities is who
the RIBA Plan of Work5.This is an RIBA stage D, detailed proposals. should be involved. As with all aspects
industry-standard description of the The design team needs to present the of school building design, it is crucial to
various tasks normally undertaken information in a form that can easily be involve school stakeholders in thinking
by the different members of the understood by the various client and about how best to meet their needs.
project team at each stage. user groups. It is important that all the Pupils, staff, parents and community
potential user groups are kept involved users all have a valuable contribution to
The first step is to assemble a design right through the design process and sign make by commenting on how best to
team. Depending on the scale and off all stages to confirm that they satisfy deliver spaces that work for them.
complexity of the project, additional their requirements. There is a good deal of information
disciplines may need to be brought in available on who to involve, at which
– such as structural and services Developing a user consultation stage and to best effect:
engineers, landscape architects and and involvement strategy
• CABE has published a guide to
quantity surveyors.The CABE Client There is considerable evidence that the
Being involved in school design6.
Guide gives advice on this. involvement of building users in the
design process leads to better designed • School Works has developed a Toolkit
A particular issue with an extended buildings. Not only will it help to inform on participation and school design7.
school project is getting all the design considerations, helping schools • For Sure Start facilities, there
stakeholders to sign off the design to develop their long-term plans on are publications such as Building
at critical stages, since it wastes a upgrading or adding to existing school for Sure Start8.
lot of time and design fees if spaces, but it will also lead to greater
• DfES and PfS have a range
design decisions are changed after satisfaction with the completed project.
of material.
certain stages have finished and the
next started.
Writing a brief
The need for a masterplan One of the first stages in developing Woodlands Primary
Whether a school is planning to the detailed brief might be carrying School, Medway:
remodel, refurbish or extend its out a feasibility study. Where the multi-purpose spaces
buildings – or if it is fortunate enough creation of an extended school is designed by the community
to be planning for a new school – a longer-term project, this study
it will need to develop a design brief could take the form of a masterplan. In January 2004,Woodlands
for those spaces. Many schools will develop their Primary School opened a
extended schools activities on an multi-purpose space providing
It is sometimes better to prepare the incremental basis over several years. a recording studio, dance space
brief in two stages.The first is a At the same time there may be other and portable rehearsal studio.
strategic or outline brief, which sets development projects being planned, £650,000 was spent to transform
out the broad requirements.This can such as replacements for mobile part of a recently closed secondary
then be tested by means of an options classrooms or new ICT facilities. school and the community was
appraisal, a feasibility study from It is vital that all these projects are closely involved in the design
which a business plan can be derived, coordinated, so that one does not decisions.The school also provides
where appropriate.The next stage is compromise a later phase due to a range of sports facilities and makes
developing a detailed brief, which its location or design. In these its hall available for community
becomes a definitive reference circumstances the value of a school use. Even classrooms are multi-
document for the whole design team. masterplan cannot be over-emphasised. functional, turning into music
practice rooms in the evenings.
Right
Master planning:
phasing diagram for
a secondary school
remodelling
new-build
Phase 1
Phase 2
Phase 3
Phase 4
Phase 5
client adviser at this stage, or using local The first two options can be Dyke House School, Hartlepool:
authority architects to help, will provide advantageous because any capital using existing buildings
additional professional advice and make funds available can be used to
sure important issues are not overlooked. improve existing buildings for the Dyke House has been offering
benefit of the school as well as the extended facilities since
There are three different ways of extended school activities. headteacher Bill Jordon arrived
achieving an extended school: in September 1993.The school
1 Using and adapting, if necessary, To help decide which of these methods operates from a 1938 building and
the existing school buildings to get is the most appropriate, it is essential the closer relationship with the
better use out of them outside the to carry out a careful audit of the community has seen vandalism
school day. usage and timetables for the existing of the premises all but vanish.
site and buildings.The LEA should have While the school has not had a
2 Using surplus space, extending
information in their Asset Management great deal of capital investment to
existing buildings or creating a new
Plan for the school, including: cater for the additional services,
school on the same or a different
• Sufficiency – to determine if there it has used its devolved capital and
site to provide non-school or
is spare space available for extended additional funding streams where
support facilities for use during the
school activities at the required possible to adapt the building as a
school day. Where surplus space is
time, perhaps as a result of falling real hub of the community. It has
created by falling rolls, schools should
pupil numbers. been a long process and there
seek guidance from their local
are still challenges.
authority. Information is also available • Suitability – to identify if there are any
on the Teachernet website.9 significant existing problems with the But Bill Jordon feels they have made
3 Making use of, and linking with, school buildings, such as layout, access positive changes to the way the
existing facilities and services in the or security problems, which could school relates to its community.
immediate neighbourhood of the possibly be resolved as part of the He says that, “A new building would
school.This arrangement may be provision of extended school facilities. not necessarily have solved all our
particularly relevant where the • Condition – to find out about the problems overnight.The incremental
existing buildings and site are fully condition of existing buildings – approach adopted over the past
utilised and the extended school essential repairs may be necessary 12 years has allowed us to create a
operates through other existing before remodelling or extensions long-term supportive partnership with
facilities nearby. can take place. our community and other providers”.
9 www.teachernet.gov.uk/management/fallingschoolrolls/
Right
Alsop Architects’
‘community campus’,
taken from Exemplar
Designs for Schools
Developing the brief Contents of the detailed brief 4 Do not prejudge the need for
If new schools are being created, The brief should be widely owned and building.There may be surplus
the brief should include as much developed in collaboration with a range space in the school, in which case
detail as possible about the range of key stakeholders.The following are investment could be put into
of services to be provided and how worth noting in its preparations. alterations or remodelling for
they may grow or adapt over time. 1 Set out clearly what activities need extended school activities as well
The DfES Exemplar Designs for to be accommodated in the relevant as resolving existing problems with
Schools10 offer useful ideas on how spaces and how many people will the school buildings. Architects and
new buildings can accommodate be involved. For example, if a school design teams can identify these
community facilities.The brief should hall is to be used for a variety of options.The running costs may
also make clear where extended use functions, list the range of activities also be reduced, as additional
is to be made of facilities, for example it will need to accommodate. heating, lighting, cleaning and
the wider use of a sports centre maintenance costs will be avoided.
2 Establish the atmosphere the
which will be provided anyway and 5 Think about options for how the
school wishes to create, linked to
whose main user will be the school school might use existing spaces,
its culture and ethos. For example,
– and where dedicated purpose-built if appropriate.There may be
if there is to be a new community
accommodation such as a crèche several potential community access
entrance, it should be welcoming
is needed. points, for example, and the brief
and inclusive, accommodating a
range of specified users. should set out the pros and cons
Ideally, the architects should help
of each option.
develop the detailed brief from the 3 Provide details of longer-term
outline brief. Once it is completed, plans for the whole school as well Remember, schools do not need to
all the stakeholders should sign off as new extended school spaces. design their spaces themselves but
the detailed brief and it is then It may be that the school wants to should be able to articulate their
effectively ‘frozen’. use a building for a short time to needs and aspirations in a way that
deliver extra services but in three helps architects, designers and
to five years will want to raise project managers to determine
additional funding for a new how best to deliver spaces which
purpose-built facility – or that it will work for them.
wants to build an extension which
can be added to over time.
Funding issues and subsequent designs are all Oaks Park High School, Essex:
Funding arrangements need to be affordable – this avoids designs having using PFI buildings
explained in detail as part of the brief. to be cut back significantly at a later
Clearly the designers will need to stage because of funding problems. Oaks Park High School has a
know the budget for the proposed new PFI building which opened in
project and it is helpful if they PFI funding September 2001. Headteacher
understand the sources of funding. Where a school has, or is about to, Steve Wilks’ advice for other
Some types of funding have become part of a PFI contract, special schools, particularly those built
implications for the design, such as: rules are likely to apply and the PFI and operated under PFI contracts,
contractor will usually provide the is to think carefully about what
• What is the timescale for funding
design team.The PFI contract will will be provided, how it can be
being made available? Extended
certainly give ‘availability hours’, when integrated with the community,
school projects may well draw
the school is entitled to use the and to plan ahead as much as
funding from a number of
building. If they want to use it for possible in terms of how the
sources – check that the
additional hours, this will have to be school would like the building to
timescales all coordinate.
negotiated and there may be an extra be used. He says, “Be sure from the
• Is the funding being provided charge.The PFI contractor is likely to start that you know what you are
by the LEA – and do they have have a policy about letting to external likely to get out of the contract and
any particular rules or users outside the school’s availability liaise closely with the contractor on
conditions attached? hours and the contract may make how it will work in practice. Don’t be
• Is the funding from external sources provision for different charging rates afraid to ask hard questions about
such as the lottery or regeneration depending on whether the user is a how the new facilities can be opened
budgets? Some of these have special community organisation or a up to the community and who will
rules, such as only funding projects in commercial business. be responsible, and to discuss the
certain areas or which meet specific benefits to all involved”.
project targets. If it is proposed to develop a PFI
school as an extended school, it is
The budget needs to be clearly vital to discuss this with the Council’s
established before developing PFI contract administrator as early
the detailed brief so that the as possible.
accommodation requirements
Introduction
This section describes a number of Design issues in an extended primary The table opposite shows which
specific design issues that should school will be rather different from spaces are most often used for
be considered by schools offering those in an extended secondary extended services.These are typical
extended facilities. It can be used as school. In particular, the parts of the examples but each school will need
a checklist when writing the brief school itself that are suitable for use to assess its own needs.The notes
and to check detailed design to out-of-hours are very different. In a are a useful reminder of points raised
make sure no important issues have primary school, the community is elsewhere in this section.
been overlooked. most likely to want to use the hall
and dining facilities for meetings, for
When planning extended services, example.The classrooms are likely
it is important to consider a school’s to have unsuitable furniture for adults
accommodation holistically in order and teachers may want to prepare
to make the most effective use of teaching material after school and
available space. Many school spaces leave it out over night for the next day.
can be used by pupils and the wider
community for different activities after In secondary schools, many more of
school hours and spaces dedicated the spaces can be used out-of-hours.
to extended services can serve For example art, drama, music,
more than one purpose. A dedicated language and ICT rooms may all have
space can be multi-functional either facilities that would be very useful for
by arrangement (for example adult education.The sports facilities,
accommodating a crèche for part of indoor and out, are very commonly
the school day and an after-school used by communities. And large halls
club for the remainder) or in an ad with linked dining/refreshment facilities
hoc way (used variously as a meeting can be put to a very wide range of
room, crèche, adult classroom etc.). uses. Many of these activities have
Examples of multi-functional spaces significant design implications for the
can be seen in the case studies. rest of the school.There are particular
issues associated with spaces that are
used during the school day (see
Access and security).
• Spaces most
likely to be used
for extended
SCHOOL SPACES NOTES
services
Music/drama space
Practical classroom
General classroom
secondary only
Main/assembly hall
Group/seminar
Parents’ room
Dedicated*
Sports hall
Grounds
Library
Dining
* ie a space specifically for extended
IT
0-4s daycare
• • 1 safety of inside and outside spaces
particularly important
Library services
•
• •• • •••••
1 need to assess H&S if using practical spaces
Adult learning • 2 space depends on activity/group size
Community meetings
/presentations •••• 1 refreshment facilities nearby useful
eg police • •
section four: design 33
extended_services 26/5/06 10:51 am Page 34
Looking beyond
the school The school’s music studio could be enhanced,
with additional control and recording facilities
Local authorities have a strategic role MUSIC
and additional spaces in which small groups
to play in planning extended services
or choirs could perform or rehearse.
and this may include bringing services
together, where appropriate, to
benefit both schools and the wider
community. For example, a joint sports
and leisure centre can – if well placed
with safe and easy access for school Alongside the schools sports hall and gym, dance and keep
pupils – give schools access to a wider SPORT fit studios, gymnastics and additional changing facilities would
range of facilities than that found in a AND be available. Outside areas would include: enhanced facilities
typical school. HEALTH for athletics and cricket including floodlights, for which
a commercial operator might be involved.
The text and diagrams shown here
are taken from Kent County Council’s
publication KCC_Template_01 that is
being used as a basis for developing
school design briefs as part of Kent’s
Thames Gateway development.
A central school/community learning resource,
The Template reflects discussions LIBRARY
which includes open access ICT facilities.
held between designers, schools,
the community and officers in the
Authority.The group looked at a
number of aspects of school design
including community use.
Examples of
linking school
and community
Workshop Workshop Studio The orange areas
represent normal
Studio Studio Studio school provision,
the red indicates
enhanced areas
Studio for community and
Lobby Lobby Control
external agencies
Control
and the combined
colours reflect
300 sqm school 500 sqm community 800 sqm combined
additional space
available by
combining school
and community use.
C
Music Recital Recital Cont
Store
Recital
Site planning
Accessibility Signage Landscaping
The way school buildings are laid out Once inside the site, it needs to be very Landscaping is very important in
on their site can have very significant clear where the entrances are located – creating a welcoming, attractive site.
implications for extended school use. both for community users and the It should be designed so that, for
First and foremost, the impression school.This can be achieved by good example, large shrub beds do not
created from the site entrance can design, making them visible from the site create a safety issue for people coming
make a big difference in attracting entrance. Clear signage is important for up the drive on a dark winter evening.
people onto the site to use the both wayfinding and welcoming people. Lighting to driveways and footpaths is
extended facilities. Site security is also very important in making the site
always important and therefore there Parking welcoming and safe.
are distinct advantages in having a Adequate parking facilities in a safe
single access point to the site. But this location are crucial, particularly for
entrance and any boundary fencing or schools in rural areas. While the parking
walls should not be intimidating, used by teachers and staff during the
unwelcoming or overpowering. day can be used by community users
out-of-hours, it is important to think
Think about how people arrive at the about how much parking is needed for
school. Is the entrance conveniently the extended school activities and
located for public transport? Is it clear when. For example, additional parking
where cars can be parked, and can may be needed if they take place
they be brought onto the school site? during the school day.
Is there safe and appropriate access
for pedestrians and people with small
children in pushchairs?
Entrance
Routes
The Campus comprises a 420-place desk to one side of the entrance to The playground is designed to
primary school, a nursery class, welcome visitors. It is an inviting, light encourage maximum integration
a 67-place special needs school for and open space.The part of the with shared play spaces for the
children with learning difficulties, a building with the schools inside feels primary and special school pupils.
community learning and resource more solid and protective through Provision was made for greater
centre/library, sports hall, the use of masonry, and is colour segregation of the playground
community/meeting rooms,Weston coded to ease navigation. with low fences (including for
College facilities, community police the nursery pupils), but has
office, outdoor sports and recreation The building has areas that are hardly been needed.The playing
space and a civic square.The project shared between the schools and fields are shared by all users of
was born out of the needs of an areas that are shared between The Campus.
emerging community in a new area the schools and the community.
of Weston-super-Mare. Broadly speaking there is a
community side and schools side,
“A school should be a community insofar as they can be made
building that just happens to be used, completely separate. However, the
part of the time, for education.” Russ design of the library and public areas
Currie of North Somerset Council encourages pupils in.The dining room
set this precedent when embarking and hall are shared facilities that can
on the project.The innovative new be accessed by everyone, and the
building encourages access through servery is able to provide for both
the design.The front doors are on the school and the community areas.
the pavement edge removing any
boundaries between the building
and the public.The community part
of the building is the most open,
with double height glazing on to the
street, and a reception
Internal planning
The arrangement of the space within Synergy Chafford Hundred Campus,
the school buildings needs to be Extended facilities must not Thurrock: planning for
considered very carefully.The degree compromise the running of the community use
of segregation between users needs school.The fundamental responsibility
to be thought through and there of a school is to provide high-quality The building was planned so that
are some serious security and safety education to its students. In many the spaces most likely to be used
issues to be taken into account. cases, additional activities can be by the community, including the
Some of these are described in beneficial to the school but they halls, are accessible from a wide
other sections below. should never be detrimental. and spacious street which runs
For example, it is important that from the main entrance to
Different usage community users do not compromise the school, adjacent to the
Consider how the building will work safety or distract students or teachers community library, through
at various times of the day and with from their work. to the car park at the back of the
different groups of people in it. It may building.This impressive space
be that sections of the school need to Scenario testing provides a welcoming approach
be locked off out-of-hours, leaving One way of testing a completed but an evaluation of the school
other parts available for community plan to see if it works in different building has highlighted the need
use. In this case it is necessary to think circumstances is scenario testing. for better signage. Usually only the
about the position of doors, locking Imagine a particular time of day and main entrance is staffed, so users
and shutting arrangements and means then look on the plan at how an approaching from the car park can
of escape in case of fire.The Fire individual would get through the find it difficult to know where
Officer needs to be consulted about building to access a particular activity. they are going. Headteacher Chris
escape routes when the public are Does it interfere with the running of Tomlinson recognises that it is
using the building. And the local the school? Will they be able to find often simple additions, such as
authority licensing department are the their way easily? Will the hurly-burly storage and signage, which can
people to consult if you want to get a of the busy school in session deter make the user experience more
licence for the sale of alcohol (for those attending? comfortable and encourage them
weddings for example). to come back.
Left
Movable partitions
allow spaces to be
varied to suit activities
and users (taken from
Prenoye and Prasad’s
‘exemplar design’)
Main school
Dedicated facilities
Entrance
Routes
Support spaces
Willowbrook Primary While many schools are well equipped Storage
School, Devon: involving for their everyday activities, additional The basic principle is that there should
other agencies facilities may need to be provided for be adequate storage space so that
a wider range of adult and child users. the school can securely store all
Willowbrook Primary has had For example, primary schools may moveable items before the community
a major refurbishment and need more adult toilets or adult users come in.The location needs to
extension programme with new changing areas if they are to make be convenient so that this clearing
facilities opened in 2004. At the best use of their facilities. Having a away does not disrupt the operation
planning stage headteacher Julie stock of adult-size tables and chairs of the school.
Humphreys looked to bring other and somewhere to store them can be
agencies on board to develop important for increased adult use. Where different groups are using
spaces for delivering community spaces in a school at different times,
resources.Where that was not Meeting and social spaces it is important to provide separate
possible,Willowbrook has used It will be necessary to think about secure storage for each of the users.
available space in the school to what additional users will be doing For example, if a primary school hall is
deliver adaptable facilities, for while they are in the building. used by breakfast and after-school
example, by moving the school They may need areas to relax and clubs, these will normally need storage
office to create community socialise or to have refreshments, for their equipment so that it is out of
facilities which will be available which will require extra spaces and the way and secure during the school
to other agencies as they come facilities to be included. day. Other community groups will also
on site. need storage for their material inside
Other agencies working in schools the school and possibly outside for
will need office space and meeting sports equipment. Similarly, if art
rooms. Schools will need to plan rooms are used by art classes in the
these in and take account of the evening, it is vital that there is ample
increased number of adult workers secure storage for the school to store
using staff social spaces. all their students’ art work safely, as it
often forms a large part of their
examination marks.
Management issues
Capital costs and running costs Exactly the same issues apply to extended St Winifred’s RC Junior
More daytime, evening and weekend schools, although standards for some School, Lewisham: making the
use is likely to increase wear and tear fixtures and equipment will need to be most of ICT resources
on the building. So it is often better even more exacting if they are to be
for schools to spend more money used by the community too. Aspects that St Winifred’s is working closely
up front, investing in hard-wearing need particular attention are the quality with Lewisham Early Years Service
materials which will need replacing of ironmongery, such as door handles, to provide courses for parents,
less often, or to budget more for hinges and window latches, fixtures such starting with classes in childcare.
replacement year on year. as doors, toilet partitions and fittings, and Although constrained by limited
furniture. In a school or public buildings, resources, from September 2005
Schools also need to bear in mind these components get very heavy use, they have been extending this
the additional costs of heating, lighting, so it is worth paying extra for heavy service to provide a drop-in
caretaking, cleaning and security if duty items. Where it is applicable, the surgery for parents on how to
they extend their opening hours. British or European standard for ‘heavy’ access childcare provision in the
or even ‘contract’ use should be specified. local area. St Winifred’s has excellent
A useful technique for establishing the ICT facilities and they are using
balance between initial capital costs ICT issues these resources to provide ICT
and running costs is whole-life costing. Most schools now have well-equipped courses for parents to prepare
It works by measuring the total cost of ICT suites, which can be very useful for them for a return to the workplace.
a project over its expected life – say 30 providing ICT training to the community They make the ICT suite available
years. So where investment on better out of school hours. But there can be to parents during the school day and
materials and insulation results in lower significant security issues arising from use the school library as a crèche.
maintenance costs and fuel bills, the shared use of the systems.There may
total cost over 30 years may be lower. also need to be technical support staff Every day headteacher Mark
during community use – this is best Corrigan makes himself available at
For more information visit the the school gate as parents pick up
provided by the same people who
Whole Life Cost Forum website, their children. He sees this personal
manage the systems the rest of the
www.wlcf.org.uk contact as important in building
time.There are many complex technical
issues associated with shared use of ICT trust and as a way of drawing
Specification issues
equipment.These need to be discussed parents into the school to develop
In school buildings generally it is
in detail with the schools ICT staff and a genuine working relationship.
important to specify heavy duty finishes
for walls, floors, fittings and so on. possibly ICT consultants as well.
C: Facilities in use
Facilities management
of extended schools
Parklands High School, Apportioning costs External access to changing facilities
Liverpool: building One of the benefits of sharing the can mean the community can use
social capital use of school buildings with the sports facilities without the need for
community is that it spreads the caretaking, so improving affordability.
At Parklands High School it running costs between more users.
is not unusual to find health But shared use inevitably raises issues Another facilities management issue
professionals, police officers, of how to minimise and divide costs. is cleaning. Normally a school is
fire officers, youth workers and a cleaned at the end of the school day.
range of visitors together in the One basic principle is zoning the If community use is to take place in
staff room. Headteacher Alan services so that lighting and heating the evenings, then this may need
Smithies says long-term targets can be run independently in different rearranging. For example, it may be
covering health, poverty and parts of the buildings.Then it is not necessary to clean the school early in
employability make sense for necessary to heat the whole building the morning so that it is ready for use
extended schools. He feels the in the evening when only one wing is when staff and students arrive.
key aim of a full-service school is being used. It is also important that
to develop social capital, which the services are easily controllable, so For insurance issues, Insurance –
begins by building trust with the that community users can switch on A Guide for Schools is available from
local community: “It’s not about heating and lighting in that part of the the DfES Publications Office on
quick wins, but about looking to the school if there is no caretaker available 0845 602 2260 quoting reference
long term. Funding needs to be to help them. number DfES/0256/2003.
sustainable so services can develop
over time”.
D: Evaluation
Keeping things
under review Self assessment
Once extended facilities have been • At briefing stage – the DQI Appendix one comprises a self-
created, they need to be kept under for schools is designed to assessment tool. It considers some
review to see whether they are capture and prioritise all the of the key issues set out in this
meeting the needs of users. stakeholders’ aspirations. publication and is an opportunity
• At mid-design stage – it is used for local authorities and schools –
Design Quality Indicator whether they already provide
to check how the design is
DfES has developed a Design Quality extended facilities or are considering
progressing and to measure
Indicator (DQI) for schools, which can how best to meet local needs – to
against the original aspirations.
be used at the briefing stage, during think how they might move forward
the design stages of new buildings, and • When the building has been
and develop their extended services.
once facilities are occupied, to look at completed for a year or more – it is
functionality, impact and build quality. used as a post-occupancy evaluation This is not an exhaustive list of the
tool.The information gathered at this issues but may be a helpful prompt
Through facilitated workshops, stage tells the client and the design for schools and authorities as they
the DQI for schools will help team how the building is performing move forward. We suggest that in the
raise aspirations and manage and can be fed back into the briefing first instance senior management
expectations of all stakeholders stage for the next project. teams use the list to test their current
involved in the project. thinking and identify areas for further
For more details, visit www.dqi.org.uk
exploration and discussion with their
wider stakeholders.The questions may
help schools and local authorities
draw up an action list and establish
timescales and resource needs as
they move forward.
section five
case studies
In the following pages are a range The school case studies show a range
of case studies from local authorities of innovative and imaginative use of
and schools around the country. space. From primary schools such as
The local authority case studies focus St Winifred’s in Lewisham, which is
on how a strategic approach to the using existing spaces to engage
delivery of extended services is parents in school activities, to
increasingly important. Groups of Montagu Community Full Service
schools in an area are often working school in Newcastle, which has seen
together to ensure a range of services considerable capital investment
are available to the community. in new facilities. As well as a range of
Authorities are using their extended refurbished and new-build secondary
school planning, alongside their schools, the case studies also include
Asset Management Plans and, a special school, The Meadows in
where appropriate their Building Sandwell, which is delivering extended
Schools for the Future preparation, services to parents, pupils from across
to ensure capital funding matches the authority and the local community,
identified and agreed priorities. and Chafford Hundred Campus in
Thurrock, which is a purpose-built
all-age school with a nursery, primary,
secondary and community facilities in
an open-access building.
These case studies are just a small
sample of the opportunities schools
have to make their building accessible
to a wide range of users. We are
grateful to these schools for sharing
their stories and their experiences,
and hope they act as an inspiration
for others.
extended_services 26/5/06 10:52 am Page 50
Left
Police officers and
healthcare workers are
amongst those involved
in the schools
Below
Sports facilities at
Norham Community
Technology College
North Tyneside
Borough Council
Success factors
The Authority feels the success of the
initiatives is clear. A headteacher
working in the outreach centre with
young people in danger of disengaging
from education says, “We do everything
to tailor-make interventions, services and
programmes to support each individual.
When they leave school they value
what’s been done.We can often say,
‘Er, we nearly lost that one – but look
at him/her now’, and we feel really
proud of their achievements”.
Devon County
Council
The Devon Children’s Trust is pulling The first eight Learning Communities
together health, education, social to be approached have been chosen
services and other organisations that as being one community from each
work with children to deliver services Primary Care Trust (PCT) and each
in line with the recommendations District Council area, representing
within Every Child Matters and the a variety of situations and providing
Children Act.The Trust is considering fertile ground, often through existing
developing a number of full-service projects, on which to build.
Learning Communities, building on the
county-wide network of Learning Devon County Council is considering
Communities and also the extended the delivery of the Every Child
schools programme, as a means of Matters agenda, both in terms of its
developing integrated services at a extended schools provision and the
local level.This makes sense to all the siting of Children’s Centres.This work
agencies involved. will involve looking at the whole
school estate in the county, making
There is an intention to involve all use of available information such as
local agencies to develop an integrated that contained in the authority’s
approach to early intervention by a Asset Management Plan.
re-alignment of budgets. A number
of pilot areas will be approached to
explore how this can best be achieved
locally. An additional extended schools
budget allocation will help these areas
develop the new structures and ways
Future plans
A further group of Learning
Communities will follow the
pilots, though all Learning
Communities are to be encouraged
to consider looking at how greater
inter-agency delivery can take place.
Eventually it is envisaged that all
Learning Communities will become
the focus for the delivery of
integrated services and the work
of these pilot areas should help
take this forward across Devon.
Solihull
Metropolitan
Borough Council
The vision The process
Solihull has 85 schools and during A ‘hub and spoke’ model of delivery • Links with other initiatives –
Local authority
2003 North Solihull was one of has been developed, with one full- including the Local Strategic case study C
the 25 areas involved in DfES’s service extended school (Coleshill Partnership, regeneration and health.
Extended Schools Pathfinder Heath Primary) acting as the ‘hub’ • Funding – including sustainable
Project.Two experienced primary and further primary schools funding for extended activities.
headteachers, Dave Dunkley from (Hatchford, Bishop Wilson,
• Community transport – to enable
Coleshill Heath and Geoff Onyett Yorkswood and Kingfisher) acting
children and adults to access the
from Hatchford Community schools, as the ‘spokes’ in each of the three
services, for example by purchasing
led the work. All three North Solihull wards.This model provides a joint
mini-buses.
wards are within the top 10 per cent opportunity to maximise the
most deprived areas in England, with resources and experience in the The project is managed by a steering
Chelmsley Wood ward being in area to create potentially more group consisting of headteachers,
the top five per cent. than one full-service extended representatives of early years,
school. It promotes sharing across community agencies and the Service
Solihull MBC’s vision to create a schools where joint working is already Director, Social Regeneration and
network of 15 extended schools an effective and established feature. Learning Strategy for Solihull MBC.
in North Solihull sits well with
This representation ensures that the
the transformational change the In North Solihull, the full-service
extended schools project links with
authority has undertaken to create extended school activity has five
other education and regeneration
the Education and Children’s Service agreed priorities:
initiatives including Excellence in Cities,
function and their commitment to • Staff recruitment – resourcing the Children’s Trust, Children’s Centres,
develop new provision in the area extended schools services with the Neighbourhood Nurseries and the
served by the pathfinder.The initiative right people. work of the Local Strategic
is embedded in all areas of the
• Opening beyond normal Partnership. Solihull sees this
authority’s work with, for example,
hours – including before- and integration of extended schools into
the Behaviour Improvement Strategy
after-school activities. the wider strategic agenda as a key
having full-service extended schools
feature of the initiative.
as one of the eight strands.
Success factors
An evaluation of the DfES pilot • When new initiatives were
by the University of Newcastle announced the view adopted was
recognised that, while the project one of ‘How does this fit with the
was school-led, the LEA had a key work of extended schools?’.
role in its development by providing • The LEA and schools see
support and strategic management. community engagement as a
Headteachers were very positive precursor to raised aspirations,
about the role of the LEA Extended motivations and attainment and
Schools Coordinator for the pathfinder central to this is family learning.
project, who has vast experience of
• Partners were positive about
community development, youth work
extended schooling in North Solihull
and education. Key findings from the
and regarded the extended schools
evaluation report were that:
project as fitting strategically with
• The LEA and schools involved in the their aims and objectives.
project share a vision around the
wider role of schools in meeting
community needs and the school
facility as a community resource.
• Schools acknowledge the
importance of consultation with the
community to identify need and
ensure the school-based provision
meets those needs.
• Schools were adamant that their
community work was not a ‘bolt on’
but an integral aspect of the school.
Future plans
Over the next few years,
North Solihull will see significant
developments as Building Schools
for the Future (BSF) replaces three
secondary schools, and with a centre
for inclusive learning and a new
Academy about to open. Work has
also started on a new 14-19
partnership and community learning
facility and, through a public-private
partnership, a major regeneration
programme has begun that will
transform the area. As part of that
programme every child in the area
will be in a new primary school
within the next seven years.
Left
Courses for parents
in the school ICT suite
and a classroom
Below
Storage for
lunchtime clubs
St Winifred’s RC Junior
School, Lewisham
With a unique 1960s building and 170 pupils in Years 3-6, St Winifred’s
is making use of existing spaces to provide extended services to pupils
and adults and strengthen links between the school and its parents.
Even if you are limited in terms of what you can offer, either by the
spaces you have available or a lack of resources to run additional
services, do what you can. Parents acknowledge that we are doing
our best with the facilities we have, and we accept that the facilities
aren’t always perfect for what we are doing. However, that honesty
is the basis on which we work together.
Mark Corrigan, headteacher
Management issues
While parents are using child-scale As a new headteacher, Mark Corrigan’s
furniture for their sessions in the priority has been to develop relationships
school, there have been no problems with parents. Every day he makes
to date with either the facilities or himself available at the school gate as
returning them to school use after the parents pick up their children. He sees
additional activities. Areas are left the this personal contact as important in
way they were found and Mark building trust, and as a way of drawing
Corrigan says, “Parents take as much parents into the school to develop a
pride in the school as the children do”. genuine working relationship.
Most adults using the school are
parents but all wear visitor badges and St Winifred’s governors have high
their breaks are scheduled to minimise aspirations for their school and Mark
contact with children during the Corrigan wants to use his school
school day. Adults are briefed about building to maximum effect. He says,
movement around the school and are “Despite the fact that the school is now
asked to adhere to a code of conduct. 35 years old, the architects who
Basic health and safety standards, such designed it were very forward-thinking,
as no hot drinks outside the staffroom, providing us with an ideal resource in
are made explicit to visitors. which to deliver the modern curriculum
and to meet the needs of our wider
community. For us, it is less about the
facilities we have and more about
working in partnership with others to
bring in the resources we need.We want
to provide a strong focus on teaching
and learning and build up the range of
additional services we offer incrementally
to support our core aims”.
Main school
Dedicated facilities
Entrance
Left
The theatre can be used
as a conference venue
Below
Performance
practice space
Design issues
The secondary school sharing the The result is a new facility which Nic is clear that security is an
site with Woodlands was connected includes a conference room, dance important consideration when facilities
to the primary building by a nursery. and drama space, music practice are shared. At Woodlands there is
When the secondary school was room, recording studio, reception security segregation between the
closed, there was an opportunity area, changing facilities for performers community and school facilities,
to use part of the building for and toilets for community users. including a separate entrance for
community facilities. Rooms were given acoustic treatment community users, with door codes to
to ensure they were suitable as prevent people straying into areas
Woodlands involved its local performance and practice spaces. which are being used exclusively by
community in the design decisions Outside the entrance of the the school. Another measurable
to develop the facilities. A steering community arts centre, a new garden benefit of community use is that
group of local people with a particular welcomes visitors and helps them to vandalism has reduced significantly and
interest in the arts and music navigate their way to reception, giving is now a rare occurrence. Nic feels this
developed the brief for the multi- the centre its own identity and is a clear sign of ownership and an
purpose music, dance and drama promoting accessibility. appreciation from the community of
space, adding their specialist what the school is offering.
knowledge to the discussion. To maximise the use of the spaces and
Nic Fiddaman saw his role as making keep facilities management costs down,
sure the brief they developed would Nic advises that designs are tested to
provide facilities which were ensure they are robust and can take
compatible with the school’s needs. the wear and tear associated with
constant use. He emphasised this in the
design brief the school and user groups
gave to the architects. His advice to
others is to ensure the community
facilities pay for themselves and, ideally,
provide additional income which will
allow the school to invest further.
Below Right
An amphitheatre Conference room in
provides outside community arts centre
performance space
Far right
Music practice room
Management issues
Community use of the school is run
as a business venture and the school
buys use of the facilities like all other
community groups. While this might
seem like an unnecessary expense,
Nic Fiddaman feels it is good value
for money.The school provides staff
to run the facilities and offsets their
salaries against the cost of using the
spaces.The main challenge for the
school is that it does have to plan
further in advance than previously
but this is manageable.
Left
After-school ICT and
sports activities at
Willowbrook
Below
Childcare facilities
Willowbrook Primary
School, Devon
A 320-pupil primary school shares its site with a range of other
agencies and is clear about the benefits of creating a community-
focused approach to delivering services.
Look ahead and plan accordingly, even when others are not able to
work to the same timetable.
Julie Humphreys, headteacher
Main school
Dedicated facilities
Entrance
Far left
Children’s Centre
Hatchford Community
Primary School, Solihull
A 450-pupil primary school offers extensive all-year-round
community facilities, created by bringing together a variety of funding
streams to adapt the existing school site over a number of years.
Go for it!
Geoff Onyett, headteacher
Design issues
Many of the facilities at Hatchford The school site has one entrance and
Community Primary have been shared parking for all users. Parking at
provided over time by adapting surplus the school was extended several years
space in the infant school building. ago to cope with additional users and,
The neighbourhood learning centre, while it is adequate for now, this may
which includes three learning spaces, become an issue with further
is part of the school building but it expansion of services expected.
is self-contained with a separate
entrance and its own toilets, In order to share his learning more
refreshment area and office space. widely, Geoff Onyett has been
A former classroom adjacent to the seconded to Solihull LEA for two
learning centre is used for before- days a week to support other
and after-school clubs and during the schools as they plan their strategies
school day as a crèche for children for the future.
over three years old by parents
attending the learning centre.
Younger children are accommodated
in the Children’s Centre.The breakfast
club takes place in the school hall and
a number of school-provided clubs
operate in classrooms and on the
outdoor areas.
Main school
Dedicated facilities
Entrance
Far left
The Solihull Excellence
Cluster minibus provides
transport for activities
and the local
community
Below Right
Breakfast club in Key Dedicated space for
Stage 2 kitchen adult learners
Far right
After-school activities
Left
Community Learning
Centre
Below
ICT facilities
It’s about having key people in place who can build relationships
with the community – the positive experience of using the facilities
is more important than the spaces themselves.
Jackie Lees, Community Officer
Below Right
Crèche Library
Far right
Adult learning facility
Far left
Training and conference
facilities
Left
Fitness suite
Below
Childcare
Minsthorpe Community
College,Wakefield
Existing buildings have been remodelled and new facilities built at this
specialist science college to provide learning, sports and
childcare spaces.
Management issues
Extra parking was built on site but, as Richard Brown recognises that other
Richard Brown says, “It never seems schools may feel daunted by the
enough!”. To provide for adult users, wide range of provision at his school.
refreshment facilities are available at He explains that they have adopted
the training and conference centre, several models of delivery to enable
the adult education base, and the them to get the best from their
sports and fitness facilities. facilities.They have set up a private
company to run the conferencing and
According to Richard, “The buildings sports facilities and a charitable trust
work quite well.The challenge for us is for the childcare provision. Richard
more about creating the right climate stresses that the Principal and
and environment where pupils and governors have ultimate responsibility
adults can be actively engaged in for both the company and the trust.
learning.There are a few sixth form Richard highlights the need for checks
classes where adult learners work and balances for governors in schools
alongside pupils but we feel it is like his and, for example, at Minsthorpe
important not to spend a lot of time the Board of the company includes the
engineering adult/child learning. For us Principal, a governor and a finance
it’s about creating an ethos of lifelong- officer in order to ensure propriety
learning where all our customers enjoy and accountability.
and value their experience”.
From his experience, Richard Brown
advises other schools to ensure that
their extended facilities remain under
the auspices of the headteacher and
governors. He feels that this is the way
in which to ensure the right ethos is
created. He recognises that certain
activities have to be delegated but it is
important that the headteacher is seen
as a community leader who understands
the need to work with other agencies.
Below Right
Floodlit sports facilities The Happy Days Centre
at Minsthorpe
Left
Main entrance and
reception
Jo Richardson Community
School, Barking and Dagenham
This new PFI secondary school provides joined-up service delivery
in an inspirational building. Working together, the school, local
authority and community have created an exciting resource.
Main school
Dedicated facilities
Entrance
Routes
Far left
Main circulation space
within the school
Management issues
The school has its own secure Alan Smithies says long-term
entrance and reception, set away targets covering health, poverty and
from the community facilities. employability make sense for extended
The campus has 24-hour security and schools. Attendance at the school
the security staff are local people who has gone up for the past four years
know the area well.This has created running and there has also been a
a good working relationship between positive impact on GCSE results with
the school and the local community disaffected young people working with
and there have been no security a range of agencies to keep them in
issues at the building since it opened. school.There has been a 25 per cent
Alan Smithies feels this is because increase in the number of young
people respect the service that the people in out-of-school activities.
campus is providing. Liverpool City Council has found that
if they put more PCs in the library,
Alan Smithies’ advice when thinking book issues go up and the school has
about designing an extended school worked with the library to ensure that
is to create spaces which: pupils and their families do not need
• Provide a range of flexible to provide the normal proof of
curriculum areas which can be identification to join. Membership has
adapted over time. increased considerably as a result and
• Deliver good social areas for adults, the school is continuing to look at ways
including suitably-sized staff rooms, to make it easy to access the facilities.
and for pupils.
One key issue for the school is that the
• Provide working spaces and offices terms of the PFI contract can mean that
for a range of adults, such as it is expensive for them to use facilities
Learning Mentors and a number at weekends and during the holidays.
of different agencies. The headteacher’s advice to other
• Accommodate parents’ needs, such schools is that the terms of any such
as the community library and spaces contract need to be carefully understood
for adult education. and their implications planned for.
Below Right
Library City Learning Centre
Far left
The Meadows School
entrance
Left
Hydrotherapy pool
Below
School hall
Get partners involved from day one, so they don’t feel they are
an ‘add on’ to how the school will operate. Good communication
with the local community is also critical. We sent out a monthly
newsletter from students, staff and the architects to keep people
up to date on progress.
Angela Duncan, headteacher
Main school
Entrance
Routes
Far left
Chafford Hundred
Campus front entrance
Left
Library which is shared
between the school and
the local community
Below
Chafford Hundred
Campus car park
entrance
Management issues
The assumption when building the Importantly, an evaluation of the Chris Tomlinson recognises that it is
Campus was that, since it is a school building highlighted the often simple additions, such as storage
community school, most pupils need for good signage at both and signage, which can make the user
and visitors would live close by. Chafford Hundred’s public entrances. experience more comfortable and
Within Chafford Hundred there is a Usually only the main entrance is encourage them to come back.
network of cycle and footpaths and staffed, so users approaching from Asking for feedback from users has
the Campus building was placed the car park can find it difficult to helped Chafford Hundred understand
on site to make best use of these. know where they are going. how to make the best of the excellent
The principal entrance and Community users welcomed the resources they have.
reception desk were sited to face fact that there is open-access to the
the neighbourhood green, where building throughout the day and liked
pedestrian and cycle routes converge. the range of facilities it provided,
To encourage cycling, cycle storage is but needed to know where they
located close to the building and is were going once they were inside.
well lit, and lockers are provided for
pupils and staff, large enough to fit The breakfast club is held in the
cycle helmets as well as bags. school’s cyber café and supervised by
the Enrichment and Educational Visits
Coordinator. Shining Stars childcare
provision uses a range of school
facilities from the sports hall to the
outdoor play areas, and the cyber café.
Main school
Entrance
Routes
self
appendix one assessment
Local authorities
This self-assessment tool considers Partnerships for Schools has issued 5 Is there a clear map of who the
some of the key issues set out in this guidance for local authorities on stakeholders are?
publication and is an opportunity for creating an educational vision as 6 Has the vision been developed
local authorities and schools – part of Building Schools for the in partnership with the education
whether they already provide Future.11 Some key issue for local community including staff, pupils,
extended facilities or are considering authorities are: parents and adult learners, and
how best to meet local needs – to 1 Does the education vision other local partners?
think how they might move forward properly reflect the overall 7 Do all the stakeholders share
and develop their extended services. local authority vision? the vision, or are there differences
This is not an exhaustive list of the 2 Has the education vision been of emphasis in how they see
issues but may be a helpful prompt produced in consultation with the the future?
for schools as they move forward. relevant stakeholders?
We suggest that senior management 3 Has the relationship been
teams begin by using the School considered between education
vision and Creating a brief for provision and other specific plans
the design of extended facilities for the area, such as health and
sections to test their current thinking social services?
and identify areas for further
4 Does the education vision
exploration and discussion with their
reflect the implementation of
wider stakeholder groups.The final
the Children’s Act and its
section is to help schools interrogate
requirements for partnership
proposed designs in order to decide
working with other agencies/key
whether their needs are being met.
partners/schools and the
establishment of integrated
The questions are designed to help
local structures, including
schools and local authorities draw
Children’s Trusts?
up an action list and establish
timescales and resource needs
as they move forward.
Schools
User involvement 8 When do we need to involve 4 Does the school vision reflect the
1 Do we know enough about them and how best can we do implementation of the Children’s
who makes up our community? that (meetings, workshops, Act and its requirements for
Do we want to think just about newsletters, surveys)? partnership working with other
the school community (pupils, staff, 9 How can we communicate our agencies/key partners/schools and
parents, governors) or are we plans with our community? the establishment of integrated
planning to serve a wider group local structures, including
10 Have we developed a clear
(such as local residents)? Children’s Trusts?
stakeholder engagement plan
2 Do we know about their setting out who we will involve, 5 Has the school vision been
educational (and other) aspirations? when and at what point we developed in partnership with
3 How content are they with need to communicate, consult staff, pupils, parents and adult
existing service provision? and involve our community in learners, and other local partners?
4 What are the views of staff? decision making? 6 Is it possible to join up the school
Are we using their expertise to vision with other local initiatives
School vision such as ICT in the community,
best effect in developing our vision
1 Does the education vision Big Lottery sports funds, Primary
and plans for extended services?
properly reflect the overall Care Trust capital strategies, local
5 What partnerships already local authority vision? FE strategies and provision of
exist that we might work with?
2 Does the education vision Children’s Centres?
6 Who else has the necessary properly reflect any local 7 Does the vision show how the
expertise and experience to strategic partnerships in place? school will provide the core offer
help us move forward?
3 Has the relationship been of study support, widespread
7 How can we involve our considered between school community use of the school’s
stakeholders in the decision- provision and other specific facilities and family learning, either
making process? plans for the area, such as wholly on the school site or in
health and social services? partnership with schools nearby?
11 Building Schools for the Future: Local authority education vision – policy guidelines for wave 2, www.bsf.gov.uk/documents
appendix 131
extended_services 26/5/06 10:55 am Page 132
8 Does the vision reflect the 12 Does the vision enable us to 5 Have we expressed how we want
need to provide a safe place identify proposals to deal with security to operate, and how
to be/things to do for young the additional security/safety accessible we want the facilities to
people both during term-time issues of having a mix of pupils be at different times of the day?
and holiday periods? and community users on site and 6 Do our proposals adequately
9 Does the vision allow us to the need to ensure appropriate cover the need for different sizes
identify the best way to provide separation so community use of facilities for different user
the flexibility of space that will be does not disrupt lessons? groups – such as toilets/wash
required over time with changes 13 What skills do we have in basins which can be used by very
in the community? our community and partner young children and also by adults,
10 Does the vision allow us to organisations and agencies which desks and chairs for different age
provide for access to school will help us deliver the vision? groups, adjustable chairs for
facilities by the wider local computer use?
Creating a brief for the design
community, including out-of- 7 Is there provision of flexible multi-
of extended facilities
hours use for recreational as use areas for use by others within
1 Have we articulated our school
well as for community and adult the school, including services
vision for extended services in a
education purposes? working with children?
way which the design team can
11 Does the vision enable us to understand and engage with? 8 Do proposals reflect an
consider the additional access awareness of the diversity issues
2 Are we clear about budgets for
issues that community use will for community user groups, for
the project, including the initial
involve – both to the school itself example use of showers?
costs and future running costs?
as well as the grounds, playing 9 Is there clarity about who will be
fields and car parking? 3 Have we created a masterplan for
responsible for the day-to-day
our site showing how facilities
management of the extended
might change and grow over time?
services? Has their input been
4 Does the brief make clear the sort sought in creating the brief?
of ethos and atmosphere we want
10 Do we want to use spaces we
to promote in the school?
already have in the school to
deliver extended services?
Assessing design proposals 7 In schools that have no immediate 12 Does the community have
1 Do the proposals represent value plans for community use, does the access to only the appropriate
for money? Are they within overall design allow for future areas/services? Do proposals
budget? How often will elements community use, either by ensure there are no ‘dead’ areas
of the design, such as fixtures and conversion of space or by the where people cannot be seen?
fittings, need to be replaced and easy addition of new facilities? 13 Is there adequate parking
do the overall running costs for 8 Does the design take account of with reserved space for people
the facilities match our budget? what different community services with disabilities?
2 Do the proposals make the best will need – for example a room
use of our existing site? with a sink for a health care
3 Does the way the spaces are worker, rooms for confidential
arranged make sense in terms discussion, rooms for childcare?
of how they will be used? 9 Is there sufficient storage space
Are the right spaces grouped over and above that needed by
together, for example? the school for toys, furniture,
4 Are the proposed corridors, sports equipment and so forth by
stairways and so forth wide a range of users?
enough to cater for the level 10 Does the design take account of
of ‘traffic’ that community use future requirements for flexible
could bring? use of accommodation, and the
5 Are there clearly signposted possibility that health workers,
and accessible reception facilities, social care workers, Connexions
sited in the best position to and others may be co-located
point community users in the with schools?
right direction for the services 11 Is there adequate external
they need? lighting of footpaths, entrances
6 Does the design ensure and car parks for evening visitors?
adequate levels of security Can these be controlled separately
for all school users? from the rest of the school to
save energy?
appendix 133
extended_services 26/5/06 10:55 am Page 134
resource
appendix two material
21st Century Schools: Learning Building for Sure Start, DfES 2003, Extended Schools: Providing
environments for the future, www.surestart.gov.uk/publications opportunities and services for all,
CABE 2004 DfES 2002
Building Schools for the Future: Local
A Guide for School Governors, authority education vision – policy Falling School Rolls advice,
RIBA 2004, www.architecture.com guidelines for wave 2, Partnerships for www.teachernet.gov.uk/management
Schools 2004, www.p4s.org.uk /fallingschoolrolls/
Being Involved in School Design: A guide
for school communities, local authorities, Creating Excellent Buildings: Guidance for local authorities on
funders and design and construction A guide for clients, CABE 2003 improved joined-up planning and
teams, CABE 2004 funding, Partnerships for Schools 2004
Evaluation of the Extended Schools
Building Bulletin 98: Briefing Framework Pathfinder Projects, DfES Research How schools can contribute to
for Secondary School Projects, Report RR530 area regeneration, Joseph Rowntree
TSO 2004, available on Foundation 2003
www.teachernet.gov.uk/schoolbuildings Every Child Matters: Change for Children
in Schools, DfES 2004 Insurance: A guide for schools,
Building Bulletin 99: Briefing Framework DfES 2003
for Primary School Projects,TSO 2006, Exemplar Designs: Concepts and ideas,
available on www.teachernet.gov.uk/ DfES 2004 Inter-agency working to prevent
schoolbuildings school exclusion, Joseph Rowntree
Extended Schools: Access to Foundation 2001
opportunities and services for all.
A prospectus, DfES 2005
Links between schools, family and the The provision of integrated services There are six Know How
community: A review of the evidence, by family centres and New Community leaflets available on the Teachernet
Joseph Rowntree Foundation 1999 Schools, Joseph Rowntree site covering:
Foundation 2005 • governors’ roles and governance
Material for Schools: Involving parents,
raising achievement, Professor John The School Works Toolkit, • working with voluntary and
Bastiani edited by Sheila While, www.school-works.org community-sector organisations
DfES 2003 • welcoming the whole community
Towards the Development of Extended
• evidence and evaluation
Building Bulletin 95: Schools for the Schools, DfES Research Brief
Future: Designs for Learning RB408 2003 • school companies
Communities,TSO 2002 • ICT.
VAT on Extended Schools Activities,
Schools Out: Can teachers, social available on www.teachernet.gov.uk www.teachernet.gov.uk
workers and health staff learn to live /extendedschools /extended schools/practicalknowhow
together? Demos and Hay Group 2004
Whole Life Cost Forum,
The Architect’s Plan of Work, www.wlcf.org.uk
RIBA 2000, www.architecture.com DfES publications can be ordered
by calling 0845 602 2260
appendix 135
extended_services 26/5/06 10:55 am Page 136
photography
appendix three references
Front page: Jo Richardson Community School Page 24: Chafford Hundred Campus (photograph Page 46: Parklands High School (photograph
(photograph courtesy of Architecture plb, courtesy of Chafford Hundred Campus); courtesy of Andrew Beard Architect Ltd.)
Bouygues UK and Construction Photography); Minsthorpe Community College; Page 48: Jo Richardson Community School
Great Torrington Bluecoat CE Infant and Nursery Minsthorpe Community College (photograph courtesy of Architecture plb,
School; Carlton Hill Primary School; Norham Page 26: The Meadows School (photograph Bouygues UK and Construction Photography)
Community Technology College courtesy of Sandwell Metropolitan Borough Pages 50-53: Norham Community
Page 4: Great Torrington Bluecoat CE Infant and Council); St Winifred’s RC Junior School; Technology College
Nursery School; Great Torrington Bluecoat CE Chafford Hundred Campus (photograph Pages 54-57: Great Torrington Bluecoat CE Infant
Infant and Nursery School; Dyke House School; courtesy of Chafford Hundred Campus) and Nursery School; Willowbrook Primary School
Carlton Hill Primary School Page 27: Woodlands Primary School Page 58-61: Hatchford Community Primary
Page 5: Minsthorpe Community College; (photograph courtesy of Medway Council) School; Coleshill Heath Primary School
Great Torrington Bluecoat CE Infant and Nursery Page 28: Jo Richardson Community School Page 62-65: St Winifred’s RC Junior School
School; Minsthorpe Community College; (photograph courtesy of Architecture plb, Page 66-69: Four Acres Primary School
Mitchell High School; Oaks Park High School; Bouygues UK and Construction Photography) Page 70-73: Woodlands Primary School
St Winifred’s RC Junior School Page 29: Dyke House School (photograph courtesy of Medway Council)
Page 6: Jo Richardson Community School Page 31: Oaks Park High School Page 74-77: Willowbrook Primary School
(photograph courtesy of Architecture plb, Page 34: Oaks Park High School; Parklands High Page 79-81: Hatchford Community
Bouygues UK and Construction Photography) School (photograph courtesy of Daniel Primary School
Page 8: St Winifred’s RC Junior School; Hopkinson Architectural Photography) Page 82-85: Coleshill Heath Primary School
Coleshill Heath Primary School;The Campus Page 36: Montagu Community Full Service School; Page 86-89: Montagu Community Full
(photograph courtesy of Morley von Sternberg) Dunfermline Queen Anne High School Service School
Page 10: Parklands High School (photograph (photograph courtesy of Learning through Page 90-93: Great Torrington Bluecoat CE
courtesy of Daniel Hopkinson Architectural Landscapes taken by John Mcpake) Infant and Nursery School
Photography) Page 38: The Campus (photographs courtesy Page 94-97: Carlton Hill Primary School
Page 12: Great Torrington Bluecoat CE Infant of Morley von Sternberg) Page 98-101: Oaks Park High School
and Nursery School Page 39: St Winifred’s RC Junior School; Page 102-105: Dyke House School
Page 13: Norham Community Technology College Chafford Hundred Campus (photograph courtesy Page 106-109: Mitchell High School
Page 14: Minsthorpe Community College of Chafford Hundred Campus);The Campus Page 110-113: Minsthorpe Community College
Page 16: The Campus;The Campus (photographs (photographs courtesy of Morley von Sternberg); Page 114-117: Jo Richardson Community School
courtesy of Morley von Sternberg) Chafford Hundred Campus (photograph courtesy (photographs courtesy of Architecture plb,
Page 18: Jo Richardson Community School of Chafford Hundred Campus) Bouygues UK and Construction Photography)
(photograph courtesy of Architecture plb, Page 42: Mitchell High School; Mitchell High School Page 118-121: Parklands High School (photographs
Bouygues UK and Construction Photography) Page 43: Montagu Community Full Service School; courtesy of Andrew Beard Architect Ltd. and
Page 20: Four Acres Primary School Parklands High School (photograph courtesy of Daniel Hopkinson Architectural Photography)
Page 21: Great Torrington Bluecoat CE Infant Daniel Hopkinson Architectural Photography); Page 122-125: The Meadows School
and Nursery School Montagu Community Full Service School (photographs courtesy of Sandwell Metropolitan
Page 22: Jo Richardson Community School Page 44: Willowbrook Primary School; Carlton Borough Council)
(photograph courtesy of Architecture plb, Hill Primary School; St Winifred’s RC Junior School Page 126-129: Chafford Hundred
Bouygues UK and Construction Photography) Page 45: Parklands High School (photograph Campus (photographs courtesy of
courtesy of Daniel Hopkinson Architectural Chafford Hundred Campus)
Photography); Dyke House School;
St Winifred’s RC Junior School
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