1. Portfolio/Number/Name:EYP/T1 School Building Programme |
2. Programme/Activity: School Building Programme (up to £2bn of investment over the period). The Partnership Agreement committed the Executive to the largest ever school building programme in Scotland's history, renewing 200 more schools by 2006, rising to 300 by 2009. The vision is for well designed, well built, and well managed schools that support national and local priorities, and inspire children, young people and communities, and a future school estate that meets aspirations, responds to evolving needs and is effectively managed and maintained over the long term. |
3. Efficiency | 3.1 Current target; £m | | 2005-06 | 2006-07 | 2007-08 |
Cash | 0 | 0 | 0 |
Time | 1.0 | 3.0 | 5.0 |
3.2 Efficiencies delivered; £m | | 2005-06 | 2006-07 | 2007-08 |
Cash | 0 | - | - |
Time | 1.0 | - | - |
4. Accountable Officer for delivery | Colin MacLean, Head of Department |
5. Project Manager | Colin Reeves |
6. EGDD Portfolio Manager | Fiona Page |
7. Description of efficiency and actions to be taken | 7.1 What is the efficiency improvement? How will the efficiencies be made? Less staff time will be wasted on coping with poor/cramped/unsuitable building fabric, releasing time for teachers to spend more time teaching children. Further time savings of janitorial and technical staff will be realised through having a planned maintenance programme which will result in less time being spent on reactive patching up of poor buildings. This should enable more time to be spent or other activities in line with maintaining the school estate. It is reasonable to deduce efficiencies will arise and a prudent estimate of the value of the efficiency benefits has been restricted to around 0.25 per cent of staff time. |
7.2 What are the main actions that are needed to secure the delivery of this efficiency improvement? At a strategic level, local authorities require to engage fully in school estate management planning, including asset management, to identify issues relating to buildings. At implementation level, continued progress with local authority Public Private Partnerships ( PPP) and other major capital investment projects along with planned maintenance programmes. |
8. Associated costs | 8.1 Are there any development or redundancy costs associated with the delivery of this efficiency? The school building programme is not being pursued on efficiency grounds alone and therefore it would not be appropriate to net off any development costs against forecast efficiency savings. |
9. Measurement | 9.1 What are the inputs that will be measured? The input is staff time (teaching and janitorial/technical). |
9.2 What are the outputs that will be measured? The output is the proportion of staff time spent productively on teaching and planned maintenance. This should increase. |
9.3 What is the baseline for inputs and outputs? The baseline for the Efficient Government Plan is 2004/05. |
10. Quality cross-check | 10.1 What quality indicators are being used to ensure that quality of service is maintained or improved? There are no formal QIs for this. However, it should be noted that there are efficiencies inherent in new buildings and facilities, including a reduction of time wasted on coping with the consequences of substandard building fabric and facilities. Other efficiencies include a reduction of excess capacity and more flexible accommodation. |
11. Monitoring | 11.1 What are the arrangements for monitoring the delivery of efficiencies? There are no arrangements for monitoring the delivery of these efficiency savings. However, proxy measures will include the PABS 125 commitment of renewing 300 schools by 2009. At local authority level, there is also the data collected by local authorities on the condition of school buildings, including through condition surveys, and this will identify where improvements have been made. |
12. Reporting | 12.1 What are the arrangements for reporting the delivery of efficiencies? There are no formal mechanisms for monitoring the delivery of these efficiency arrangements (but see 11 above). |
13. Dependencies | 13.1 Explain if your efficiencies are dependant on legislation or other structural changes being achieved. Savings are not dependant on legislation. However, they are dependant on the school building programme and wider school estate management planning being progressed (see 7.2). |
14. Use of savings | 14.1 How are the efficiencies released from improvement activity being used to improve front-line services? Any time efficiencies accrued are essentially recovered time to enhance the teaching/learning experience and to devote to planned rather than reactive maintenance. Consequently this is an improvement in frontline services. |