School-specific Brief Template (Special Schools and Alternative Provision)

Output Specification

For use with the DfE Off-site Schools Framework (MMC1)

May 2020

ContentsTable of figures 4

Summary 5

Review date 5

Who is this publication for? 5

Document Updates 5

Drafting Note 6

1 Context 7

1.1 Status of this document 7

1.2. Document Structure 8

1.3. Precedence of Documentation 9

2. Strategic Brief 10

2.1. Overarching Requirements 10

2.2. Capacity: number of pupil places 10

2.3. Pupils’ Needs 12

2.4. Educational Drivers - Curriculum and Organisation 12

2.5. Site Layout 14

2.6. Safety, Security and Safeguarding 15

3. Project Brief 16

3.1. Overarching Requirements 16

3.2. Project Type 16

3.3. Adjacencies 17

3.4. Internal Space 17

3.4.2. Adaptation of standard model and meeting spatial need 18

3.4.3. Classroom Suites (including practical spaces in Primary) 19

3.4.4. Practical Teaching Suites and Spaces (Secondary) 19

3.4.5. Music, Halls and/or Performance Suites 19

3.4.6. Dining and Kitchen 20

3.4.7. Staff and Administration 20

3.4.8. Library 20

3.4.9. Medical and Therapy Spaces 21

3.4.10. Storage 21

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3.4.11. Toilets and personal care 22

3.4.12. Entrance and Circulation 22

3.5. External Space and Grounds 23

3.6. External Fabric 24

3.7. Internal Elements and Finishes 24

3.8. Services and Environmental Conditions 25

3.9. Phasing and Construction 26

3.10. Fittings, Furniture and Equipment (FF&E) 28

3.10.2. General Layout Requirements 28

3.10.3. Space-specific Requirements 29

3.10.4. Performance and Quality 30

4. ICT Design Requirements 31

5. Building Quality 32

5.1. A Standardised Approach 32

5.2. Robust Details 33

5.2.2. GDB Annex 2C Section 6: Suspended floors and associated construction at ground level 33

5.2.3. GDB Annex 2C Section 2.2: Protection of Elements and the Control of Moisture 35

School-specific Annexes 37

Annex SS1 – School-specific SoA and ADS 37

Annex SS2 – School-specific Refurbishment Scope of Works (RSoW) (if required) 37

Annex SS3 – School-specific Legacy Equipment Schedule 37

Annex SS4 – School-specific Legacy Furniture Schedule 37

Annex SS5 - School-specific ICT Equipment Summary 37

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Table of figuresTable 1: School-specific Brief and its Annexes.................................................................9

Table 2: Number on roll....................................................................................................11

Table 3: Total number on roll plus capacity......................................................................11

Table 4: Reasonable adaptions........................................................................................18

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SummaryThis document is the School-specific Brief (SSB) for the DfE Off-site Schools Framework (MMC1) to be used for Special Schools and Alternative Provision (AP) which, with its Annexes, sets out the School-specific requirements for [insert full name of School and name of Responsible Body] and sits alongside the Generic Design Brief (GDB) and its Technical Annexes.

Review dateThe next planned review date for this document is November 2020.

Who is this publication for?This document is for technical professionals involved in the design and construction of school premises to use as part of the Employer’s Requirements of the DfE Off-site Schools Framework (MMC1).

Document Updates Version 1: May 2020 – First publication.

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Drafting NoteDrafting Note1. This template document can be used for any Special School or Alternative Provision (AP), where the project is procured through the MMC1/Off site framework to reflect project-specific factors identified during discussions with the School’s representative.

The Generic Design Brief (GDB) forms Part B of the Employer’s Requirements. The GDB contains the generic requirements for all schools, therefore the SSB should only contain additional requirements specific to the School, and which impact on the capital works. The SSB requirements should not contradict the GDB.

The SSB, and associated Annexes are included as an Appendix to the Feasibility Study and will form Part C of the Employer’s Requirements (ERs).

The SSB is in three main parts (with an introduction and Annexes):

The Strategic Brief, which provides context to the Project Brief. It describes the School’s educational needs, its site, and any works which may be needed but are outside of the parameters of the programme, and hence the Project Brief. The Strategic Brief in particular should be completed in close cooperation with the School.

The Project Brief (which includes the ICT design requirements) identifies the work required in the funded project. It should be completed towards the end of the Feasibility stage once a Control Option has been agreed.

Building Quality identifies the extent of standardisation required, further specification requirements for off-site construction and Good Industry Practice. This section is not to be edited or removed. These are additional standards and specification that apply to the Project Brief.

The explanation of the Strategic and Project Briefs is also defined in clause 1.1.3 so that all parties are aware of the commercial difference.

The SSB Annexes are listed at the end of this template.

Any text added should be in standard black font and numbered so that each clause can be referenced. The contents table and version control should be updated to suit.

Drafting notes are to be deleted as part of the final completion of the School-specific Briefs (SSB) prior to forming Part C of the ERs.

1 All text in this template in italic font denotes an instruction to the technical advisor or agent and is referred to as a Drafting Note.

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1 Context

1.1 Status of this documentDrafting Note: It is unlikely that school buildings for pupils with physical disabilities (PD) including those with profound and multiple disabilities (PMLD) will be delivered through the off-site MMC1 route. If the project is accepted because of its building appropriateness then additional appropriate clauses should be inserted into this SSB template from the Template Special Schools and Alternative Provision School Specific Brief as part of the Output Specification. Equally, it is unlikely that small annexes joined to existing larger schools will be delivered through this programme although some references to these are included in this document as those of a larger and simpler arrangement may be appropriate for delivery under the MMC1 procurement route.

1.1.1. This document is the School-specific Brief (SSB) for the DfE Off-site Schools Framework (MMC1) to be used for Special Schools and Alternative Provision (AP) which, with its Annexes, sets out the School-specific requirements for [insert full name of School] and name of Responsible Body] that are referred to in the Generic Design Brief (GDB)2 and its Technical Annexes.

1.1.2. The SSB and its Annexes, including Annex SS1: ‘School-specific SoA and ADS (Schedule of Accommodation and Area Data Sheets ) and, where applicable, Annex SS2 ‘Refurbishment Scope of Works’ (RSoW), together with the GDB and its Technical Annexes, forms the Output Specification (OS). The OS sets out the Employer’s Requirements.

1.1.3. This SSB (and its Annexes) is in three parts and sets out both the strategic requirements for the School, and the project–specific requirements for the School. The strategic requirements set the context for the Project Brief.

The three parts are:

The Strategic Brief, which provides context to the Project Brief. It describes the school’s educational needs, its site, and any works which may be needed but are outside of the parameters of the programme, and hence the Project Brief.

The Project Brief (which includes the ICT design requirements) identifies the work required in the funded project. It should be completed towards the end of the Feasibility stage once a Control Option has been agreed.

2 Where the term GDB is mentioned, its reference includes the integral Technical Annexes.

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Building Quality identifies the extent of standardisation required, further specification requirements for off-site construction and Good Industry Practice. This section is not to be edited or removed. These are additional standards and specification that apply to the Project Brief.

Drafting Note. Ensure that, together with the requirements in the GDB and its Technical Annexes, this SSB document and its Annexes provides a design brief which reflects the School’s specific requirements including the nature of the Site and the School’s educational and organisational requirements.

Where there is Supplementary Area, for example residential accommodation, the School’s specific requirements should be included in this document and in the School-specific SoA and ADS, taking particular account of the pupils’ SEND.

Where this document requires additions over and above the standard requirements in the GDB, identify if these requirements are either:

abnormal, and if so, establish the funding case for them (for example as a result of the Site constraints or a risk assessment); or

additional, and ensure sufficient funding is available and agreed from third parties (for instance where the specification of the height of balustrades is more than is required in the GDB).

If there are any additional items, seek advice from the Employer on the funding route and make clear in the cost plan

1.2. Document Structure1.2.1. The SSB is structured as shown in the diagram below.

Title Content Used or Not used

Main document N/A N/A

Section 1 Context N/A

Section 2 Strategic Brief N/A

Section 3 Project Brief N/A

Section 4 ICT Design Requirements N/A

Section 5 Building Quality N/A

SSB Annexes N/A N/A

Annex SS 1 School-Specific Schedule of Accommodation and Area Data Sheets

Used/ Not used

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Annex SS 2 School-Specific Refurbishment Scope of Works (RSoW)

Used/ Not used

Annex SS 3 School-Specific Legacy Equipment Schedule (Primary and Secondary)

Used/ Not used

Annex SS 4 School-Specific Legacy Furniture Schedule (Primary and Secondary)

Used/ Not used

Annex SS 5 School-Specific ICT Equipment Summary Used/ Not used

Table 1: School-specific Brief and its Annexes

Drafting note. Delete as appropriate ‘used’ or ‘not used’ against each annex (e.g. SS2 will not be used in a new build project).

1.3. Precedence of Documentation1.3.1. The Contractor shall consider and address all elements of the Employer’s

Requirements, including the GDB and its Technical Annexes and the SSB and its Annexes including Annex SS1: ‘School-specific SoA and ADS’ and, where applicable, Annex SS2: ‘School-specific RSoW’. In the event that there is any inconsistency between the GDB and this SSB, the GDB will take precedence.

1.3.2. Legacy Furniture and Equipment requirements (where relevant) are covered in Annex SS3 and SS4: ‘School-specific Legacy Equipment Schedule’ and ‘School-specific Legacy Furniture Schedule’.

1.3.3. ICT requirements are covered in Annex SS5: ‘School-specific ICT Equipment Summary’.

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2. Strategic Brief

2.1. Overarching Requirements2.1.1. Contractors shall ensure that the Building(s), grounds, Fittings, Furniture and

Equipment (FF&E), Building Services, Security Measures, Fire Protection Systems, Communications and ICT Infrastructure can support the strategic educational and organisational requirements set out in this SSB, in addition to those set out in the GDB.

Drafting Note: Following discussions with the School, add, delete or amend, as necessary, the list of requirements in the following sections. Where there are Strategic issues which will have an impact on the Project Brief, state these, and include the relevant information in the Project Brief in Section 3.

2.2. Capacity: number of pupil places Drafting Note: Detail the forecast demand and proposed School capacity. The information (including the completed table below) should cover:

age range, current and planned (if different) planned pupil numbers, any past and / or planned changes to this, any bulge

classes or any planned restructuring of tiers (FTE numbers for AP) any planned change to current year group sizes age range of any nursery places number of sixth form places (combined figure for all post-16 groups).

Use the table to provide:

current NOR split into Key Stage groups (or year groups if preferred) and any planned change to this (FTE numbers for AP).

typical group sizes for each key stage (or year group if more relevant). FTE number of any nursery places. number of sixth form places (combined figure for all year groups). building capacity of existing School Buildings3

PrimarySeptember 2013/144:

Nursery (FTE) KS1 (R, Y1, 2) KS2 (Y3, 4, 5, 6)

Number on roll 0 0 03 Based on Net Capacity for Local Authority mainstream schools or the pupil places agreed in the Supplementary Funding Agreement for Academies and special schools.4 Or whichever school year is relevant to the Programme, applies Primary and Secondary.

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Typical class size 0 0 0

SecondarySeptember 2013/14:

KS3 (Y7, 8, 9) KS4 (Y10 & 11) KS5 (Y12,13, 145)

Number on roll 0 0 0

Typical class size 0 0 0

Table 2: Number on roll

Total number on roll 0

Building capacity 0

Table 3: Total number on roll plus capacity

Drafting Note: Highlight any other School-specific requirements over and above those in the SoA tool for the agreed pupil numbers and ages, and ensure it is agreed with the Employer before finalising.

Identify any current third-party users of any part of the School (Early Year’s providers; community users; clubs; partner organisations, outsourced providers, etc.). Where appropriate, details should include:

any contractual arrangements covering use (leases, licences, etc.)

if they have dedicated space or times of use of shared facilities

if third party use is likely to impact on the Project (either temporarily or permanently). Community use information should inform the operational arrangements of the school and should not impact on the schedule of accommodation.

Any residential provision should be identified here, giving number of pupil places and age range.

5 In settings where an additional year in the sixth form is offered.

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2.3. Pupils’ Needs2.3.1. The Contractor shall ensure that the design of the Building(s) and external

space and grounds support the range of pupils’ educational, therapeutic and medical needs at the School.

Drafting Note: Describe the range of needs accommodated at the School (highlighting any associated design implications; use Building Bulletin 104 as a guide). This information - which is vital because pupils’ needs can significantly affect design requirements - should cover:

a) For Special Schools, is this an ambulant Special School, i.e. catering predominantly for ambulant pupils? If so, does it provide for:

i. a wide range of special needs such as moderate/severe learning difficulties (MLD/ SLD) and autism?

ii. specifically, social, emotional and mental health difficulties (SEMH)?iii. specifically, significant difficulties associated with autism (i.e. severe

autism)?iv. other (please explain)?

b) For AP, does the provision provide primarily for:

i. mental and physical health difficulties (e.g. anorexia)?ii. behavioural, emotional and social difficulties (including short- or long-

termexclusions)?iii. other (please explain).

c) For any School setting:

i. are there additional special needs catered for that could affect the design (e.g. hearing or visual impairment (HI/VI)?

ii. does the setting cater for any pupils who are at particular risk of harm (e.g. due to lack of awareness) or infection?

2.4. Educational Drivers - Curriculum and Organisation2.4.1. The Contractor shall ensure that the design of the Building(s) and external space

and grounds support the School’s curriculum and organisational model in so far as their standardised design of the School can be reasonably adapted. The design shall meet the requirements of the School-specific SoA and ADS (Annex SS1) and any further curriculum and organisational requirements set out in this SSB.

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Drafting Note: Summarise here the School’s specific curriculum, pedagogy and organisation, including those planned for the future, to provide a context to any Works. Where they affect the Works, they should also be incorporated into the School-specific SoA and ADS (Annex SS1), and the relevant text and reasoning included in the Project Brief. The text should be pragmatic and succinct and be in the context of standardised models (if these are available) and the methodology of off-site construction. Issues that may be usefully covered include:

Particular emphasis on an area of learning or pedagogical approach, e.g. a vocationally based curriculum.

Is life skills part of the curriculum? If so, what activities take place and what facilities are needed?

Are there any community or family related activities such as a café or family therapy taking place now or planned for the future?

Organisation of Key Stages and mixed age groups. In an AP, do pupils spend part of their time at the AP and part at a school/

workplace (if so, how does this affect group sizes)? Organisation of different special needs, for example are pupils with severe

autism taught in a dedicated suite. Exceptions to the generic Suites of Spaces model outlined in the GDB, or

other curriculum links not identified. If the School were to change its SEND intake, in what way would the spaces

be different/allocated? What are the proposed/ current movement patterns of pupils and staff e.g. do

the pupils change rooms for every lesson or do the teachers come to them? What is the extent of passive supervision required and how will this be

achieved, has this been identified as a particular requirement following a risk assessment?

Which (if any) spaces are likely to be used after School hours and what is the length of time they will be used, does this require solutions different to those in the GDB, e.g. for zoning and security?

What specialist medical/ therapeutic support will be needed, for each type of need accommodated, and will any of it be provided by those outside the School (for example therapists or doctors)?

Is support given within the classroom for a whole class setting or in small groups, or individually away from the classroom?

What range of learning activities (other than PE) take place outside? How many pupils and staff will there be in each learning session (including

support staff)? To be given for each age group and special needs where it varies.

Are there any long-term arrangements for pupils to spend some of their time off site (for example at a Mainstream School or sports centre)?

Do pupils use specialist ICT equipment (this could have implications for servicing, room layouts)?

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2.5. Site Layout2.5.1. The Contractor shall ensure that the location of any New Building(s) and the

design and layout of any external spaces provided complies with the Site layout requirements in the GDB and takes into account the following specific issues.

Drafting Note: Add here an outline of the existing Site layout and facilities. Additional requirements can be given, which reflect School-specific Site constraints, particularly those concerning local issues.

Demonstrating how the Site is suitable for delivery and assembly of off-site manufactured Buildings.

Current points of access to the Site and any potential to improve access. Any particular views that should be exploited. The Site microclimate, including sun paths and prevailing wind direction. Any adverse environmental conditions such as ground gases, flooding or

traffic noise. Any safeguarding, security or shared Site issues not covered by the

requirements in the GDB. Surrounding geology, geography, archaeological and historical features and

buildings, or protected habitats where relevant. If clear connectivity or separation is required from a neighbouring School. Car parking or drop-off requirements, over and above those determined by the

local planning department or required by the GDB, for instance for community use (funding stream to be described elsewhere).

Drop-off and pick up requirements, including typical numbers and types of buses and other vehicles.

Is there a need for links to external areas over and above the standard requirements outlined in the GDB, or is there curriculum use of the School grounds other than PE (e.g. horticulture)? (possible additional funding stream to be described elsewhere).

Do the School’s travel plans have particular requirements over and above the core offer?

2.6. Safety, Security and Safeguarding2.6.1. The Contractor shall ensure that the design of the Buildings and external space

provided take account of any School-specific safety, security and safeguarding issues.

Drafting Note: Any specific safety, security or safeguarding issues that may need to be addressed should be given here, taking account of any risk assessments and any third party use of the facilities, and the impact these will have, for example:

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Any local School-specific security issues, e.g. location; proximity to occupied properties, on-site caretaker etc.

Any additional requirements, which differ from the GDB, considering existing security measures (buildings and Site), e.g. secure line, access controls, alarms or CCTV systems, as identified in the School’s access and security risk assessment.

Any local requirement for sprinklers – ensure that the sprinkler proposals are compatible with the off-site construction system proposed.

Any need for boundary fencing over and above the standard specification given in the GDB and Annex 2B: ‘External Space and Grounds’.

Any additional security and/or safety measures because of the pupils’ needs.

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3. Project Brief

3.1. Overarching Requirements3.1.1. Contractors shall ensure that the Building(s), grounds, FF&E and ICT

infrastructure support the practical requirements as set out in this SSB, in addition to those in the GDB6.

Drafting Note: Following discussions with the School/Responsible Body add, delete or amend, as necessary, the list of requirements in the following sections.

Identify any requirements that are significant additions to the standard requirements in the GDB and, if applicable, seek advice from the Employer on the funding route prior to design being undertaken.

3.2. Project Type3.2.1. This Project Brief is for [insert School name] and is a [delete 1 or 2 as applicable]:

1. Whole School Project (a standardised solution will apply) such that the Contractor has responsibility for providing the required facilities for the whole School Building(s) and the Site and shall comply with all requirements in the GDB [or]

2. Partial School Project, such that the Contractor only has responsibility for the construction or refurbishment of Buildings identified in this SSB, as well as access to those Buildings and any additional Site Works identified in this SSB. In this instance, refurbishment will be limited to connection of new blocks to existing buildings and making good after demolition and other minor works.

Drafting Note: If the project involves refurbishment, use Annex SS2: ‘School-specific RSoW’ to describe the scope of works in the refurbished areas – see Partial School Project above.

If a bespoke solution is required, consideration is to be given about the appropriateness for the Off-Site framework.)

Summarise briefly here, noting where any areas of refurbishment or remodelling apply, referencing location drawings as needed.

6 Where the term GDB is mentioned, its reference includes the integral Technical Annexes.

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3.3. Adjacencies3.3.1. The Contractor shall design the Building(s) to adhere to the following School-

specific adjacency commentary, if shown below. This sets out the School’s relationships between different suites.

Drafting Note: Where a suitable standardised design solution is available7, customisation shall be captured in the table in Section 3.4.2 below and no adjacency diagram is required. Otherwise an adjacency diagram is to be prepared recognising the principle of off-site construction. (Ref: appropriate Design Guide).

If appropriate, insert a simple diagram or description to indicate how the accommodation clusters should be adjacent to each other. In a Partial School Project, show the adjacencies of existing blocks to the new/remodelled block on a Site plan.

Give any specific requirements here, identify how the clusters may need to be organised to meet the School’s particular teaching requirements. Requirements should be consistent with the Strategic Brief above and any proposed standardised solution and the Project SoA and ADS in Annex SS1, for example:

As a result of educational need, are any classroom links within a suite required where this can be easily achieved by an adapted cluster?

As a result of pastoral or educational need, is there need for any support spaces to be adjacent to particular teaching spaces?

In an all age School, is there a need to organise spaces to reflect different key stages (including sixth form)?

3.4. Internal Space3.4.1. The Contractor shall adapt their standardised designs, where available and where

the design allows, to recognise the needs of the School.

Drafting Note: Use the SoA tool to develop the SoA in parallel with this SSB and be consistent with it, taking into account the overall area available to the School and the importance of making effective use of all available space (there may already be an SoA developed with an appropriate standardised design). Any amendments to the generic requirements in the first draft of the SoA tool or ADS to meet the School’s particular teaching needs should be agreed with the Employer. Include the completed the School-specific SoA and ADS in Annex SS1.

7 This design solution may be a layout from the Gen7 programme or a contractors proposal or similar off-site scheme and reference should be included here.

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3.4.2. Adaptation of standard model and meeting spatial need

3.4.2.1. The Contractor shall ensure that their proposed Building(s) have been customised and adapted to meet the School-specific SoA and shall be customised and adapted to support the School’s curriculum and organisational model (including dining arrangements) in so far as their standardised design of the School can be reasonably adapted.

Drafting Note: Where a standardised school design is available at the time of writing, prepare a table as the example set out below to show any reasonable adaptations.

Item Spatial Need based on School’s curriculum

Standard room(s) to be varied

Non-standard space required

1 Music practice room Group room adapted acoustically

N/A

2 Vehicle workshop N/A Possible off-site delivery by others

Table 4: Reasonable adaptions

Adaptations may also include door positioning to affect adjacencies, door inclusions to make spaces more flexible in use, and reassigning of spaces of the same size or where cluster patterns and use allow. These changes have to be made within the constraints of the off-site manufacturing system and the extents of SoA. These proposed changes should be recorded in the table.

Typical headings for table may include:

School Specific Spatial Need (e.g. music practice room) Standard room(s) to meet need (e.g. group room to have improved acoustics

for music– see example above; two standard rooms to be joined to create larger space; door to be omitted)

Non-standard space need and mitigation strategy (e.g. vehicle workshop – arrange for off-site delivery by others or discuss if it is being funded on this project etc.)

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3.4.3. Classroom Suites (including practical spaces in Primary)

Drafting Note: In any Special School/ AP:

Is there a need for any learning resource areas to have direct access from classrooms (e.g. small group (quiet/individual rooms or bays)?

Is there a need for any medical or therapy spaces to have direct access from classrooms?

Where there are pupils with severe autism in particular, is there a preference not to have a sink in a classroom?

Is there a strategy for how classroom resources and pupils’ coats and bags storage are to be set out?

If required in a Primary School, what range of activities should practical spaces deliver?

Is there a need for a direct connection to the outside from any classrooms in addition to the Early Years (EY) requirement in the GDB?

3.4.4. Practical Teaching Suites and Spaces (Secondary)

Drafting Note: In any Special School/ AP with secondary-age pupils:

Do practical spaces need to be dispersed around the school or deliver any vocational courses such as Construction?

Describe the range and scale of activities that a multi-purpose practical space or art and design room needs to provide (if included in the School-specific SoA and ADS).

Are life skills taught and if so what furniture and equipment is required? To what extent should pupils be able to access materials from practical

stores? Does the proposed service provision in the generic requirements in the

School-specific SoA and ADS deliver the curriculum, for instance in science? Are there any priorities for the layout of a science room that may influence the

type of science system used, e.g. all pupils to face the front of the class? Where construction skills are taught, what range of activities take place and at

what scale?

3.4.5. Music, Halls and/or Performance Suites

Drafting Note: Based on the large spaces, music and drama spaces where relevant, in the School-specific SoA and ADS:

What activities will take place in the halls? If PE takes place there, does this include trampolining?

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In an ambulant Special School with separate hall and dining spaces, is permanent or demountable staging to be provided?

Is there any requirement to use the music room for multi-sensory work? Is there a preference for a specialist drama studio which can also be used for

music or a music/drama space?

3.4.6. Dining and Kitchen

Drafting Note: Outline the School’s dining arrangements here. The requirements of the School catering provider should be considered. The SoA tool typically assumes that dining will take place in the main hall for a Primary Special School or any AP.

Any external dining. Any specific requirements/information from the caterers currently providing -

or proposing to provide - meals for the School. Any need for dining to be broken down into smaller areas or if one space is

provided, any areas that need to be separated for privacy. What is the total number of pupils expected to have School meals (with a hot/

cold split) and those expected to have a packed lunch? Any requirements for catering equipment and layout that differ from the

generic provision as outlined in the generic requirements in the School-specific SoA and ADS and the GDB, including any dietary or religious needs affecting the planning of the kitchen.

What is the number of sittings over the lunch period? Any breakfast, break-time or after-school snack sessions to be offered by the

School with the total expected number attending.

3.4.7. Staff and Administration

Drafting Note: Based on the spaces in the School-specific SoA and ADS, identify:

Any preference for staff work and social spaces to be combined or separate. Will visiting professionals coming to the School need a separate entrance for

security or privacy reasons? Will they share the main staff room or use one of the therapy or office spaces as a base?

3.4.8. Library

Drafting Note: Identify the School’s use of the library here:

Any additional activities for the library other than those listed on the generic ADS.

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Any specific requirements of the library, e.g. the number of books, access to the books by the pupils (for furniture heights etc.) the amount of ICT, security to the entrance.

Any need for proximity to other teaching spaces. The extent to which the library can be open plan using F&E to define the

functional area.

3.4.9. Medical and Therapy Spaces

Drafting Note: List how the spaces will operate, for example:

Any different activities for the medical and therapy spaces compared to those listed in the Project SoA tab of the School-specific SoA and ADS?

Will the sensory room (if required in the SoA) be a traditional ‘dark’ room; if not what equipment/environment (including lighting) should it provide?

How will the quiet/calming room(s) listed in the School-specific SoA and ADS be used? Will any of them need to be fitted out with specialist finishes, e.g. padding to walls?

What range of activities take place in the medical treatment room and where a nurse’s base is required what facilities does it need to provide, and should it be linked to the medical treatment room?

What range of activities take place in the therapy room, is a sink needed? What activities need to be accommodated in the physiotherapy room (if listed

in the School-specific SoA and ADS)? How many staff and how many pupils will (typically) use the space at any one time?

3.4.10.Storage

Drafting Note: Note any specific needs for storage within the storage areas scheduled in the School-specific SoA and ADS (in Annex SS1), such as:

Are there any items of F&E identified on Annex SS3: ‘Legacy Equipment Schedule’ or Annex SS4: ‘Legacy Furniture Schedule’ which require specialist storage?

Any need for dining table or chair storage over and above the standard store rooms listed in the School-specific SoA and ADS.

In Special Schools, what is the preferred location for mobility storage, medical supplies and oxygen cylinder storage?

Do any stores require additional security, over and above the GDB? Are there any legacy external storage units which need to be re-sited? What is the School’s approach to the storage of pupil’s coats and bags for

each age group- in classrooms? (if so, whether visible or in a cupboard)? Adjacent to classrooms? Or centrally? Coat pegs, cupboards or pupil lockers (in line with the SoA)? And the type of locking mechanism preferred).

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3.4.11.Toilets and personal care

3.4.11.1. The Contractor shall ensure that the design is suitable for the School’s organisational model, as described in the Strategic Brief and, where the standardised design allows, meets the following specific needs for toilets and personal care taking into account the School Premises Regulations.

Drafting Note: Using the issues listed below outline any particular requirements for toilets and hygiene rooms:

What differentiation is needed between toilet facilities for different age or gender groups?

The School’s ethos on supervision/ privacy, e.g. preference for open plan hand -washing areas, Privacy for accessing sanitary products.

The standard requirement is for electric hand driers as set out in the GDB. Considering the pupils’ needs and service contracts with hygiene companies, is an alternative required e.g. paper towels?

Any preference for hand basins or wash troughs. For Secondary Schools, are lower height doors and partitions required as an

alternative to the standard provision of full height doors and partitions, (as described in Annex 2A, clause 3.2.9 d)?

What are the arrangements for access during break/lesson times? Any preference for the location of wheelchair-accessible toilets and hygiene

rooms or the location of staff toilets. Any need for any toilets/ hygiene rooms to be immediately accessible to the

pupils from their classrooms? And the supervision requirements. The level of support pupils require (e.g. is there a need for assistance from

both sides of a changing bed?). What are the current and planned arrangements for disposing of waste from

the hygiene room?

3.4.12.Entrance and Circulation

3.4.12.1. Any entrance and circulation areas provided shall be designed to be suitable for the School’s organisational model, as described in the Strategic Brief and as identified in the School-specific SoA and ADS (in Annex SS1).

Drafting Note: Define the degree of openness and security management proposed by the School and where standardised designs are available, how these will be adapted to meet these needs. The minimum requirements defined in the GDB shall be maintained.

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As part of a School-specific security plan and the School’s organisational strategy, is a single entrance required or separate ones for visitors and pupils? If separate, is more than one pupil entrance required (e.g. for different age groups)? Schools will always have more than one access into the building. Adapting an off-site building to have multiple entrances in close proximity or on one façade may be difficult so careful consideration should be given to briefing this requirement.

In a multi-storey building, which spaces are preferred on an upper floor? Are lifts only for those in wheelchairs?

3.5. External Space and Grounds3.5.1. The Contractors shall design the external space and grounds to comply with the

requirements of the GDB, and the additional School-specific requirements listed below.

Drafting Note: Present a table showing all external spaces to be provided, and compare these to the existing external spaces (where applicable) and to the minimum requirements in BB104. The table should include any hard surfaced games courts, (including multi-use games areas with fencing), and informal and social areas, including outdoor learning areas such as habitat areas. The table should also show existing facilities where they are affected by the Works and need to be replaced or reinstated by the Contractor.

Which sports facilities take precedence? What are the School’s minimum year-round curriculum requirements for PE and sports?

Any space needed for vocational learning such as vehicle maintenance or horticulture. If so, what type of space and equipment is needed? Any wheelchair height beds in gardens etc.?

Are there specific items of planned new or legacy play equipment that form an important part of play or learning activity?

Any need for canopies to be relocated outside Early Years or other classrooms, based on what the School already has or intends to provide.

Any specific items of equipment that need particular storage facilities, e.g., external equipment, as identified in Annex SS3 ‘Legacy Serviced Equipment Schedule’.

Any specialist therapy areas to be provided/ relocated such as for mobility training or sensory gardens.

Any particular need to separate different activities, e.g. by age group or special need.

Any safety requirements additional to the GDB, e.g. fencing between areas. Any special requirements for surfaces and finishes, e.g. for wheelchair users,

VI pupils.

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For projects on existing sites list any unusual features, any playgrounds or special places such as memorial gardens which are being retained; or any sports pitches (including all-weather pitches) which are being retained or will continue to be provided off site. Where appropriate, list the requirements of any third-party users of the sports facilities.

3.6. External Fabric3.6.1. The Contractor shall design all external fabric to comply with the requirements of

the GDB and any additional School-specific requirements.

Drafting Note: List any specific requirements relating to the School-specific SoA and ADS (Annex SS1) and the GDB, for example:

Any particular local requirements or planning conditions for building materials. Are external doors needed to rooms other than EY classrooms. Any specific security requirements for doors the management strategy of the

locking and suiting to individual rooms, e.g. key systems. Any special requirements for materials and finishes e.g. visual contrast or

avoiding rough surfaces. Any special security/ safety requirements for window types or ironmongery.

3.7. Internal Elements and Finishes 3.7.1. The Contractor shall design all internal finishes to comply with the requirements of

the GDB and any additional School-specific requirements in this SSB.

Drafting Note: List any specific requirements. The requirements should be consistent with the School-specific SoA and ADS and the GDB and should take account of any risk assessments carried out by the School or the Employer. Note that some of the issues below may be the School’s preference, but may not be able to be provided without additional funding, unless they are agreed to be an abnormal by the Employer.

Management of the locking and suiting to all doors to individual rooms, stores etc.

Heights of guarding to stairs and walkways, if they differ to the requirements of the GDB.

Any specific requirements for the transparency of guarding on the staircases and walkways e.g. solid or glazed or avoid glazing.

The School’s preference for floor finishes if these differ from those shown on the generic requirements in the School-specific SoA and ADS.

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In areas where partial access for pupils is required, e.g. are stable doors necessary?

Any circumstances where curtains or blinds on windows or doors are needed, which differ to those in the GDB.

Specific requirements for signage and way finding e.g. braille or symbols. Any need for specific decorations and finishes for vulnerable pupils e.g. visual

contrast, robustness, or avoiding rough surfaces. Any need for particular colour schemes or textures, including any particular

sensitivity to colour, pattern or texture. Any requirements for very high levels of hygiene (e.g. could affect choice of

floor finish and detailing). Is there a very high risk of accidental or deliberate damage to surfaces on

walls, floors and stairs etc.? Any equipment requiring additional support such as a physiotherapy lifting

device or a hoist in rooms other than the hygiene room (Special Schools). Any specific ironmongery requirements. Any specific sanitaryware requirements such as heights or materials. Any specific requirements for ceilings e.g. if pupils have a particular sensitivity

do not provide gridded ceilings.

3.8. Services and Environmental Conditions 3.8.1. The Contractor shall ensure that the services and environmental conditions are in

accordance with the GDB and the School-specific requirements set out below.

Drafting Note: List any specific requirements, taking account of any third-party use of the facilities, and the impact these will have.

Any School-specific requirements for period bells, staff-call, intercom and range of differing alarm systems, including PA/VA systems; alternative safety and fire alarm sounders (Special Schools); access control systems; CCTV system or repositioning of legacy CCTV.

Any requirements for heating and cooling over and above those outlined in the GDB.

Any special requirements for thermal comfort, indoor air quality including any vulnerability to the effects of dust or to infection (Special Schools).

Any special requirements for staff to be able to control the environment over and above what is required in the GDB.

Any particular requirements for audio systems for drama, dance, halls, music, performance spaces, visual or sound field systems that differ from the standard specification.

Any requirements for hearing impaired children such as radio aids? Or specialist spaces such as an audiology room.

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Any requirements for lifts which differ from the GDB e.g. who and how many people can use them, and do they need to accommodate medical beds (Special Schools).

Any additional requirements for: machine-based extract systems for wood dust machines; recirculating fume cupboards; CO2 detectors in boiler houses as a result of specific risk assessment; flammable gas detection.

Any requirements for task lights for particular activities. Any additional requirements for specialist lighting e.g. in a soft play room (Special Schools).

Any special need involving extreme sensitivity to light or sound. Any requirement for assistive technologies - The type of equipment and where

it will be needed should be identified here. Any preference for the method of providing drinking water (classroom sinks,

drinking fountains).

3.9. Phasing and Construction3.9.1. The Contractor shall ensure that the Works are planned to ensure safety, to

minimise environmental impact and to avoid disruption to the School in accordance with the GDB and the School-specific requirements set out below.

Drafting Note: Give any specific requirements, taking account of any existing risk assessments and any third -party use of the facilities.

Any planned major School events that could affect programming including date of occupation.

Any security, safety or wellbeing issues additional to the GDB, e.g. pupils who may be less aware of danger from vehicles or more sensitive to noise or disruption (if more than one phase is required).

Any other users of the School premises that have to be taken into account (e.g. an after-school club).

Any regular events that could affect the timing of Contractors deliveries, for example (include times): school buses arriving and departing; materials deliveries; rubbish collection.

Any aspect of the School Site that could affect the management of the building site, for example: are there any places where the Contractor will not be able to park lorries or workers’ cars (if on site).

Any specific decant issues, e.g. specialist requirements for boxes and crates over and above the standard provision.

Any specific purchasing and delivery issues, e.g. if large amounts of new FF&E will be ordered by the School to allow for delivery placement and installation through a third -party supplier.

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3.9.2. If temporary accommodation is required to deliver the project, the proposal shall be discussed and agreed with the Employer, including any exceptions to the GDB and its Technical Annexes.

Drafting Note: Where temporary accommodation is required to deliver the project, a Schedule of Accommodation (SoA) should be provided for the temporary spaces. If known at the feasibility stage this should be included as an appendix to the School-specific Brief (SSB). Otherwise it can be produced by the TA or the Contractor and agreed with the Employer.

3.9.3. All temporary accommodation shall meet the following requirements.

a) The size of spaces to meet at the least the minimum standards of BB 104 unless agreed otherwise by the Employer.

b) The building(s) should have the minimum life expectancy that covers the maximum likely time that accommodation will be needed onsite.

c) There should be compliance with all statutory requirements, including the Workplace (Health, Safety and Welfare) Regulations, the School Premises Regulations or Independent School Standards.

d) The temporary accommodation should provide the best value solution. Full compliance with the GDB and associated Technical Annexes is not expected as standard; the extent and type of permissible derogations will depend on the type of accommodation required, the security requirements and the duration that the temporary accommodation will be in place (e.g. whether all seasons will be experienced, whether it’s over the exam period). All non-compliances should be agreed by the Employer (and noted). But consider:

Exceptions to the GDB and Technical Annexes can include: Daylight Modelling, Energy, Building Performance Evaluation and seasonal commissioning, Passive Supervision, Handover, Maintenance and Phasing and Construction.

Any change to manufacturer’s standard modular units e.g. volumes, window positions and sizes should be avoided unless it is cost effective to do so to mitigate an unacceptable derogation.

The range of spaces should provide the minimum required to enable continuity of education delivery and operational functions for the current number on roll.

The alternative proposed performance standard for the heating, ventilation and cooling should be provided, as a minimum.

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3.10. Fittings, Furniture and Equipment (FF&E) Drafting Note: Use one of the following two sub-paragraphs to ensure the appropriate FF&E is provided by the Contractor. Generally, the first option is suitable for PSBP projects, where Annex SS3 and 4 should be filled in. The second option is suitable for Free Schools, where Annex SS4 should be filled in if there is legacy furniture in temporary accommodation provided prior to the Contract. In the rare instances where equipment has been housed in temporary accommodation then Annex SS3 should also be filled in.

3.10.1. The Contractor shall ensure that all FF&E listed in the School-specific SoA and ADS shall be:

[either]

a) provided by the Contractor where identified as Group 1;b) re-used, re-installed and upgraded as necessary, or replaced with new items,

where identified as Group 2, taking account of items listed in Annex SS3;c) moved and placed as required where identified as Group 3, taking account of

items listed in Annex SS4.

[or, for instance for Free Schools]

a) provided by the Contractor where identified as Group 1, 2 or 3, except for any legacy items listed in Annex SS3 or SS4, which shall be moved and placed as Group 2 or 3 items respectively.

3.10.2.General Layout Requirements

3.10.2.1. The Contractor shall ensure and demonstrate that all FF&E provided allows for a variety of layout requirements as listed in the GDB. Where relevant, Annex SS3: ‘Legacy Equipment Schedule’ and Annex SS4: ‘Legacy Furniture Schedule’ should be referred to when identifying the F&E that needs to be positioned and/or installed.

Drafting Note: List any specific requirements, taking account of the School’s educational approach and any legacy F&E being transferred (as identified in Annexes SS3 and SS4), for example:

The preferred arrangement of the teaching wall, e.g. position and height of teacher’s ICT and whiteboard/s, display board near entrance etc.

The number and location of teaching positions in teaching spaces if it differs to that required in the GDB.

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The extent of flexibility in the layout of FF&E, e.g. options for groups of pupils and for whole class gatherings or for individual work bays (particularly in schools for pupils with autism).

Any requirements to zone the space for different needs or activities, particularly if physical therapy takes place in the classroom.

Any requirement to allow more movement space either for mobility equipment or to allow pupils more ‘personal’ space (particularly in schools with pupils with autism or behaviour difficulties).

The approach to ICT in classrooms, e.g. laptops etc.? (Ensure this is consistent with Annex SS5 ICT Equipment Summary).

3.10.3.Space-specific Requirements

3.10.3.1. The contractor shall take account of the following space-specific requirements. Where there is risk of self-harm in a residential unit, anti-ligature furniture and fittings (e.g. lights, ceiling grilles, door handles) shall be provided in bedrooms and other unsupervised spaces.

Drafting Note: List any space specific requirements, taking account of the School’s educational approach and any legacy F&E being transferred (as identified in Annexes SS3 and SS4), for example:

Does the furniture used to store examination papers meet the requirements of the Joint Council for Qualifications ‘Conditions for storing written question papers and any other confidential material’?

The extent to which legacy furniture can accommodate ICT and other serviced equipment, including specialist equipment and how this may be used in place of fitted benching?

In Primary food practical spaces, do the benches need to be at child height or adult?

In Secondary practical spaces, do pupils use any specialist equipment additional to that listed on the generic ADS?

In which spaces is adjustable height furniture and equipment required? What range of FF&E (new and/or Legacy) need to be accommodated in the

sensory room (where required)? What FF&E (new and/or Legacy) are required in the soft play room (where

required in the School-specific SoA and ADS)? Any specific requirements for sanitaryware in toilets or hygiene rooms

additional to the generic ADS.

3.10.4.Performance and Quality

Drafting Note: List any issues relating to performance and quality, taking account of the Pupils’ needs, the School’s educational approach and any legacy

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F&E being transferred (as identified in Annexes SS3 and SS4) and any risk assessments carried out by the School. For example:

In a Primary School/AP, what age range should be used for fitted furniture heights in shared spaces to match to the size or age or the pupils using them?

Any specific requirements for furniture materials or finishes, for example visual contrast, sensitivity to colour or texture.

Any specific requirements for furniture construction or design, for example more rounded corners for VI pupils, higher level of fitted furniture in schools with pupils with behavioural issues.

The extent of wireless used in the School which will determine the need for cable management on desks and benching.

The need for contrasting colours for furniture for pupils with visual impairments.

 

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4. ICT Design Requirements4.1. The Contractor shall ensure that the design allows for the specific circumstances

of the School, as specified in Annex SS5 ‘the School-specific ICT Equipment Summary’. This forms part of the funded Project Brief in Section 3.

Drafting Note: School-specific ICT requirements are set out in Annex SS5: The School-specific ICT Equipment Summary, including any specific communications requirements such as audio systems; TV installations; electronic registration/payment systems and telephone systems; access hardware and software for pupils.

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5. Building Quality

5.1. A Standardised Approach“Building on progress made to date, the Department for Transport, the Department of Health, the Department for Education, the Ministry of Justice and the Ministry of Defence will adopt a presumption in favour of off-site construction by 2019 across suitable capital programmes, where it represents best value for money.”

Autumn Budget 2017, the Chancellor of the Exchequer

5.1.1. The design solution (or elements within the design solution) for any new building or new FF&E should maximise off-site manufacture and assembly and be capable of being replicated for similar types of schools.

5.1.2. This process is intended to deliver value for money, quality improvements,

standardisation and better environments in which to undertake construction work. To enable this to happen standardisation of components, elements and buildings needs to occur.

5.1.3. This process shall include:

the standardisation of components, elements and new buildings a clustered approach to the design of spaces and suites of spaces

includingteaching spaces, kitchens, changing rooms and laboratories encouraging off-site fitting of finishes and local M&E and FFE the design, manufacture and installation of highly serviced volumetric

elements of the new buildings, free from construction joints, to allow factory completion including finishes and fittings, being enclosed to allow Standardised Layouts transportation without reliance on other walls for its enclosure including; stairs, toilets, plant spaces, specialist sanitary spaces and showers

the standardisation of room adjacencies and layouts including power, data, fixed and loose furniture

the off-site manufacture and assembly, the coordination of internal walls, finishes and coordination of FFE with manufacturing joints

the maximising of off-site construction activities and the minimising of on-site construction activities.

5.1.4. The following standardised design is to be used in the development of this project:

GEN7 Cluster models/plans (special schools)

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Contractors’ standardised design solution).

Drafting Note: Delete above as appropriate.

Published standardised design guides are available via the DfE. The appropriate standardised design is to be used for each project.

5.1.5. The Contractor shall design all external fabric to comply with the requirements of the GDB, the robust details requirements set out in Building Quality (Section 5) of this SSB, and any additional School-specific requirements and meet the requirements of the following clauses:

RenderContinuous surface materials including render are not acceptable as an external cladding material at any height on the building.

JointsExternal joints shall only be expressed where these form a coherent part of the design of the external building, and a strategy shall be developed for their incorporation, both where expressed and concealed.

Encourage off-siteThe Contractor shall select appropriate materials in order that these can be fitted off-site where at all possible.

5.2. Robust Details5.2.1. In addition to the requirements of the Output Specification, specification

requirements further to the following clauses are to be adhered to.

5.2.2. GDB Annex 2C Section 6: Suspended floors and associated construction at ground level

5.2.2.1. In any design solution the Contractor shall meet the requirements of Building Regulations.

5.2.2.2. Where floors utilising steel are provided, and where these are built or permanently fitted within 250mm of the external ground level or below the external ground level, the following shall apply.

A free air gap of at least 150mm shall be provided to the underside of the floor and to its supporting structures.

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Below ground level, any walls supported by the same structural system as the floor, or associated with the floor, and to their external vertical faces, there shall be a clear ventilation gap between any structure retaining the surrounding ground or otherwise cladding the walls and supporting the structure of at least 50mm in the vertical plane.

The free air gap below the floor and the ventilation of any structures and walls in the vertical plane below the floor and within 150mm of the external ground level, shall be linked such that these connect to provide a continuous area of ventilation, which connect to atmosphere, to cross ventilate on all faces of the building. As a minimum, these should ventilate the floor of not less than 1,500mm²/m run of external wall or 500mm²/m² of floor area whichever is the greater.

The ground shall be retained away (except where there is a threshold into the building) from any floor, any associated below ground supporting structure and from any below ground walls. Any retaining structures shall extend to the height of a minimum 150mm above ground level.

Any retaining structures shall be capable of supporting the surrounding ground and preventing this from collapse into the void below the floor and any other ventilation void, and shall not require support from the floor, associated structural systems and any associated external wall of the building. The retaining structures shall also be capable of supporting the ground when this is loaded with a MEWP or similar maintenance vehicle and a fire engine and any delivery vehicle where these are identified in the Fire Plan and Design and Access strategy and associated drawings.

Any retaining structure shall be treated or finished such that it prevents water ingress into the void below the building.

Any ground exposed below the suspended floors and the structure supporting them shall be finished with a surface treatment of over-site concrete to a minimum depth of 100mm thickness and treated to prevent ingress of water.

The design of the external works should prevent surface water collecting outside any retaining structure. Where the overall topography of the site slopes towards the building, irrespective of localised arrangements, then continuous surface drainage shall be fitted to the face of the building on the ‘up-slope’ and extending to a minimum of half the face of the building to the two connected sides.

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Any surface below ground shall be specified or treated such that in its installed arrangement it meets the life expectancies set out in Minimum Life Expectancy requirements GDB 2.5.5 Table 4 for ‘Structure’ – ‘Slab’ in the output specification. Any floor, and structural below ground system shall be designed such that it cannot deposit debris into the void over the life expectancy of the element.

Where adverse ground conditions exist including the level of ground water, flood risk and dangerous ground gases, then the Contractor shall provide an alternative solution through the elevation of the buildings clear of the ground condition issues. The Contractor shall provide robust specification complaint solutions to access the elevated building and adjacent play space.

5.2.3. GDB Annex 2C Section 2.2: Protection of Elements and the Control of Moisture

5.2.3.1. The protection of fabricated elements shall enable their installation without placing these at substantial risk of water penetration as construction progresses, and to the Contractor shall:

design the protection to the off-site fabricated element such that it can include temporary arrangements for a roof or shedding of rainwater;

allow the protection to be removed once the fabricated element is installed into the building;

allow access to key parts of the fabricated elements such as drainage connection etc. without the need to remove all the protection as construction continues.

5.2.3.2. The use of proprietary protective products that can also serve the purpose of vapour control layers or breather membranes should also be considered. It is important that moisture both from within the construction of the fabricated and built elements and moisture from precipitation is managed in accordance with Building Regulations including Approved Document C, and to maintain the internal environmental quality of the building, and to allow the building to achieve the Life Expectancy requirements set out in the Output Specification.

5.2.3.3. The Contractor can use breather membranes and vapour control layers, as appropriate, to protect both the off-site constructed element in transit and final installation where it is appropriate to do this, but careful consideration should be given to connections between the material used to protect the unit and cavity trays, drips, cills, and junctions such that there is continuity to allow the shedding of water to atmosphere or drainage in accordance with the overall

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design strategy and Building Regulations. The connection of additional drips and cavity trays, and the extension of any material to form laps etc. formed as an extension to the sheet material, should not rely on mechanical fixings which do not adequate control the flow of water as intended in the design strategy. Taping and welding of sheet material to provide a sealed joint should only be undertaken where this is described in the manufacturer’s installation details and where this meets the life expectancies of the building.

5.2.3.4. Where fabricated elements are placed or fixed together on-site, or where an off-site element is incorporated into on-site constructed building, the Contractor should develop a strategy which should then be implemented by the Contractor for ensuring the continuity of membranes, layers and barriers both in the horizontal and vertical planes where this is required to meet Building Regulations and adequate seal and protect the building. Special consideration should be given to joints, laps, drips etc., which are hidden or enclosed as the fabricated units are positioned or connected.

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School-specific Annexes

Annex SS1 – School-specific SoA and ADS

The School-specific schedule of accommodation (and associated area data sheets), based on the latest version of the DfE SoA tool, should be attached to this SSB. Where temporary accommodation is required during construction, the additional SoA should also be included here, and clearly labelled as such.

Annex SS2 – School-specific Refurbishment Scope of Works (RSoW) (if required)

The School-specific scope of works, based on the latest version of the DfE RSoW tool, should be attached to this SSB where refurbishment work is required in the project.

Annex SS3 – School-specific Legacy Equipment Schedule

The School/Responsible Body should fill in a Legacy Equipment Schedule pro forma (where relevant). This should list the equipment currently in use and which they wish to take to the New/Remodelled Building. This should also include external legacy equipment, e.g. Primary external play items.

Annex SS4 – School-specific Legacy Furniture Schedule

The School/Responsible Body should fill in a Furniture Schedule pro forma (where relevant) to indicate the current location of actual legacy Group 3 items and their eventual location. Schools should also list any loose Group 3 items that are unusually large or heavy so that Contractors are aware of potential fit and loading issues.

Annex SS5 - School-specific ICT Equipment Summary

‘The School-specific ICT Equipment Summary’ should be attached to this SSB.

 

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© Crown copyright 2020

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