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Case Studies Building Our Future: Scotland's School Estate
REFURBISHMENT OF DOON ACADEMY
Following the discovery of asbestos within the fabric of Doon Academy, it was decided to completely refurbish the school. This was a significant capital investment in the school estate of approximately 2.6 million, which involved the complete gutting of the building back to the shell.
Outcome
A key requirement was that all work should comply with legislation relating to access for those with additional support needs. This involved flooring, colour of walls, colour of skirting board and door surrounds and installation of flexible practical areas, such as desks and sinks which can be raised and lowered, and placing electrical sockets and light switches to be accessible to those in wheelchairs.
Lessons
The main lesson learned was one of consultation with all stakeholders, in particular young people and teaching staff to ensure that the school building is constructed in a way that will allow for the flexible delivery of a 21st century curriculum, and meet the ethos of inclusion. 
Contact
Euan Couperwhite
Head of Resource Support
East Ayrshire Council
Council Headquarters
London Road
KILMARNOCK
KA3 7BU
Telephone: 01563 576090
Email: euan.couperwhite@east-ayrshire.gov.uk
REPLACEMENT OF BEITH PRIMARY SCHOOL
Beith Primary School in North Ayrshire has historically been split over two different sites: Primaries 1-4 were housed in the former Junior secondary in Barrmill Road and the Infants in a separate building off Kirk Road. The Barrmill Road campus consisted of a series of buildings and huts which had nearly reached the end of their serviceable life. The Kirk Road school is a fine Victorian building in need of major refurbishment.
Technical Services of North Ayrshire Council prepared initial proposals and a feasibility study investigating options to accommodate all of the primary years, including a new nursery, on one site at Barrmill Road. In 1996 Education Services took the decision to replace the existing buildings with a new, purpose-built modern school. The brief was to provide a three-stream school, including a new nursery, which would unite all pupils under one roof and provide an internal layout which would support the council's structured teaching methods.
A decision was taken at an early stage to address perceived problems with an earlier model open-plan school. A semi-open plan layout that is flexible in response to users' requirements and supports current teaching methods and philosophy was developed.
Outcome
In the evolution of the design, priority was given to quality of space and light and ease of movement and use. Given the desire to widen community use, security became a major issue as public access and separation needed to be balanced. The design philosophy called for a child-oriented building, with the scale of components designed to work from the point of view of children. Attention was paid to the design of services and the use and layout of the external environment. Care was taken to ensure that the building would contribute to the education of the children - a building not only to learn in, but also to learn from.
Lessons
A number of developments in the design enabled the school to benefit from better resources and to make better and flexible use of space. 
Contact
Jim Leckie
Head of Service
Educational Services
North Ayrshire Council
Cunninghame House
AIRDRIE
KA12 8EE
Telephone: 01294 324414
Email: jleckie@north-ayrshire.gov.uk
SCHOOL ESTATE CONSULTATION EXERCISE
East Dunbartonshire Council has recently undertaken a consultation exercise to survey stakeholder opinion on how it might proceed with the regeneration of its school estate. The information gathered will be used to develop the plan for the school estate and PPP project.
A questionnaire was issued to every household in East Dunbartonshire, all teaching and non-teaching staff and households outwith the council area where a child attends an East Dunbartonshire school. The questionnaire addressed issues such as targeting investment based on condition, size of school and joint campus arrangements.
An independent market research company assisted with developing the documentation and processing the returns. Analysis of the questionnaires will provide the views of stakeholders for consideration by the council on how it will address its school estate. The weightings in the option appraisal exercise will be influenced by these results.
Individual responses to the questionnaire were confidential. However, there was broad analysis on views in particular categories such as parents, staff and local communities.
This extended survey was a novel approach. Elected Members consider that the views of stakeholders are crucial to the success of the project. Any resource allocation issue, especially when relating to the award of 100 million PPP funding or the timetable to address rebuilding schools through standard procurement methods, will be seriously scrutinised by the public, the press and other interested parties. This exercise has provided invaluable data that will be used to inform the council's decision-making process and support the direction of future policy.
The provision of schools, their location, size, availability, condition and suitability for purpose can become emotive when it involves change. As a result, the collection of local empirical data was essential to support any decision taken. Additionally, many of the questions that need to be addressed in relation to school estate have local imperatives as the principal influence. National research or scientific data, while important, may be less influential.
Examples of this relate to the attitude of particular communities or user groups towards:
- school amalgamation - where the demographic analysis has demonstrated that sufficiency of future provision requires change
- provision of joint campuses - the issue of sharing facilities
- size of school - the optimum size of primary and secondary schools in East Dunbartonshire
- design features and how schools of the future can best provide for the educational and social challenges of the 21st century. This was extended to consider the issues of refurbishment and new build.
The results of the questionnaire have provided the council with a clear evidence-based mandate to proceed with a programme that is supported by a significant proportion of the community.
Outcome
10,150 (21%) questionnaires were returned. The market research company considered this a success; as rates return are normally lower and the council is delighted at the level of response. It provides a significant sample of stakeholder opinion relating to a number of contentious issues.
It is still recognised that results from this type of survey must carry a health warning. Resources allocation will always generate debate and this exercise will inevitably lead to individuals or particular action groups expressing views that oppose decisions reached: this is the nature of a democratic society. Through the consultation process, a significant proportion of the community has had the opportunity to express views with the result that decisions reached should be capable of being shown to relate well to local opinion.
Lessons
A significant proportion of the community is interested in becoming involved in this form of consultation. The communication of any results of the process must be made available through appropriate channels.
The council acknowledges that this exercise is only the first stage in a process. Over the coming months groups, briefings of Elected Members and council committees and a series of roadshows will be undertaken to continue to involve stakeholders in the consultation process.
Contact
Gordon Currie and Jim McGregor, PPP Project Managers
Sandy McGarvey, Head of Operational Support
East Dunbartonshire Council
Tom Johnston House
PO Box 4
Civic Way
KIRKINTILLOCH
G66 4TJ
Telephone: 0141 578 8843
Email gordon.currie@eastdunbarton.gov.uk
SCHOOLS PPP COMMUNICATION AND CONSULTATION STRATEGY
An organisational structure and communication and consultation framework has been established that provides key principles which will govern relationships and form the basis for all communication and consultation with project stakeholders. This will ensure that the project meets the aspirations of staff, pupils, parents and members of the community as well as recognising and delivering against wider council objectives.
Outcome
The framework ensures broad based open communication and consultation through a Project Steering Group, a Project Team and four Working Groups. The working groups are an Education Leadership Group, Local Forums, a Council Forum Group, a Raploch Campus Group and an Facilities Management Working Group. These groups will have overall responsibility for communication and consultation with a wide range of stakeholders.
The key objectives of the strategy will be to provide stakeholders with an understanding of the PPP process (including key milestones and overall timescales), to provide ongoing information on progress, to agree how consultation should be progressed throughout the process, to ensure that key stakeholders can actively participate in the process and its outcomes and to ensure that project management and decision making is supported through the supply of necessary information.
The key principles of the strategy are that all communication and consultation is appropriate - in content, form, frequency and location, that decision-making requirements are clear and transparent; that decision making is recorded and formalised; that consultation is clear, allowing for consideration and response where choice is available and opinion required and that feedback is given wherever possible.
Lessons
To ensure that this is carried out effectively, it is important that the key objectives of any communication or consultation are recognised, that the principles of communication are adhered to and that clear channels and responsibilities for communication and consultation are established.
Contact
Bob Gil
PPP Project Manager
Stirling Council
Viewforth
STIRLING
FK8 2ET
Telephone: 01786 442643
Email: gilr@stirling.gov.uk
SCHOOLS PPP PROJECT CONSULTATION AND COMMUNICATION
Since its inception over three years ago widespread stakeholder involvement has been a key element of the framework of development for Argyll and Bute Council's school PPP Project. As a result of the clear emphasis on consultation and communication, the project has the unanimous support of the council and has secured positive support from education stakeholders.
Outcome
Key Consultation and Communication Exercises
Some of the key exercises that have been a feature of the project to date are:
- consultation seminar - for Elected members, chairs of school boards and MSPs
- community consultation meetings - Open Community Forums were held within the ten secondary schools
- senior pupil forum - senior pupils from each of the ten secondary schools were invited to a two-day seminar
- consultation with school boards - seminars organised for the chairs of all school boards
- consultation with schools - this has taken place over an extended period of time through:
- Head Teachers' meetings
- Head Teachers' seminars
- Improvement Agenda Coordinators' seminar
- Development of Schedules of Accommodation
- Development of Room Data Sheets (RDS).
General
The consultation and communication exercise has been complemented in a number of other ways. These include:
- issue of information leaflets to all school staff and school boards
- attendance of Project Team members at School Board meetings
- briefing meetings for Scottish Executive Ministers, MSPs, and local Elected members
- information to local community groups by attendance at community group meetings or through written responses
- Business Awareness Days
- press releases to national and local newspapers as well as articles within the council's staff newsletters.
Lessons
There will obviously be the need for adaptation and change as the project develops so the consultation and communication structure must be flexible enough to respond to changes from within and outside the council. A simple example relates to Room Data Sheets.
Room Data Sheets (RDS)
One of the most extensive consultation exercises took place over a period of 6 months. It was essential that all staff in every project school were given the opportunity to become involved in the consultation exercise on the development of the RDS. 
Drawing on good practice from other school PPP projects the Project Team drafted over 150 Primary and Secondary RDS which were issued in electronic and hard copy format to every project school. All staff were encouraged to submit comments and many responded. Where appropriate the RDS were altered. The amended RDS were then reissued for further comment. Where comments were not incorporated then explanations were given back to each school, often to the individual member of staff concerned.
This consultation exercise allowed staff to comment on, and have ownership of, one of the key components of the ITN documentation.
The initial RDS period of consultation was too ambitious. It took much longer for the RDS to be distributed to staff and for comments to be collated than originally envisaged. Issues such as teaching classes, preparation for external examinations and other day-to-day school issues shortened the time available for staff to examine, discuss and respond. School holidays during February and Easter also slowed down the process. In hindsight it would have been useful to agree a more detailed framework of consultation time with schools prior to this aspect of the project's development. If schools had included this as a target in their school improvement plans it would have been easier to identify the time required and staff would have been more aware of their role and commitments.
Contact
Mike Casey
Project Officer Secondary
Argyll and Bute Council
Alexandra Parade
DUNOON
Argyll
PA23 8AJ
Telephone: 03169 701446
Email: Mike.casey@argyll-bute.gov.uk
SECONDARY REFURBISHMENT INVOLVING PROFESSIONAL ARTISTS
A recent school refurbishment on the Island of Whalsay in Shetland involved three professional artists working in the school for a year. The school received a grant of 50,000 from the Scottish Arts Council to employ the artists, who worked for four months each and produced a large piece of sculpture, stained glass and murals throughout the school and wider community. Their brief was to produce personal work and also to create pieces involving the pupils.
Outcome
The three artists produced pieces that are of great pride to the Whalsay community. The sculptor created a large piece reflecting the environment of the island, which is large enough for pupils to climb over. He also created sculptures in the nursery and primary school. The stained-glass artist produced a welcoming entrance to the department and pieces throughout the school. A large mural was designed in the secondary department as well as in the nursery and primary schools. The school is now an example of a community working successfully with artists.
Lessons
The establishment of the project involved the school managing:
- advertising in national press for artists
- drawing up contracts (with legal team)
- consulting the community on designs
- successful interaction with pupils
- the production of quality.
http://www.symbisterhouse.shetland.sch.uk/art-&-design.htm
Contact
Jim Johnston
Shetland Council
Hayfield House
Hayfield Lane
LERWICK
Shetland
ZE1 0QD
Telephone: 01595 744054
Email: jim.johnston@sic.shetland.co.uk
A SECONDARY SCHOOL DESIGNED FOR FLEXIBILITY IN USE
The challenge was to provide a completely new building for St Thomas of Aquin's Secondary school in central Edinburgh. The school has a restricted site and space was at a premium, however the initial schedule of accommodation proposed far exceeded the available space budget. By considering the school's requirements in greater detail, a brief was developed which provided a configuration of space which not only optimised the use of space at the outset but which would hopefully adapt to future changes.
Outcome
There are two aspects to flexibility: versatility in use - how spaces can be designed to be used more efficiently; and 'adaptability over time' - to how effectively the building can cope with future change. 
Versatility in use
General Education classrooms at St Thomas of Aquin's were increased in size so they could accommodate a wide variety of group activities. By providing a suite of classrooms that could adapt to a number of purposes, specialisation in room size was eliminated allowing each classroom to be timetabled more intensively.
School assemblies, dining/social and performance rehearsal are all activities, which require relatively large areas of space, but which generally take place at different times of the day. By combining these functions in a single, well-designed, centrally-located, multi-purpose space, the school had the opportunity to create a spacious and well-used hall creating a social 'heart' to the school.
The staff room is a space used intermittently throughout the school day and often unused at other times. A location close to the main entrance allowed it to be used as a community lounge or function venue outside normal school hours - functions which would not have been given dedicated space within the constraints of the space budget. 
Adaptability over time
The practical subject classrooms were standardised as far as possible. Computing, Business Education, Science, Home Economics, Craft Design and Technology (Graphics), Art and Music classrooms were sized at 75m 2, serviced peripherally and, where possible, furniture was provided on a loose-fit basis. The objective was to allow rooms to be refitted and change function over time to meet fluctuations in subject uptakes and timetabling.
The structure and services of the building were designed to allow future reconfiguration of space throughout the school. For example, the computing classrooms were located adjacent to the open plan flexi-base so their partition walls could be removed and their floorspace subsumed into a larger area.
The school was designed so that future expansion could be achieved relatively easily. Massing, circulation and construction were planned to allow for straightforward extension onto an adjacent site, while a number of central ancillary functions were designed with marginal over-capacity to cope with a potential increase in roll.
Lessons
To optimise the use of space in any new building, the accommodation schedule at the outset of a project should be considered only as a starting point. The actual and anticipated future use of all spaces and activities should be examined in detail - taking account of time in use - so that opportunities for shared use and extended use can be identified. Time should also be taken to consider what possible future scenarios may affect the configuration of space so that the final building design will be able to facilitate rather than hinder future changes in capacity and layout.
The greater the consultation and discussion at the start of a project, the more can be achieved from space budget. Rather than compromising the effectiveness of spaces, there are many instances where this exercise can add value.
Contact
Keith Thomson
City of Edinburgh Council
Council Headquarters
Wellington Court
10 Waterloo Place
EDINBURGH
EH1 3EG
Telephone: 0131 469 3051
Email: keith.thomson@educ.edin.gov.uk
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