« Previous | Contents | Next »
Listen
Case Studies Building Our Future: Scotland's School Estate
THE BRIDGE - AN INTEGRATED VOCATIONAL TRAINING FACILITY
Highland Council recognised that alternative forms of education are needed for some pupils, for whom mainstream education does not suit, to realise their potential. The aim was to bring these pupils back into an education environment different to a school, which reflects where they might be in future years and which provides them with all the support services they may need under one roof, thereby promoting integrated cross-service working.
This led to the decision to establish an intermediate vocational training facility in Inverness, close to Inverness College and situated within a light industrial area where the potential of working with small businesses could be maximised. Highland Council leased a newly built showroom/office unit in the Longman Business Area. Specialist teaching accommodation is provided on the ground floor in the form of a light workshop, computer room, flexible teaching accommodation, quiet rooms and support teaching rooms. On the upper floor, office and teaching space for support services is provided for the Pupil Support Service, Youth Action Service, New Community School Approach staff, Through Care and After Care Service, Home Tuition Service and Looked After Children Support Staff.
The facility opened in August 2003 with 17 pupils and 20 support staff brought together in one integrated facility.
Outcome
Creating The Bridge has led to a number of significant outcomes, including:
- a vibrant centre for pupils to attend where they feel they belong
- the identification of support and early intervention programmes through cross service working between education and social work staff
- pupils and staff have high quality facilities in which to work
- outreach opportunities are developing with local businesses and the college
- a new, low-maintenance building which has released other properties for disposal or opportunities for other use.
Lessons
Establishing a new provision is not simple when it involves pupils with additional needs, bringing together services and a new concept in provision. 
Key lessons are:
- Success: broad consultation throughout the project will ensure that everyone involved feels good about the project and the facility. This led to renewed enthusiasm within this area of provision.
- Costs: start out realistically recognising that demands will grow as aspirations grow. Inter-service co-operation is essential when setting budgets. Negotiate hard on the lease as public bodies are seen to be 'blue chip' clients.
- Working with the private sector: this can be a good experience. Ensure they understand your needs and describe what you want clearly. Plan ahead, get involved in the procurement and design early on and identify key stakeholders on both sides.
- Timing: this project took just under 12 months to complete. The need to take ownership of the building at the right educational time must be communicated to all involved. A rush to take over the facility can mean that pupils are not ready, staff come under pressure and short cuts can be taken.
- Opportunities for the release of assets for disposal can and will be realised.
Contact
Brian Hemming
Resources Manager
Education Culture and Sport Service
The Highland Council
Glenurquhart Road
INVERNESS
IV3 5NX
Telephone: 01463 702812
Email: Brian.hemming@highland.gov.uk
Ian Taylor
Manager
The Bridge
Social Work Service
The Highland Council
Glenurquhart Road
INVERNESS
IV3 5NX
Telephone: 01463 256601
Email: Ian.taylor@highland.gov.uk
Bill Alexander
Head of Children and Families Support
(Dual Education and Social Work Post)
The Highland Council
Glenurquhart Road
INVERNESS
IV3 5NX
Telephone: 01463 702870
Email: Bill.Alexander@highland.gov.uk
CHILDREN AS RESEARCHERS
Dundee City Council is in the preliminary stages of a PPP project to rebuild or refurbish a considerable amount of its school estate, with anticipated capital investment of approximately 80 million. At this stage consultation is taking place across the local authority, however this case study focuses on consultation with children following the decision to merge two local primary schools.
In each school, two representatives from primaries 4-7 were chosen to consult with the other pupils, including those from primaries 1-3. The representatives attended several classes and asked all pupils a number of questions for example, what they wanted to see in the new school. The same questions were used throughout to ensure consistency. The pupils then collated views and a list of the children's wishes was drawn up. Some of their wishes were:
- CCTV to stop bullying and vandalism
- lockers
- disabled access
- computer suite
- better toilets
- trees and picnic areas in the playground.
Following this, the children were invited to present their findings to the school design team and to the Convenor of Education. A local authority representative describes the involvement of children in the project as integral to its development:
"I have just been amazed at how important it is to listen to children because they often talk a lot more sense than adults and in fact they are the users of the building, they are your clients, not the teachers."
Outcome
The local authority representative discussed the points made by the children and where necessary explained why ideas could not be incorporated, for example due to health and safety concerns or the financial limits of the project: 
"We don't give children enough credit for their maturity of thought because I genuinely think that the kids do understand that the money isn't limitless, they do understand that some of the suggestions they make are maybe a little far fetched and that there has got to be compromise and that if they don't get one thing then they may get the other."
Feedback was given on decisions, for example the design team addressed the children's concerns about access for children with additional support needs.
Where possible the design team attempted to reach a compromise with the children. For example, though young people wanted soft outside surfaces the team explained how in another school the material had been known to freeze over, rendering much of the playground unusable for most of winter - not ideal on the east coast of Scotland. The compromise reached in this case was to have an area of the playground covered in softer material so that it would be available for the younger children and for certain games.
The planning team report that the views of the children have been included in the specifications, in some cases at the expense of things that adults had suggested. For example, the toilets have been given high priority in the specification taking on board the children's concerns about the current facilities.
The children involved reported feeling comfortable presenting their evidence in the local authority committee rooms, which may have been a consequence of having school staff attending. The refreshments provided for the children also appeared to have a positive impact on the way the children viewed the experience.
Lessons
- involving children as researchers who investigate and present their peers' views on school design is one way of ensuring that the views of a large number of children are heard without relying on questionnaires
- formal settings, such as local authority conference rooms, can be used effectively for consultation events, however, consideration must be given to making children feel comfortable.
Contact
Gillian Ross-Pond
Project Director
Dundee City Council
Floor 8
City House
Overgate
DUNDEE
DD1 1UH
Telephone: 01382 435161
Email: Gillian.Rosspond@dundeecity.gov.uk
« Previous | Contents | Next »