Scottish Government

APPENDIX 2: Case Studies

INTRODUCTION

This appendix provides illustrations of the ways in which two local authorities have made their overall condition assessment for Condition Core Fact submissions. We are grateful to the two authorities concerned for supplying these case studies, which are real examples of work produced prior to the publication of this document, and have not been fabricated or adjusted to suit this guidance. It follows that although the case studies have been chosen for their similarity to the methodology recommended in this guidance, they do not follow it in every detail. For example, the elements used by the authorities differ from the elemental listing provided at Appendix 1. Some local authorities have weighted and scored some transverse elements in their own right, whereas in this guidance the transverse elements are factors to be taken into account in scoring each physical element. The assumed difference between Condition and Suitability also differs from this guidance in some areas, i.e.DDA requirements should be considered under Suitability rather than Condition.

1. The principles of the elemental assessment still apply and the case studies still depict the broad methodology to be used. In this respect this appendix illustrates the way in which the Condition Core Fact assessment methodology is moving forward: indeed, this can be seen in action in the first case study, in which the assessment method has been improved between the first overall condition assessment, and the assessment made after improvement works have been undertaken. Continuous improvement will no doubt require further modifications to be made as collective experience is acquired.

2. The methodology closest to that recommended by this guidance is that used for Riverside Primary School.

3. Both case studies shown here depict schools to which improvements have been made in the recent past. They are structured as follows:

• introductory paragraphs giving background information: an overview of the school, its location, age and construction, and an indication of its roll in relation to its capacity;
• a description of the method used to arrive at the overall condition category;
• a statement on the condition category prior to improvement works;
• a very brief overview of the rationale behind the planned improvements;
• a description of the improvements made to the school; and
• a statement on the overall condition category after improvement.

1 RIVERSIDE PRIMARY SCHOOL

1. Riverside Primary School is located in Craigshill, Livingston in West Lothian. The school is over 25 years old with a gross internal area of 3300 m2, sited in grounds of 1.8 hectares (Ha). The school is full to capacity with a roll of just over 300. It has two Additional Support Needs ( ASN) classrooms in use as well as an early education/pre-school facility. There is also an area of the school given over to use as a community facility.

2. The main building has a three storey concrete frame with a precast concrete roof and floor slabs, and external cladding. The main hall is steel framed, while the kitchen/boiler block is of block construction. Both have cavity walls and concrete roofs.

Method Used to Assess Condition

3. The school condition was assessed using an early version of West Lothian's elemental assessment method. To obtain the overall condition of the school, the elements were each assigned a condition rating (A to D) by the surveyor. The overall condition category was determined from this information, through the application of a weighting and scoring system. This translated the ratings assigned to the elements to numeric values:

These values were multiplied by a weighting for each respective element. The results were then summed, and expressed as a percentage of the maximum weighted score.

4. Using standardised percentage bands designed by West Lothian Council Property Services to reflect the agreed condition of a sample of schools, the overall condition category was then determined as follows:

5. An example of this process is shown below. The weighting factors for the elements are standard across the local authority. They range from 8 to 80, based on the perceived significance of each element to the overall delivery of school functionality.

Condition Category for 2003

6. A stock condition survey carried out in November in 2003 indicated that:

• the roof was in poor condition, with significant areas of ponding and a history of water penetration;
• wear and tear to floor coverings were causing trip hazards at some joints, and requiring maintenance as a result;
• the ceilings were in poor condition, partly due to previous removal of asbestos and partly due to ageing and water ingress problems;
• externally rendered areas were poor, with spalling evident in numerous areas;
• the pupil toilet areas were over 25 years old, and in poor condition;
• the wiring, although in satisfactory condition at that time, was noted as reaching the end of its expected life and was likely to deteriorate; and
• the state of decoration was poor, with dull paintwork in circulation areas and classrooms, and flaking paint in changing and toilet areas. A number of extensive built-in cupboards also had poor door finishes due to the accumulation of staples for exhibits.

7. As a result, in 2003 the school was assessed as being in Condition C overall. The assessment table is shown below. There was no change to this rating in 2004.

Condition Assessment for Riverside Primary School in 2003

Decision Process for Investment

8. The upgrading of the school was part of a three year planned improvement programme, as indicated by West Lothian's School Estate Management Plan of December 2004 (see extract below). West Lothian's target is to ensure that all of its school stock is improved to, and maintained in, Condition A or B. For Riverside Primary, the decision was based on this policy, together with the following:

• the future roll of the school was projected to be stable, with no class size reduction issues; and
• the school was assessed to be in Suitability Category B. It is spacious and can be used flexibly to accommodate curricular needs. There were no problems with achieving the minimum physical education provision as the school has a gymnasium as well as separate dining and assembly halls.

9. An option appraisal was undertaken during 2003 to determine the three year school estate capital programme for 2004/05 to 2006/07.

10. A significant capital receipt provided the council with the opportunity to address high priority problem areas.

11. It was essential to match the needs of the school estate with the corporate objectives of the council, and with available funding. Early in the option appraisal process, it became evident that the council could eliminate the majority of backlog maintenance in schools. This was clearly a very desirable option. As a result, a three year programme was devised which:

• ensured the council would meet its statutory duty to provide adequate and efficient school provision;
• addressed the essential maintenance backlog in nursery, primary and secondary schools, and ensured health and safety obligations would be met; and
• tackled high priority suitability issues to secure improvement in the quality of school education.

12. An extract from West Lothian's School Estate Management Plan of December 2004 is provided below.

Extract from West Lothian School Estate Management Plan of December 2004

9.2.1 Schools Planned Improvements Programme

Investment plans have been formulated to minimise future liabilities and to make a significant impact on the school estate. The summary of need has been further evaluated to produce a prioritised expenditure plan that can be delivered between 2004 and 2007. The investment programme for the school estate is shown in Table 8.

Table 8: Capital Plan Schools - 2004/05 to 2006/07

The council is committed to improving the condition of the school estate. A total investment of £19.262 million on planned improvements will address the backlog of maintenance that exists within the school estate over the next three years.

For the Schools Planned Improvement Programme the major projects and planned improvements will, in most cases, be implemented as a single contract as this achieves Best Value while minimising disruption to school staff and students. A detailed capital programme for 2005/06 and 2006/07 has been approved by the council's Policy, Partnership and Resources Committee and is set out for information in Appendix 2. As noted the work will be implemented as a single coherent programme that will maximise efficiency and minimise disruption at schools.

Capacity Projects

These projects relate to the council's statutory duty to provide adequate and efficient school provision and are required to address increases in pupil numbers.

Improvements to Condition

13. The following work was carried out in the second half of 2005 to improve the condition of the school:

• replacement roof covering in some areas;
• rewiring;
• ceiling replacements;
• toilet refurbishment;
• flooring refurbishment; and
• redecoration.

14. In addition, work including asbestos removal was conducted on other areas of the school to make best use of time and resources.

Condition Assessment after Improvement Works

15. Following the above works the condition was reassessed. At that time, West Lothian operated their weighting and scoring system using the same broad headings as per their element list from 2003, but with a more extensive list of elements. The same system of weighting and scoring was used, with the same percentage bands for allocation of schools into overall condition categories. The 2005 assessment was as detailed in the table below. Note that whilst the full set of weightings sums to 400, in this case there are no External Decorations. Hence the actual maximum score is 380. The school now scores 299, giving a percentage score of 78.68%.

16. Using the percentage allocation bands given above, this fits into the Satisfactory range, and hence the school is assessed as being in Condition B. The condition rating reflects the improvements made to the school, which now meets the local authority's target for achievement of all schools being in Condition A or B.

Condition Assessment for Riverside Primary School in 2005

2 DEERPARK PRIMARY SCHOOL & LOCHIES SCHOOL

Introduction

1. Deer Park/Lochies is a combined campus school in the village of Sauchie on the outskirts of Alloa. Deerpark Primary, catering for 141 children, comprises the larger part of the building, while Lochies School, the only such specialist facility within Clackmannanshire, provides facilities for 28 children with Additional Support Needs from within the council area. The combined campus approach meets with the council's objective of integrating, as far as possible, children with Additional Support Needs into the main stream school system. The building was originally constructed in the mid 1950s using traditional construction techniques for that period. The total campus area is 2.25 Ha and the gross internal area is 2897 m2. (Deer Park 2292 m2, and Lochies 605 m2.)

Method Used to Assess Condition

2. The first formalised condition assessment of the school was completed in January 2001. This has been updated on a yearly basis since, with the last full review being in January 2006. The assessment method combines the knowledge and experience of the maintenance officer responsible for the daily running of the building with a detailed survey report undertaken by the council's building surveyor. Particular consideration is given to any statutory aspects of the building surveyor's report such as electrical safety, asbestos, glass, and the Disability Discrimination Act. All of these inputs are entered into an elemental scoring matrix, which in turn provides a basis for the identification of maintenance priorities.

3. An explanatory extract from the Asset Management Plan is shown below together with the scoring matrix for Deer Park/Lochies prior to the start of work in 2004. Some photographs of the building's condition at that stage are also shown here.

Explanatory Extract from Clackmannanshire Council's AssetManagement Plan

Use of this Document

The data is intended to provide Services who use the buildings with general guidance as to building condition and help inform strategic decision-making. In this regard initial service views on possible future use are included. Detailed sheets are provided to highlight elements in individual buildings that may require attention.

Condition Definitions

The following definitions of building condition are used throughout and are consistent with criteria set by the Royal Institution of Chartered Surveyors nationally.

A Building as new
B Building serviceable but in need of some repair
C Building in need of major repair immediately
D Building unsafe or not useable

Methodology & Overall Condition

Assessments are based on the condition of 10 major elements in each building. The elements are weighted for importance in technical terms and are not intended to reflect user considerations. These are:

Each element is rated on a 1 to 4 scale with higher scores representing better condition. Scores are multiplied by the weighting and totalled to give a condition rating:

Condition Category for 2004

Roofs

4. Most of the roof area of the school had roofing felt replaced or patched in the past due to leakage.

Electrical Services

5. Some redundant wiring and distribution boards remained from earlier piecemeal improvements and wiring replacements. As a result it could be considered that there were potential health and safety issues for technical workers, although not for staff or pupils. The wiring was not at the end of its life but suitability issues, mainly poor lighting, meant that the electrical services were graded as being Poor. It should be noted that these suitability issues would not now be taken into account in Condition Core Fact reports issued under this guidance.

Internal Finishes & Floors

6. Existing classrooms had high ceilings with heat loss problems and poor lighting. These would be considered suitability issues under this guidance.

7. Paintwork was dull, and flaking paint and minor surface damage were evident.

8. Carpeting was badly stained in some areas, with worn patches. These resulted in occasional trip hazards which required attention.

9. Vinyl floor coverings in disabled washing/showering areas were regarded as being a potential slip hazard.

10. Boys' toilets were floored with old quarry tiles and mortar, with ageing open drains in some floors. These were regarded as no longer being hygienically effective. In addition, as a suitability issue, the toilets were generally poorly ventilated. Again, the suitability issues would not now feature in a condition report under this guidance.

11. Girls' toilets were in similar condition, also with the suitability issue of poor lighting.

External Areas

12. Tarmac repairs were needed, and free-standing walls and boundary walls required pointing.

Disability Discrimination Act

13. Stairs in the corridor of Lochies School prevented disabled access. The school entrance failed to meet accessibility requirements due to the presence of a step, and inaccessible security controls. In addition a lift was required to gain access to some teaching areas.

14. Neither boys' nor girls' toilets met conditions for accessible provision.

15. The features of the condition assessment summarised above resulted in an overall condition assessment of Category C as shown in the table below.

Asset Management Plan Condition Survey Sheet for Deerpark/Lochies, 2004

Decision Process for Investment

16. The main areas for action were elements with a 1 (unsafe or not useable) or 2 (in need of major repair immediately). In the case of Deer Park/Lochies this covered DDA compliance, roofs, electrics, floor and wall finishes and the external areas. DDA issues in a school intended for integrated use by pupils with Additional Support Needs were obviously of major significance. The work therefore received a high priority in the Council's options appraisal and the resulting improvement programme. The approach has been to undertake desirable work alongside essential work, in order to minimise disruption to the school. This has resulted in the programme being extended to include improvements to the toilet facilities and adaptations to increase the energy efficiency of the building.

Condition Assessment after Improvement Works

17. The programme of work addressed the issues raised above under Condition Category for 2004. The work began in June 2004 and was phased to tie in with the school summer holidays over a four year period as follows:

Works in 2004

18. Removal of stairs in Lochies School corridor improved accessibility throughout the school.

19. In addition, the opportunity was taken to address a suitability issue by adapting an existing unused area. This provided good quality office space and created the model for the new entrance foyer.

Works in 2005

20. Classrooms were refurbished with new ceilings, lighting, and colour co-ordinated walls. New floor coverings were also laid.

21. Boys' and girls' toilets were replaced with new cubicles and vanity units, an easy-clean, anti-slip floor, and improved lighting and ventilation.

Works in 2006

22. The entrance was upgraded with the addition of an adjacent accessible toilet.

23. An open lift was installed to provide access to lower and upper teaching areas.

24. Toilets were removed in order to free up the necessary space to accommodate both the lift and an attractive entrance foyer.

25. An automated main door and security controls were installed, and floor levels adjusted to remove a step at the entrance. These modifications have considerably improved accessibility. In addition, the main school entrance has been made more welcoming and functional.

26. The roof coverings in poor condition were replaced.

Works to be carried out during summer 2007

27. The 2007 programme will complete the refurbishment of the school with works on classrooms at Lochies, and on the gymnasium and the assembly hall at Deerpark. At the time of publication these projects are in various stages of the design process. One section of this design process is being carried out with the assistance of Primary 5 Deerpark pupils.

28. Currently three phases of the work are complete, with the final phase due to be commenced in June 2007.

Conclusion

29. The scoring matrix was used to identify the school's specific upgrade requirements. The targeted elemental approach was the basis upon which the improvements were selected and implemented, and the school has been improved considerably for its users. The work outstanding for 2007 is not such as to influence the condition rating for the school as a whole. At the time of publication, the school was rated as being in Condition B overall, with no element scoring lower than 3: serviceable but in need of some repair.