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FIRST DRAFT

Building Bulletin 99: Briefing Framework for Primary School Projects Incorporating primary school revisions to BB82: Area Guidelines for Schools The Government’s continuing commitment to education is reflected in the recent sharp increases in capital investment in schools buildings. By 2005­06, it will be £5.2bn, of which at least £500m will fund improvements to primary schools. It is important that any primary school involved in major building work develops a strategic masterplan to ensure that the work supports the educational aims and vision of the school.

Creating a good brief is the first important step towards the success of any building project. In the light of Government investment, it is now all the more crucial to ensure that any building project is in line with a long­term masterplan for the whole site: whether they are small projects, for instance using Devolved Capital Funding, or completely new school buildings funded through the Targeted Capital Funds or prudential borrowing.

The guidance in this bulletin will assist school staff and governors, Local Education Authorities (LEAs) and dioceses, with the help of building professionals, to develop design briefs to the necessary detail and ensure that the priorities of the school are clearly expressed and can be carried through the design.

Parts C and D of this document provide area guidelines for primary schools which supersede those in Building Bulletin 82: Area Guidelines for Schools, published in 1996, and any revisions. Realistic, non­statutory minimum standards are recommended for various categories of space within the buildings (Part C) and the school grounds (Part D), to address the needs of pupils with SEN and disabilities, the school workforce and community use out of school hours. But a further ‘float’ is also included to address the individual priorities of each school. The intention is not to set constraints, but to ensure minimum standards are protected.

This document summarises the key points, with references to further information in other guidance. Building Bulletin 98 does the same for secondary schools. More technical details on all mainstream schools, particularly for architects and other building professionals, will be available on a related web­based document in the future.

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Introduction

A good brief is the foundation for the success of any building project. The objective of the ongoing brief­ making process is to clarify the intentions of the client and inform the design team of the requirements for the project i .

This document is designed to assist headteachers, governors and other stakeholders in the creation of a brief for any major project in a mainstream primary school, with particular emphasis on the following issues:

• Part A: the process of creating a brief, and how the brief for any building project should fit within a strategic masterplan based on the school’s longer term vision for the future;

• Part B: the key design criteria that should be included in the brief to ensure the facilities are appropriate and usable for the changing circumstances of the future;

• Part C: minimum building area requirements for each of the six categories of space within the usable or net area, and for the remaining area of the buildings;

• Part D: minimum site area requirements for the various categories of outdoor spaces needed within the playing field area or net site area.

Side notes on each page give references to further information and guidance, including Exemplar Designs ii and Room Data Sheets iii .

Context It is important that the brief for any building project is seen in the context of the overall strategic masterplan, to avoid work being done in the wrong place or in the wrong order. It is equally important that the masterplan is in line with the aims of the Local Education Authority’s (LEA’s) Single Education Plan, operational asset management plan (AMP) and other strategies, for instance for accessibility iv , community and sport.

i. What is a Brief? The NBS (National Building Specification) Educator states that: Briefing is the process of identifying a client's need and finding an appropriate solution. A brief is a product of that process and is produced at key points in the project and formalizes decisions and instructions in a structured document. The briefing process is iterative and moves from the general to the particular. See www.nbseducator.co.uk/ briefs

ii. Exemplar designs have been developed by some leading architectural practices working to a DfES brief, to improve the design quality of school buildings. The designs, including five primary schools, are intended to develop a shared vision of 'Schools for the Future' and create benchmarks for well designed schools.

iii. Room Data Sheets were developed for the exemplar design brief to identify the key design criteria for each room. The examples on the web sute are indicative only but highlight the headings that should be considered at the detailed stage of the brief.

iv. Part IV of the Disability Discrimination Act 1995 requires LEAs to have an Accessibility Strategy for schools by March 2006.

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Part A: The Briefing Process

Briefing team

The initial strategic brief for any project will need to be written by the client. It can then be developed by the wider design team as building professionals become involved iii . Depending on the size and type of project, the client team will include:

• those responsible for the provision of pupil places and the school estate, usually the Local Education Authority (LEA) or diocese;

• the fund holder(s), who needs to be sure that the brief is achievable within the budget and allows for future changes (for instance in staff and organisation) and community use;

• senior school staff and governors, who will need to ensure the design is suitable for the individual needs of the school;

• other stakeholders, for example local community groups who may wish to use the facilities or those that could provide further funding for multi­agency provision on the school site, such as childcare or social services.

The users of the project, including the staff and pupils, should also have a key role in formulating the brief iv .

iii. A useful introduction to the roles of those involved in building projects is A Guide for School Governors: Developing School Buildings, published by the Royal Institute of British Architects (RIBA). Available, quoting ref: WS/GFG, from: RIBA Policy and International Relations 66 Portland Place London W1N 4AD, price £6.50.

iv. School Works and Learning through Landscapes put participation and partnership at the heart of their approach. See www.school­works.org and www.ltl.org.uk.

Joined Up Design for Schools joins up UK designers with school pupils as the client, to demonstrate how design and creativity can improve the quality of life and learning in schools. See www. joinedupdesignforschools. com.

Outcome­based Approach The best approach to brief writing is to define as clearly as possible the desired outcomes for the project, rather than attempting to specify likely design solutions to achieve the outcome. This will ensure the best value from the inventive design capability of the design team and constructor.

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FIGURE A.1: OPTION APPRAISAL IN CONTEXT

Service Strategies and Plans

Capital Priorities Service Performance

Property Performance

Priority Project

Decisions

Asset Man

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ent P

lann

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Option App

raisal

Implementation

Evalua

tion

Option Appraisal

Con

sultatio

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Fund

ing Options

Define the Objectives Develop the Options Information Gathering Assessing the Options Analysing the Options

Choose Preferred Option

Reporting

Corporate Strategies and Plans (incl. SEP)

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Preparing a Master Plan

A strategic masterplan, or Premises Development Plan (PDP), should be the first task for any school anticipating the need for improvements or alterations to their buildings or site. It will reflect the long term building implications of the school’s education and community objectives, as set out in the School Development Plan, for the entire school.

To support the delivery of these objectives, all building projects ­ of whatever size or timescale ­ should then form part of this plan, like pieces in a jigsaw puzzle. This avoids early projects adversely affecting later ones, ensures best value and provides a framework for short­ term funding opportunities.

i. Steps in an Option Appraisal are discussed in detail in Finding the Right Solution: a Guide to Option Appraisal, available on www.teachernet.gov.uk/a mps.

Finding the Right Solution

The masterplan or PDP can be developed in the same way as any building project, following the steps of an Option Appraisal (as in figure A.1 opposite) i :

• to define the objectives, a basic comparison can be made between the future needs of the school and the ability of the current premises to support them;

• to develop the options, a feasibility study can be done by building professionals to look at various possible ways to meet the objectives;

• information gathering can then be done for each of the best options, including whole­life ii capital and revenue costs and design quality;

• to assess and analyse the options, scoring and weighting can be applied by setting out the options against the objectives in a table, combining financial and non­financial factors to produce a best value solution.

When the preferred option is chosen, it should provide a feasibility design that incorporates the school’s vision of the future.

ii. What are ‘whole­life’ costs? A theoretical ‘whole life cost model’ can be calculated for any design, but the principle is simply to take the initial construction costs and add the running costs and replacement costs of items which form the building over a reasonable ‘life­time’ such as 25 to 60 years.

For instance, a temporary structure may be cheaper to build than a traditional building which has a longer life time, but may be far more expensive to maintain and need to be replaced at least once in that time.

In a PFI project, the PFI provider is likely to prefer a cost that may be more expensive ‘up front’ but cheaper in the longer term.

By developing the masterplan to feasibility design stage iii , strategic options that may have been envisaged, such a new sports hall or performing arts block, can be shown to be feasible and appropriately located.

iii. RIBA stage B: feasibility design is a recognised early stage of the design process.

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Figure A.2: Master plan, or PDP, flow diagram, showing how data on existing premises can be compared with future requirements to identify the scope of works and possible budget.

masterplan

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Defining the Objectives

The masterplan or PDP should be based on an objective comparison between the future premises needs of the school and the current buildings and site i (as described in figure A.2 opposite). This can usually be done by the LEA or school using existing data.

The future need will be based on:

• the projected capacity (number of pupil places), in the context of the LEA strategies and policies;

• the recommended building and site area, both net and gross, for the required age range and capacity, based on the formulae in Parts C and D.

i. Hint: the PDP should be a long­term plan. It should not be influenced by an assumption that the proposals are unachievable or unaffordable.

Data on the existing buildings and site will include:

• the Asset Management Plan (AMP) condition survey and suitability survey ii , based on a curriculum analysis as above where relevant;

• the Net Capacity iii of current buildings, including identification of any ‘non­school and support’ facilities;

• other AMP sufficiency data, comprising the current net and gross building area and overall site area;

• an access audit iv .

This comparison, or gap analysis, can identify the scope of the work required and an initial budget based on:

ii. For guidance on Asset Management see www.teachernet.gov.uk/a mps

iii. For information see www.dfes.gsi,gov.uk/netc apacity

iv. Part IV of the Disability Discrimination Act 1995 requires schools to have Accessibility Plans by March 2006. See www.teachernet.gov.uk/ wholeschool/sen/schools/ accessibility/

• the demolition costs of buildings that need to be removed because they are surplus or beyond economic adaptation or repair;

• new build costs v of further or replacement gross building and site area, based on the shortfall of remaining area compared to that recommended for the planned capacity;

• refurbishment costs of existing facilities related to suitability needs;

• possible acquisition or disposal of land. Depending on the possible projected growth or change in the capacity requirements of the school, this data can also highlight the overall timescale required vi .

v. Current costs per square metre (m 2 ) for the region can be found in the latest DfES School Building Projects: Costs and Performance Data, April 2003. Available from DfES Publications.

vi. For instance, the project might be planned and timed to suit the gradually increasing roll of the school and to avoid disruption as much as possible.

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Figure A.3: Key headings for the brief [for major projects]

Introduction, encapsulating an overview and the major objectives ­ expressed as ‘desired outcomes’ rather than ‘preferred solutions’ ­ and a description of the project.

Vision of the School, expressing the aspirations and philosophy of the school, in the context of the School Development Plan (see page 13).

Background Information, including:

• existing school facilities and environment, including AMP data and Access Audit;

• capacity requirements of the school, in line with LEA strategies and policies and anticipated community use;

• the strategic masterplan and how the project fits into it (see page 5);

• personnel, listing the key points of contact, roles and responsibilities;

• budget, based on the likely gross area to be built and whole­life building costs;

• programme of work, including key dates to be taken into account such as examinations and holiday periods.

Building requirements, as discussed in Part C, including:

• gross and net area standards to be achieved;

• organisation or location policies that can affect the design;

• the Accommodation Schedule (see page 27).

Site requirements, as discussed in Part D, including:

• gross and net area standards to be achieved;

• any site constraints;

• land acquisition/disposal where appropriate.

Design Requirements, as discussed in Part B, including:

• adaptability and flexibility, ensuring the design will suit as many variations as possible in the future, including possible requirements for expansion and developments in ICT;

• organisation and management structure of the school, and preferences for the layout and location of resources and key relationships between spaces;

• safety and security considerations;

• sustainability and environmental design;

• environmental performance criteria, for instance for acoustics, ventilation and daylight;

• access and inclusion requirements, to allow for the curriculum and informal areas to be fully accessible to pupils with SEN or disabilities.

• furniture and equipment.

Design Performance Requirements, including:

• legislation and non­statutory requirements, such as relevant DfES Building Bulletins and Sport England Guidance Notes;

• room data sheets, giving detailed information about the requirements of every room;

• standards of construction (for example lifespan requirements).

Facilities Management Requirements may also be included in the brief if the project includes the running of the facilities by the contractor (such as in a PFI project).

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Developing the Options The objective comparison above will set the context, but not provide the solution. The next step is to develop the overall brief in more detail and appraise some feasibility options for the whole school based on this brief. This will usually require the expertise of the LEA or educational consultants and architects.

At this stage, the brief should include a schedule of accommodation, with the right number and type of teaching spaces to suit the school’s age range and teaching methods, an outline of the school’s organisation, ethos and aspirations and their design implications, and other key areas summarised in figure A.3 opposite.

This will ensure that the designers involved understand the context as well as the specific requirements of the work, and are given the opportunity to propose options which may offer better solutions than those initially envisaged i .

i. Hint: if the brief states that the final scheme should accommodate a number of rooms in a suite, the designer can investigate more options than if it states that the project is to provide a new space in a new building in a specific position, such as the courtyard.

The final master plan will be based on a feasibility study, setting out a number of options which can be compared. These might include:

• a ‘do nothing’ option, to highlight how the current accommodation would cope with future scenarios;

• options which reorganise the existing building fabric, with different levels of replacement (and disruption);

• a total or substantially new build option ii .

All the options should be drawn up sufficiently to compare their educational advantages, likely disruption to the school, and longer term maintenance implications iii .

It is also crucial that the cost of each option is compared, both in terms of the initial capital cost and also the ‘whole­life’ cost over at least 25 years iv . Costs should also include temporary rehousing of pupils if necessary, furniture and equipment, and landscaping.

ii. This may include the use of exemplar designs. See www.teachernet.gov.uk/ exemplars

iii. Other options in some schools could include:

*accommodating whole school on one site (if current site is split or constrained);

*incorporating ‘extended schools’ facilities or other age ranges, with other funding.

iv. see ‘What are whole­ life costs’ on page 5.

The masterplan is most likely to be realised through a series of phased projects, but any smaller projects should not be at odds with the final scheme. Figures A4 and A5 on the next two pages show a case study example of a phased approach.

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Figure A.4: Case Study: Plan of existing school buildings tba

Figure A.5: Case Study: Plan of new and refurbished school buildings. tba

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Part B: Design Requirements

The brief should specify some key design criteria to ensure that design quality i is a high priority. It should also identify the preferences of the school in terms of key issues that will affect the design philosophy.

This part firstly highlights some organisational considerations for discussion during the evolution of the brief which will have an influence on the design. It then identifies some key design criteria that should be a requirement in any design:

• flexibility and adaptability to allow for current and future change;

• suitability for the inclusion of pupils with SEN and disabilities;

• safety and security; and

• environmental performance.

Vision for the School

Any masterplan should ensure that the planned environment suits the identity, ethos and culture of the school. Among other overarching aspirations, the client’s brief should communicate to the design team that the buildings should inspire and enhance:

• educational performance: opportunities to raise standards for all by offering an appropriate, adaptable and stimulating learning environment;

• staff satisfaction: vital for the recruitment and retention of the school’s most important resource ii , it is influenced by the various aspects of the working environment as well as appropriate space for all staff to work, rest and socialise;

• pupil satisfaction: affecting behaviour and self­ esteem, and ultimately the willingness and ability to learn;

• community involvement: an important way to extend the integration of the school and maximise the effective access to facilities.

i. Design Quality

The Commission for Architecture and the Built Environment (CABE), in it’s publication ‘Better Public Buildings’ has identified good design as a mix of the following attributes:

Functionality in use, or fitness for purpose, which can be checked against the criteria in the brief;

Build quality, including the need for whole life cost principles to be used;

Efficiency and sustainability, ensuring the design allows buildings to be delivered on time and on cost;

Designing in context, including the site and existing buildings, but also the need for the total design to be seen as a coherent whole;

Aesthetic quality and the need for a non­ institutional, individual character.

The Construction Industry Council (CIC) has also developed Design Quality Indicators to help to ensure design quality in design. See www.cic.org.uk and dqi@cic.org.uk

ii. This is linked to School Workforce Remodelling, which is discussed at www.teachernet.gov.uk/ wholeschool/remodelling

The choice: At the end of each relevant sub­heading, a box like this highlights the choices that will affect the design.

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Figure B.1: Diagram showing traditional year­based structure of a typical 2 form of entry (FE) 5­11 primary school, and the useful links between areas. Various options are common which merge two or three adjacent year groups.

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Implications for the Design

At a more practical level, a number of key decisions about the organisation, management and pastoral support systems of the school can have major implications on the layout of the site, particularly where there are site constraints or where existing buildings are suitable but not ideally placed or orientated.

It is therefore important that the brief clearly sets out the school’s preferences for the following issues, taking into account the likely future direction as far as possible.

Organisation The school may prefer a year­based structure (as shown in figure B.1 opposite) or other groupings i . Some 5 to 11 primary schools prefer an infant and junior school structure, particularly where there are split sites. Similarly, some suggest that nurseries should be separate where there is one, while others have successfully mixed them with reception pupils as a foundation stage.

Alternative options for registration and pastoral care are becoming more common, including mixed age registration groups.

The implications can involve significantly different building layouts, so it si important to decide on these policies early.

i. Variations 5 to 7 of the primary school exemplar design brief are examples of these organisational options. See www.teachernet.gov.uk/e xemplars.

Location Policies: Central or Local Resources? Various types of resources may be deliberately centralised, with the advantage of easy access to support staff and specialist equipment. Alternatively, in larger schools, they may be spread around, with the advantage of easy access by pupils and shorter travel distances. This will clearly have an effect on the final design.

The choice: The brief should specify the location policy under each category of space, as discussed in similar boxes in Part C, covering ICT, learning resources, staff accommodation, personal storage and dining facilities.

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Furniture and Equipment

Careful consideration of the activities required in each room should identify the items of furniture and equipment needed, which can then inform a number of layouts. To avoid compromises, the preferred layout options and size of furniture i should be drawn within the plan of the room to ensure the dimensions and size are sufficient.

If the brief includes furniture and equipment, strength and stability should be assured by using relevant standards. Ergonomics are also an important consideration and care must be taken to ensure that the chairs and tables provided are compatible heights and suitable for pupils using them ii .

The furniture layout of any classroom should assist supervision and allow:

• space to enter the room and good circulation within the room (bearing in mind the active nature of many primary tasks, the presence of teaching assistants or other adults and the need to accommodate pupils with disabilities);

• a teacher’s workstation (not necessarily a desk);

• good sightlines (especially between teacher, pupils and any whiteboard or similar);

• flexible furniture arrangements, with mobile items where possible;

• display surfaces (horizontal and vertical) for pupils’ work, natural objects and both small and large artefacts;

• storage and resources displayed for ease of pupil access;

• usually two computers iii , or portable laptops or tablets (which, if used on the pupils’ tables when needed, can save space vital for wheelchair users).

i. Tables in classrooms for infants and below are generally 550mm x 1100mm while those for juniors are generally 600mm x 1200mm.

ii. Both ergonomics and strength and stability standards for furniture are referred to in 'Furniture and Equipment: A Purchasing Guide', Managing School Facilities Guide 7, TSO 2000 ISBN 0 11 271092 1

i. Best placed side by side, as it enables a teacher or teaching assistant to teach up to four pupils a particular skill at the same time (assuming two pupils working at one computer).

The choice: The options described on this page can mean that some space can be used more effectively. For instance the use of portable laptops (see page X).

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Using Technology Portable ICT and interactive whiteboards can allow ICT to be taught to a full class group in the classroom, reducing pupil movement and the need for a separate ICT suite.

[More to add]

Shared Community Use Most mainstream primary schools should be able to offer some of their facilities to the local community outside the school day. Some may offer more than this i . The level, frequency and likely timing of community use should be assessed early in the brief, in conjunction with the Local Authority’s strategy for sports and leisure amenities ii .

Shared spaces are likely to include the main hall and its ancillary facilities, as well as the studio, if there is one, and any outdoor sports facilities. The design must allow these parts of the school to be open and heated while others are closed and secure.

Facilities which will encourage community use outside the school day, and are allowed for within the area guidelines, include:

• reception facilities and access that can be used for out­of­hours use;

• the option for the main hall to be a one­court sports hall suitable for public use, in schools with over 200 places;

• accessible toilets for use by adult visitors;

• a community storage space separate from those used by the school

• environmental learning areas available to be managed in partnership with specialist groups and the local community.

i. Use by community can effect VAT charged for building projects in Voluntary Aided schools.

ii. Refer to Sports England Technical Guidance Notes and ‘Designing Space for Sports and Arts’. See www.sportengland.org/ resources/resource_ downloads.shtml.

Hint: Shared use can affect the requirements for emergency lighting and fire escape provision to suit public use, and increase the demand for car parking.

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Extended School Facilities In some schools, more extensive ‘extended schools’ facilities iii may be available for non­school use during the school day. These facilities will generally fall into one of three levels of provision:

• access to school facilities by the wider local community should be available in any school, addressed through the design and management of the building and the provision listed above;

• flexible multi­use areas for use by others within the school during the school day, such as a parent/community room or SEN facilities that may also be used for community health care, may be accommodated to some extent within the ‘float’ area and also by some ‘supplementary area’ funded by the LEA;

• major areas of accommodation for dedicated non­ educational services would require supplementary areas (see page 47) funded through the joining up of other funding streams, such as Sure Start or Primary Care Trusts.

The location of any facilities that will be used by the community should be carefully considered, taking into account access, security, child protection and parking.

iii. For further information on extended schools, see www.teachernet.gov.uk/ wholeschool/ extendedschools.

Linked Provision Some nearby facilities may need to be accessed, such as a swimming pool. The brief should identify the implications of any such linked provision.

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Key design Criteria

The following issues should be identified as essential in the brief for any project.

Flexibility and Adaptability The flexibility to allow for change must be a key design requirement. Whatever layout is preferred, it must be adaptable to allow for different timetable models to be adopted in the future. What is suitable now will as often as not need to be changed in a few years.

Flexibility is needed to allow for day to day change of use, such as accommodating different teaching arrangements in a classroom through movable furniture.

Adaptability is needed to allow for long­term changes such as developments in numeracy and literacy teaching or the implications of evolving ICT. The consequences for the school of the future are difficult to predict, but the size and number of teaching rooms may need to change (to provide specialist spaces for more activities) and servicing requirements may alter.

Avoiding fixed furniture as much as possible and limiting the range allows flexibility i . Furniture can be adaptable by performing a number of functions, although this must be offset with the need for simple products which are not difficult to repair or replace (see page 16).

It is important to be clear what needs to be adaptable (for instance by internal walls being removed and rebuilt without affecting the structure or major services) and what should be flexible for more frequent change. For instance, sliding/folding doors can often be underused and acoustically ineffective.

i. For instance, avoid fixed benching in your ICT suite. Use tables (fixed together and to the wall if necessary) instead, so they can be rearranged easily in the future.

The shape of a classroom has to be suitable for the full range of activities taking place. Rectangular shapes allow the easiest supervision and flexibility of furniture layouts. A space that is too narrow or ‘L’ shaped, for example, may restrict the possible furniture layouts and sight lines.

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Access and Inclusion Access and inclusion must be allowed for in the design, reflecting the Government’s commitment to promoting inclusion of pupils with special educational needs (SEN) and disabilities into mainstream schools. This means that such pupils should be able to have access to the whole curriculum and participate in school life i .

Particular attention should be given to:

• appropriate space for pupil support, whether educational (for instance through small group rooms), therapeutic, social or medical;

• an easily understood layout and suitable use of colour and good signage;

• good quality acoustics and lighting ii ;

• access designed for all (for instance including both a ramp and steps where there is a small change of level) to information, the curriculum and the physical environment iii .

Part C recommends minimum sizes for teaching spaces that allow for pupils with SEN and disabilities and assistants. The range of facilities allowed for within the area guidelines, to ensure an inclusive school, also include:

i. Typically, pupils with speech language and communication needs, specific learning difficulties, moderate learning difficulties, sensory impairments, and physical disabilities will, as far as possible, be included in most mainstream schools.

In some schools, very high numbers or increased needs of pupils with SEN and disabilities will require additional specialist SEN resourced provision (in supplementary area). Alternatively, there may be a co­located special school for pupils with complex needs, which will also have implications for the mainstream school. Refer to the updated BB77 Designing for SEN: Special Schools, due 2004.

ii. see BB90 Lighting Design for Schools BB87: Guidelines for Environmental Design in Schools at: www.teachernet.gov.uk/ energy TSO 1997. ISBN 0 11 271013 1 (under revision), and BB93: Acoustics in Schools at: www.teachernet. gov.uk/acoustics

• multi­purpose small group rooms for specialist teaching and pupil support;

• a medical and therapy room for peripatetic staff and health professionals;

• an interview room next to the entrance that can be used by parents and carers, as well as social services;

• accessible toilets and hygiene facilities for assisted use;

• storage space for educational and mobility equipment.

iii. For details of access requirements refer to Building Regulations Approved Document M, BS 8300 and Guidance Note: Accessible Schools: planning to increase access to schools for disabled pupils LEA/0168/2002 www.teachernet.gov.uk/sen

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Safety and Security Safety and security i is an over­arching issue, which should be considered in conjunction with requirements for greater community access. Security is as much about creating a feeling of a secure, organised, safe environment, as it is about the specifics of surveillance and supervision of access. Particular attention needs to be given to:

• access control, for instance to ensure visitors can be shown to an interview room from reception, but cannot enter the school without permission;

• securing the building ‘envelope’: walls and roofs but particularly windows and doors;

• having clearly defined site boundaries, using appropriate fencing and/or planting;

• electronic measures, such as intruder alarms;

• a health and safety audit of the design to ensure it is appropriate for adults and pupils with special needs or disabilities.

i. See Managing School Facilities Guide 4, Improving Security in Schools. TSO 1996. ISBN 0 11 270916 8. Single copies available to schools from DfES Publications free of charge. Otherwise from TSO.

Environmental Performance The brief should require sustainability and environmental design to ensure a BREEAM rating ii of good, very good or excellent. The choice will have cost implications, both in the short and long term, so the rating set in the brief should be considered carefully.

Environmental performance criteria are also crucial, for instance for acoustics, ventilation and daylight and the design of outdoor environmental areas. Many of these are now statutory and are vital to ensure comfortable, suitable teaching space. Acoustics is particularly important, and must be tested in designs that do not provide traditional acoustic separation through walls and doors iii .

ii. The Building Research Establishment Environmental Assessment Method (BREEAM) for schools (due to published 2004) will assist in guiding the design, and should be used to assess the environmental performance of new designs. See BB87 at www.teachernet.gov.uk/ energy and BB93 at www.teachernet.gov.uk/ acoustics

iii. Refer to speech intelligibility rating and testing in Building Bulletin 93 (see above).

The floor surface of the classroom can reduce noise by being partially carpeted (sufficient to allow options for the free­floor area) and partially vinyl or similar (usually around a third of the floor area, but at least around any sink, water or sand trays and external entrances).

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Figure C.1: gross and net area defined. Supplementary net area, which will be separately funded, should be added to the total net area to ensure the non­net area is increased proportionally.

GROSS AREA

NET AREA

NON­NET AREA

Toilets and personal care

Circulation

Plant (including servers)

Area of internal walls

School kitchen facilities

Basic teaching area

Halls (including dining)

Learning resource areas

Staff and administration

Storage

Supplementary net area and associated non­net area

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Part C: The Buildings

Setting out the appropriate areas for the different components of the school buildings requires careful and methodical discussion by the briefing team. This part sets out a clear and simple process for establishing the areas required for the accommodation schedule.

Gross Area of Buildings Area recommendations for buildings are separated into two categories:

• net area, or usable area, which can be accurately calculated from the formulae in appendix 1 and in this part; plus any agreed supplementary net area; and

• non­net area, which will be more variable depending on the design, the configuration of existing buildings and site constraints, but will generally increase in proportion to the net area.

The total of these categories gives the gross area of the buildings i , as described in figure C.1 opposite.

The gross area required will depend on the design and layout of buildings. Generally, the gross area of new buildings may vary between 139% and 143% of the net area (such that the net is 70% to 72% of the gross), depending on the layout and type of site ii . [In existing buildings, this may rise to as much as 150%.] In new buildings, the gross area will need to be at least 139% of the net area unless compromises are made in the provision of circulation space iii

The total net area required by an inclusive community school should not normally need to exceed the recommended net area for the number of pupil places and age range of the school.

Further supplementary net area, and a proportional increase in non­net area, may be needed if there are specially resourced non­school or support functions on the school site (as discussed on page 47).

Decisions about any facilities to be provided within supplementary net area will vary widely due to specific local needs and other joined up funding streams iv .

i. The gross area is measured to the internal face of external walls in all parts of all buildings on the school site(s) that are intended to be secure and weather­ tight, except residential or farm buildings in use as such, or building condemned by the LEA as structurally unsafe.

ii. The budget for new schools should allow for a gross area that is around 141% of the recommended net area.

Hint: It is important to realise that it will be the budget, rather than the gross area, which will be the determining constraint on the project. So the gross area could be larger than that recommended, as long as it is within the budget allocated.

iii. In some cases, such as sloping sites, this may need to increase.

iv. It is important that the budget allows for any supplementary area that is required over and above the recommended net area.

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Figure C.2: Graphs showing recommended areas for total net and gross area, and categories of net area in 5 to 11 schools. Note that the areas in the top graph are at a different scale to those in the lower graph.

0

500

1000

1500

2000

2500

3000

3500 90 150 210 270 330 390 450 510 570 630

total area (m

2 )

LIKELY GROSS AREA 139­144% of net area

NET AREA 200 + 3.1N recommended sum of minimum areas

BASIC TEACHING AREA 0 + 2.1N min. (top of zone 15 + 2.15N)

'float'

zone P

0

50

100

150

200

250

300

350

90 150 210 270 330 390 450 510 570 630

number of pupil places (N)

total area (m

2 )

STORAGE 45 + 0.25N minimum

STAFF & ADMIN 30 + 0.2N minimum

LEARNING RESOURCES 15 + 0.15N min.

HALLS 100 + 0.3N minimum

r

s

t

q

(115 + 0.35N)

(60 + 0.3N)

BB99 First Draft 23

Net Area of Buildings The net area i is made up of rooms within the five categories of space listed below, plus any supplementary net areas for non­school or support functions, as discussed above. In diagram C.2 opposite, the likely areas of each category for all primary schools are shown as zones p to t.

• basic teaching area (zone p);

• halls (and studios) (zone q);

• learning resource areas (zone r);

• staff and administration (zone s);

• storage (zone t).

The bottom of each zone, which can be calculated using the formulae shown, represents the minimum recommended area for that category of space. The total area for each of these categories should be at least the minimum recommended in this bulletin (i.e. the bottom of the zone). If any of the individual categories are insufficient for the site ii (even if the total net area is enough) it is likely to compromise the best use of the buildings.

An area greater than the minimum but within the zone will usually be required for each category. The overall recommended net and gross area allows for the area of some categories of space to be more than the minimum, through the provision of some ‘float’ iii . In practice, the float can be used to provide extra accommodation where it is most needed by each school: for instance, it could be used for further staff accommodation, a larger library or a changing room.

Funding for major school projects will generally be based on the recommended gross area (plus any agreed supplementary areas), and this will clearly not be sufficient for all categories of space to be at the top of each zone ­ decisions have to be made against the particular priorities of the school (see Part B).

i. The net area includes all spaces in the gross area of buildings, except toilets (and lobbies to them), plant areas, circulation space, school kitchens and the area taken up by internal walls.

ii. split sites (where a significant part of the school is provided on each site) will generally need to use the full formulae for each site, except for halls, to allow for the replication of resources required.

iii. What is the float? When you add together the recommended minimum area of each category of space, the total will be around 4% less than the recommended standard for the total net area. This difference provides the ‘float’ which can be used to enhance some areas, depending on the priorities of the school.

Nursery classes Any full­time equivalent nursery places will require the same area per place for every category except:

• learning resources are recommended to be a minimum of 0.45m 2 per FTE nursery place;

• halls would not require any extra space.

Overall, the total net area recommended for nursery places is therefore the same as that for other primary school places. See Appendix 1.

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Figure C.3: Graph showing zones of recommended area for teaching spaces within the basic teaching area. The bottom of each zone represents the minimum size recommended for the group size, and can be calculated using the formulae shown.

zone function D large classroom (recommended minimum for foundation stage),

Information Communications Technology (ICT) suite, specialist practical areas such as creative space (art and design and technology) or science;

C standard classroom (recommended minimum for KS1 and 2);

B small classbase (should be used in conjunction with shared teaching areas);

A small group room.

0

10

20

30

40

50

60

70

80

5 10 15 20 25 30

group size (G): number of pupils

area of space (m

2 )

A

C

D

B

6 + 1.9G min.

5 + 1.7G min.

2 + 1.1G min.

4 + 1.5G min.

7 + 2.1G min.

BB99 First Draft 25

Schedule of Accommodation A core part of any brief will be the schedule of accommodation to be provided. A schedule for the whole school will include spaces in all of the five categories of space.

This bulletin includes two sets of example schedules that can be used as a starting point for developing a schedule individual to the school i .

• In appendix 2, schedules for four sizes of 5 to 11 school, an infant and a junior school are listed in order of the five categories ii .

• In appendix 3, different schedules are shown for the same sized school, showing a number of possible variations. These are listed by year group, which may be a more accessible format, but mixes categories iii .

Whichever format is used, the total of each category of net area should be totalled and compared to the minimum recommended standard.

The next few pages give some guidance on the spaces required within each category. Each category:

• must include spaces required by regulation; • should include spaces or areas in line with best

practice and non­statutory guidance;

• may include other spaces where appropriate to the school’s priorities or preferences.

i. Hint: bear in mind that these are guidelines. The specific objectives of each school should be considered when making decisions about how much area to allocate to each activity – for instance, if the school has, or intends to have, a specialist practical area for food or science.

ii. In these schedules, areas in red approximate to the amount of ‘float’ that is being used in each category.

iii. Similar curriculum based variations for an 420 place 5­11 school with a nursery can be found in the exemplar design primary brief variations 6 and 7. See www.teachernet.gov.uk/ exemplars

The graph opposite (figure C.3) gives area guidance for individual teaching spaces, depending on the maximum group size. The school should identify the maximum group size in each activity i . However, to allow for a flexible set of spaces, the general rule used in the example schedules is to use a maximum group size of 30 for all classbases, six to eight for specialist practical [assumed to be taught by assistant] and usually 15 or 30 in an ICT suite, depending on the size of the school.

i. The maximum group size may be 30 for all activities, but can be uneconomic on the use of space. Where the number of classes is low (say below 10 classes), the ICT suite will be not efficiently occupied if it is designed for 30 pupils and not used for other purposes.

The minimum size for each space, represented by the formulae at the bottom of the relevant zone, generally allows for one wheelchair user, assistants, and an increasing amount of portable ICT equipment (including projectors) ii . However, it does not allow for any significant storage in furniture or coat and bag racks, as this is allowed for under the storage category.

ii. More detailed information on individual spaces should be identified in Room Data Sheets such as those on the web.

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Figure C.4: The diagrams below [to be added] indicate how a basic teaching area of 378m 2 , equivalent to six adaptable classroom areas of 63m 2 , on one side of a circulation route or shared resource area, can suit a variety of provision for different schools and for future learning options in KS1 or 2.

The options shown, which all assume a food ‘bay’ of 5m 2 opposite the classrooms, include:

• six large classrooms of 63m 2 , each with space for extra tables for practical work and up to four computers (either pcs or laptops and more space for a wheelchair users and specialist equipment); or

• six standard classrooms of 57m 2 , each with two computers (or laptops, as above), and one timetabled specialist practical space of 36m 2 ; or

• six classbases of 50m 2 , with each pair opening onto a 26m 2 shared teaching area. If each of these accommodates different practical activities, they can be timetabled for use by other classes at some times.

These options depend on the how much practical work is preferred in the classbase and how much in specialist practical areas. This will affect the design, so a key issue to be addressed in the brief for new schools will be the provision of any specialist practical spaces.

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Basic Teaching Area Basic teaching area (zone p) comprises all the teaching spaces needed for all curriculum subjects except PE and some music and drama [requiring the hall, studio or library i ,] and should include:

• classbases: one for every class (usually of 30 pupils) providing for registration and ‘home base’, with table space and a chair for each pupil and teaching resources.

And may include:

• ICT suite: if the school prefer a separate space where all or half a class can use computers (see page X);

• Practical areas: fitted with specialist equipment [and shared by a number of classes] at least including a 4m 2 food bay where an oven can be situated for small groups;

• Shared teaching area: shared by groups from two or three adjacent classbases, [and usually able to be partially supervised by the teacher from each classbase] to provide a larger area for instance for wet activities.

i. not including supported work with assistants that might take place in small group rooms (within learning resources area).

A variety of options for the configuration of general teaching area are to be found in existing primary schools, ranging from small home bases opening onto open plan shared areas to entirely enclosed classrooms accommodating all the activities required. Each approach can work well as long as they allow for the school’s preferred teaching methods and are flexible enough to allow for changes in the future.

The diagrams opposite (figure C.4) show how a basic teaching area of 2.1m 2 per pupil can be used to provide a variety of options, depending on how many activities are preferred to be taught in separate groups.

Currently, the most common configuration is for some formal ICT to be taught to a whole or half­class group in a separate suite and all other activities to be taught in enclosed, self­contained classrooms, as they allow the teacher to monitor pupils more closely and provide more autonomy and privacy (with advantages for music or noisy activities). However, many successful existing schools provide shared teaching areas within the general teaching area, with opportunities for co­ operation and shared supervision.

[It is not recommended to provide large classbases as well as specialist practical spaces, because the extra area and resources required would be under­utilised, and will require both capital and recurrent investment to set­up and maintain.]

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Figure C.5: Activities to be accommodated in the classroom or classbase. All those marked as required can be accommodated in the minimum recommended size of small classbase (the bottom of zone B). Activities marked as ‘preferred’ or ‘optional’ will generally need more a standard classroom (zone C), while four computers or further tables for wet and messy work will need a large classroom (zone D).

Activities in the Classbase Founda­ tion

Y1 and 2 Y3 and 4 Y5 and 6

space for whiteboard, OHP screen or similar required

adequate table space, generally arranged in groups (half table per pupil assumed*)

for 1/3 to 2/3 of class

required for whole class

free floor space, usually on a carpeted area, for gathering the whole class together

required not required

[smaller] free floor space for space­consuming work on the floor including large­scale construction

required

one area used for both

one area used for both

required

space for wheelchair user with specialist appliances or equipment and possible assistant

required

a book corner or quiet area with room to browse, and cushions (with the option to overlap with the free floor area if small classbase in zone B)

required preferred optional not required

space for creative play and role play required preferred not required

not required

desktop computer workstations or laptops (see page X)

1 to 2 2 to 4 depending on other ICT available

audio­[visual] resources (overlapping with book corner if available)

optional preferred optional not required

music resources, on trolleys or out on permanent display

required preferred optional available else­ where

resources for ‘dry’ practical activities, using the tables available, such as making and testing

required

sink, washable floor area and resources for simple ‘wet’ practical activities

required required (may be in shared teaching area)

further tables and resources for wet and messy work, including sand and water trays in foundation

required optional (may be in shared teaching area)

*Foundation pupils often sit three to a table, allowing more to access tables at once.

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The Classroom The number of activities that can be accommodated in the classroom will depend on the size of the space and the group size. The number and type of ICT in the classroom will also have an impact on the space available: if laptops or tablets are used on existing tables instead of two desk top computers i on separate tables, the space saved can enhance a wheelchair user’s [and assistant’s] access to resources and other appliances.

Group sizes are generally planned to be 30, and the following sizes, linked to the zones in figure C.3 on page X, are options in new schools:

• Large classrooms of at least 63m 2 for 30 pupils (zone D), will accommodate all activities and at least four desk­top computers. This size is recommended for foundation stage classes;

• Standard classrooms of at least 56m 2 for 30 pupils (zone C), will accommodate most activities and at least two desk­top computers. This size is recommended for all KS1 and 2 classes in new schools ii ;

• small classbases of at least 50m 2 for 30 pupils (zone B), will accommodate the activities crucial to numeracy and literacy, but further shared teaching area will be needed to provide other key facilities such as the wet area or book corner.

In existing buildings, some may be small classrooms (zone B), but there should be at least one standard classroom that may be used by a KS1 or 2 class, and alternative facilities for ICT (see page 37).

The upper end of the zone is [only] needed where there is a significantly high level of SEN or disabilities requiring extra space in the group iii

i. Assuming cathode ray tube monitor etc on 1200 x 700 table.

More on Nursery playroom to be added…

Hint: if ICT, practical and music activities are accommodated in timetabled spaces, the minimum size of classrooms can reduce as the age increases. In projects using existing provision, therefore, it would be sensible for the later year groups to be in the smallest classrooms and vice­versa.

ii. In the schedules in appendix 2, all general teaching classrooms are at least 57m 2 . This is also the size used in the primary exemplar designs see www.teachernet.gov.uk/ exemplars

iii. This can be achieved by larger classrooms within the zone, where this is likely to be a long­ term issue, or by reducing the group size where it si more intermittent.

Figure C.5 (opposite) lists the different activities that need to be accommodated: either in the classroom or in the classbase and adjacent shared teaching areas. Mobile furniture and changes in floor finishes will help to informally demarcate different zones for the various activities which may overlap, [and will vary in size and need depending on the age range.]

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Textiles/ Art

resources

paper cut ting

cont rol technology design

design/making

tracing

paint ing design/making

sand/water experiments

lap top s tat ion (design/data logging/ report writing)

resources/dis play

drawing/ paint ing

Design Technology

35m2

dry cons truc t ion

Food KS1 foodprep

food prep/ desig n/ wr iting

relocatable combi­oven

design/data logging/ writing

sand/water ex periments

Science

resources/dis play lap top s tat ion

(design/data logging/ report writing)

water s ource/ experiments

resources/ dis play

water t rough

35m2

ICT 35m2

Figure C.6: one 36m 2 specialist practical space in an average sized primary school could be used for:

• 15 computers in a suite for half­ class groups, with practical activities being in classbases; or (if laptop computers are available for use in the classbases instead)

• specialist practical provision for food and science activities in groups of 8 to 15; or

• specialist practical provision for art and design and technology activities in groups of 8 or 15; or

• a separate space for 15 to 30 pupils to use as a quiet room or other non­practical activities, allowing more flexibility of teaching options (with little or no furniture).

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ICT Suites Most primary schools currently find that the most practical and trouble­free solution to teaching ICT as a subject is to use a suite of 15 to 30 desk­top computers i , as well as one or two computers in the classroom for small group work in other subjects. However, as portable laptop or tablet computers, interactive whiteboards and wireless technology becomes more common and more reliable, many schools are choosing to satisfy the need for larger groups to access computers in their classrooms. The situation in many schools is bound to change over time as resources are updated.

i. ICT suites and specialist practical spaces will be defined in any net capacity assessment as ‘specialist’, and not count towards the capacity of the school. See Assessing the Net Capacity of Schools DfES/0739/2001. www.dfes.gsi.gov.uk/ netcapacity.

Specialist Practical Spaces Practical activities needed to teach science, design and technology (including food), art and some other subjects can be taught in large or standard classrooms, in shared teaching areas shared between two or three smaller classbases, or in discrete specialist teaching spaces.

Such spaces ii , which should be accommodated within the total basic teaching area (zone p), offer the advantage of a separate space with water, drainage and resistant finishes, equipped with specialist resources that would be difficult, costly or impractical to provide in every classroom. They may accommodate one or more of the three types of activity listed below and illustrated in figure C.6 opposite. They can also allow a broad range of other activities that may be usefully carried out beyond the classbase, such as scientific experiments, control technology or large scale constructions.

Figure C.5 opposite shows how different furniture and equipment in the same sized space can provide a variety of spaces, from an ICT suite to a ‘creative space’ iii for smaller groups of pupils.

Hint: Health and safety considerations should be paramount and close supervision is normally required. Wherever possible the furniture and equipment should be of an appropriate size for the age range.

iii. ref. to arts council creative spaces book.

Historically, specialist practical areas are usually designed for groups of six to eight pupils. This may continue to satisfy the teaching methods of the school, for instance if one group is doing more specialist activities as part of a practical subject done by the whole class, but currently these spaces may more often be used for groups of larger sizes, and occasionally for whole­class activities, depending on the activity, if they are large enough.

ICT location policy: [as discussed on page 32] the type and location of ICT used by pupils will have an impact on the design both now and in the future. If an ICT suite is preferred, it may be used for something else in the future. If portable, wireless laptops or tablets are to be used in the classroom, do you need desk­top computers as well? Or could this space be better used to allow more flexibility in the classroom?

As portable laptop or tablet computers take up little space, the room that might be needed for an ICT suite today can be usefully used as a specialist practical space tomorrow: particularly if it has services such as water and drainage readily available for future use.

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Figure C.7: Graph showing recommended area for halls for any primary school. The zone indicates by the two broken lines shows the area needed for the whole school to assemble at one time, depending on the age range.

0

50

100

150

200

250

300

350

0 105 210 315 420 525 630

number of pupil places (N)

area (m

2 ) studio

main hall

main hall

studio

main hall

total halls area 100 + 0.3N min.

assembly of juniors

assembly of infants

small hall

main hall

main hall

main hall

zone q

(115 + 0.35N )

main hall

studio

studio

studio

min. for juniors 140m 2

min. for infants 120m 2

Figure C.8 [to follow]: two options for halls for a 420 place 5 to 11 primary school. One has a 55m2 studio and a 180m2 hall to suit Sport England specifications for a one­court sports hall and provide space for the whole school to eat in 3 sittings. The other has a 155m2 hall, which could be used by the community but not for badminton, and an 80m2 small hall which can be used as a dining space for 75% of the pupils in 4 sittings.

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Halls and studios Halls and studios are unfurnished spaces i that have particular height, finish and acoustic criteria, and blackout facilities where necessary.

In any primary school, the total area for halls and studios (zone q) should include:

• a main hall of at least 120m 2 for infants or 140m 2 for juniors, sufficient for assemblies of the whole school at one time, public performances, parents’ evenings and community events, with a sprung floor ii and [some wall mounted PE apparatus];

• an activity studio of at least 45m 2 in schools with more than 300 pupil places iii , for music, drama and ‘circle time’ if required;

• a small hall of at least 80m 2 in schools with more than 600 pupil places iii , for PE without apparatus.

These spaces may also be suitable and popular for community use and this should be considered when specifying their location and other requirements iv . The hall is also likely to be used for dining, and will need a servery and kitchen adjacent (see page X).

Where the space within zone q permits, or where further funding is available, the main hall can best suit community use outside the school day by being a ‘one­ court’ sports hall: designed to Sport England’s specifications, including the critical minimum dimensions for a badminton court of 18m x 10m x 6.1m high v ;

The graph opposite (figure C.7) shows how these spaces could fit within the recommended zone for halls in primary schools. In some sizes of school, decisions need to be made as to the use of the ‘float’ area (see page 25), which may be used to provide a ‘one­court’ sports hall.

i. Halls are generally over 75m 2 , with high ceilings. See net capacity guidance www.dfes.gsi.gov.uk/ netcapacity.

ii. To comply with BS7044 part 4.

iii. Not including nursery pupils.

iv. Refer to Sports England Technical Guidance Notes and ‘Designing Space for Sports and Arts’. See www.sportengland.org/ resources/resource_ downloads.shtml.

v. A larger area may be required for some uses if further funding is available. See Sports England guidance notes ‘Sports Halls: Sizes and Layouts’ (ISBN 1 86078 108 X) and ‘Sports Halls: Design’ (ISBN 1 86078 094 6). Alternatively, a smaller space can be used for some community uses but not badminton.

Dining location policy: the briefing team should consider carefully the implications of where pupils will eat lunch, and the type of catering that will be provided (see page X). In a 420 place school, the studio space is needed because the hall is assumed to be out of use for around 30% of the school day for setting up and serving lunch. However, it could be available full time and the studio space, and/or classrooms could be used for dining.

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Figure C.9: Graph showing recommended learning resource area for any primary school (zone r). It also shows the minimum recommended area for single library resource centre for any primary school. The higher end of the range could apply to a school with a large number of specialist support spaces such as small group rooms to suit a high level of inclusion.

0

20

40

60

80

100

120

140

160

180

90 150 210 270 330 390 450 510 570 630 number of pupil places (N)

total a

rea (m

2 )

(30 + 0.2N)

15 + 0.15N min.

recommended minimum area for library 10 + 0.05N

(zone r)

LEARNING RESOURCES

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Learning Resource Areas Learning resource areas are spaces used for learning but not for formal lessons and generally shared by the whole school. The total area (zone r) for this category of space should include:

• the library resource centre i totalling at least 10m 2 plus 0.05m 2 for every pupil place (as in figure C.9);

• small group rooms: at least one for every 100 pupil places, ideally spread around the school and accessible directly from adjacent teaching spaces, to allow an enclosed room for small groups with a teaching assistant, peripatetic teaching or counselling, or a ‘break­out’ space for pupils with behavioural difficulties.

And may also include:

• a larger small group room used as a SEN resource base for learning, behaviour, therapy support and case conferences;

• a small group room with predominant access by the nursery class, where there is one, for quiet activities such as story­telling or withdrawal of individual children.

The graph at figure C.9 (opposite) shows the total recommended area for all learning resources for any primary school (zone r) and the minimum area for the library [resource centre].

i. the library [resource centre] will include books, maps, CDrom, and artefacts available to the whole school. For more info see Cambridgeshire library service.

Resources location policy Learning resources accessible to pupils may all be in one library resource centre, or may also be found in local resource areas around the school. There may be two libraries, for the infants and juniors for example. Small group rooms, which are particularly important for the inclusion of pupils with SEN and disabilities, may be central to the school, while others may be more dispersed throughout the school, to allow more immediate access for all and better integration.

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Staff and Administration The staff and administration area comprises most non­ teaching areas (except storage). The total staff and administration area (zone s) must i include:

• an office for the head teacher of at least 10m 2 ;

• medical inspection (MI) room, which may also be used for visiting therapists or other support for pupils with SEN and disabilities, if there is a ‘sick bay’;

• work and social space for teaching staff, usually in the form of a central staff room for work and social use (see policy below).

i. The Education (School Premises) Regulations 1999 require any primary school with over 120 pupils to have an office for the head teacher, and all schools to have an MI room and space for staff to work and socialise.

And should also include:

• offices for other senior teaching staff, such as the deputy or assistant heads, who may need privacy for interviews and pastoral support;

• a main office for administrative staff ii with storage space for confidential records and a link to reception;

• a secure reception area, with access to the rest of the school controlled by the office staff;

• [separate] reprographic facilities iii .

It may also include:

• an interview/meeting room iv , ideally adjacent to the entrance foyer so that it can be used by visitors without them entering the main school;

• caretaker’s office;

• a ‘sick bay’, near to the reception and main office for pupils who are sick to wait to be picked up (this is different to the MI room above).

ii. Hint: part­time and peripatetic administration staff may share the same workstation if they each have separate storage space.

iii. Reprographic facilities, and possibly ICT printing services, can usefully be positioned in a central room, with appropriate ventilation.

iv. in small schools, the head’s office may be used as a meeting room. In larger schools, a separate meeting room has the advantage that it can be used while the head’s office is occupied.

Staff Location Policy A social area for staff is usually centrally located. Space for staff to work when not teaching is usually in the central staff room, and this can encourage interaction. Alternatively there may be one or two separate workrooms (but not both, as the resultant space would be significantly underused).

Ref. to workforce reform.

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Storage The total area of storage (zone t) must include:

• coat and bag storage for all pupils’ personal belongings, equivalent to at least 2m 2 per class.

And should include the following teaching storage:

• full height storage i of at least 1m 2 for every classroom ii [or classbase], easily accessible by staff but not pupils for resources such as valuable or hazardous items that need be kept in locked cupboards or at high level;

• specialist walk­in stores for shared resources: at least two of 6m 2 in any school, accessible from a corridor or shared teaching area, for numeracy, literacy and practical subjects such as science, design and technology and art;

• indoor and outdoor PE equipment storage opening onto the long side of the main hall and accessible from outdoor PE facilities: totalling at least 10% of the size of the hall iii .

It is important that this storage is provided to avoid the usable area and flexibility of the teaching spaces being compromised iv . Other storage should include:

• secure storage for valuable items such as school and personal records;

• central storage for mobility equipment and aids and for temporary storage of bulk stock or staging;

• storage for maintenance equipment, cleaners’ and caretaker’s equipment.

And may include:

• a chair and table store for dining furniture when the hall is used for this, which may double as a servery area between the kitchen and hall [see page x];

• further separate storage for community use for lockers and long­term equipment storage, for instance, if the hall is to be used out of school hours.

i. Full height storage, whether in the form of furniture units or walk­ in stores, should be classified as storage in any schedule of accommodation or capacity calculation and counts as non­ teaching area for the purpose of area calculations.

ii. Most teaching resources in the classroom will generally be stored in low level furniture, allowing access for both teachers and pupils, and to allow plenty of top surfaces for the display of resources or work.

iii. This is a minimum figure. Sports England recommend 12.5% and a minimum of 45m 2 for a one court hall. Note fire containment issues for mat storage.

[iv. for instance by PE equipment permanently stacked in the hall].

Hint: if your ICT policy is to have portable computers in the future, you will need space and power points in secure store rooms to charge laptops overnight.

Personal storage location policy: coat and bag racks may be located in classrooms, in separate cloakrooms or in corridors: ideally in circulation routes, but not dead ends. The location is also crucially determined by the routes used to access classrooms at break (see page X).

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Figure C.10: Graphs showing approximate recommended standards for non­ net areas, assuming no supplementary net area. Zones in the top graph are based on a percentage of the recommended net area, as on page 43. Zone K for kitchens in the lower graph is based on the number of places. The broken line above show the area required for that number of pupils to eat in the equivalent of three sittings.

0

100

200

300

400

500

600

700

90 150 210 270 330 390 450 510 570 630

Number of pupil places (N)

Area (m

2 )

Toilets & Personal Care

Internal Partitions Plant

Circulation

0

50

100

150

200

250

90 150 210 270 330 390 450 510 570 630

Area (m

2 )

Number of pupil places (N)

zone k

DINING (area for all pupils to dine in 3 sittings) 15 + 0.3N minimum

KITCHEN 0 + 0.1N minimum

(15 + 0.15N)

BB99 First Draft 39

Non­Net Area of Buildings

The non­net area is made up of variable areas that are not included in the net area of the school. It comprises the five categories of space listed below, plus non­net areas supporting any supplementary net areas for non­ school or support functions (see page 47).

• toilets and personal care (zone s, page X);

• kitchen facilities (zone K);

• circulation (25% to 30% of net);

• plant, such as boilers (2% to 3% of net);

• the area of internal walls (3% to 6% of net).

The first two categories of space will depend on the number of pupils, community use and, for kitchens, the type of catering arrangements in the school i . The last three categories will generally be directly proportional to the net area, so it is important to include any supplementary net area in the total net area before calculating the requirement for these areas.

The bottom of the zone, or the lower of the proportions of net, shown in brackets represents the minimum recommended area for that category of space.

The total area for each of these categories should be at least the minimum recommended in this bulletin. If any of the individual categories are insufficient for the site (even if the total non­net area is enough) it is likely to compromise the best use of the buildings.

An area greater than the minimum but within the zone or range above will usually be required for each category. The overall recommended gross area of about 141% of the total net area (such that net area is about 71% of gross) allows for the area of each category of space to average around the middle of each zone.

i. some primary schools have no kitchen facilities for hot meals, while others provide a base for catering for a number of schools, so the range of possible area needed varies widely.

[Need to check this]

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Toilets and personal care The total area of total and personal care facilities (zone s on page 24) must include:

• toilets for pupils: at least one for every 20 pupils aged 4 to 11 i and one for every ten full­time equivalent nursery places ii ;

• separate toilets for staff: two for the first 25 full­time equivalent members of staff and another one for every further 25 iii (not including catering staff);

• accessible toilets for disabled pupils, staff or visitors iv .

And should also include:

• a specialist hygiene room containing a shower, sluice, toilet, a changing trolley, fixed or mobile hoist and space for assistants. This needs to be adjacent to the nursery playroom where there is one.

Some of the spaces above and/or further area may be designed to allow facilities appropriate to:

• adult community use outside the school day, for instance to provide changing facilities to compliment the hall iv ;

• [particular religious requirements, including orientation and ablutions vi .]

The location and design of toilet and changing room facilities should balance the demands for both privacy and adequate supervision. Toilets for the school pupils should include cubicles and separate facilities for boys and girls where necessary. Lavatories for nursery pupils are usually grouped within easy reach of the teaching/ play space and can be unisex. The design of the partitions should allow some privacy for children and space for adults to give assistance, yet permit adequate supervision.

i The Education (School Premises) Regulations 1999 require one toilet for every 20 pupils (rounded up to the next whole, even number).

ii. Nursery ref. to add.

iii. Appropriate provision for staff is suggested in the Workplace (Health, Safety and Welfare) Regulations 1992, Approved Code of Practice.

iv. Refer to Building Regulations, Approved Document M and BS 8300. [May count towards toilets for staff]

v. For information on changing facilities for community use see Sport England guidance note ‘Sports Halls: Design’ (ISBN 1 86078 094 6)

vi. Information source: the Moslem Council of Britain 2002.

Unisex washrooms are generally only acceptable for infant or nursery pupils. Pupils aged eight and older must have access to separate male and female washrooms. In washrooms solely for boys, up to two thirds of the fittings may be urinals.

In primary and middle deemed primary schools, the number of washbasins should equal the number of sanitary fittings in each washroom.

Toilet location policy: the size, location and design of toilets can have impact on the potential for bullying, supervision and inclusion: from one or two central toilet ‘blocks’ to smaller facilities for every pair of classrooms, perhaps with fully accessible cubicles in each toilet.

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Kitchen facilities The kitchen area (zone K on page 40) must i include:

• facilities for preparing food and drink, and washing up afterwards, where it is needed.

Where it is used to prepare hot food for pupils, it should also include:

• food store rooms;

• facilities for catering staff, including changing areas, toilets and a chef’s office;

• space for serving the food.

The size of the core preparation area will depend on the equipment needed, which in turn will depend on the type of preparation system to be used: from traditional, through cook­chill to pre­prepared ‘fast food’. There should be easy access for deliveries and a secure site for bins.

i The Education (School Premises) Regulations 1999 require a school to be ‘adequate to permit the provision’ of these ancillary facilities.

Circulation An area equivalent to at least 20% of the total net area (including supplementary net area) will be required to ensure that:

• all but store rooms are accessed from a circulation route ii :

• corridors leading to more than one or two teaching rooms have a clear width of at least 1.8m (preferably 1.9m in new schools);

• smaller corridors have a clear width of at least 1.2m.

Plant An area equivalent to at least 2% of the total net area will be needed to accommodate boiler rooms and a server room. Further area will generally be needed if ventilation plant, chimneys or vertical ducts are included in the design.

Internal walls The area of internal walls iii will occupy an area equivalent to at least 3% of the net area, and up to 6% if the walls are wider to allow for acoustic separation and/or to provide thermal mass.

ii. Circulation area can be the routes within a larger room or shared teaching area, and the remaining area will count towards the usable net area of the school if it is wider than 1.2m. See ‘Assessing the Net Capacity of Schools’ DfES/0739/2001. www.dfes.gsi.gov.uk/ netcapacity.

Hint: Effective and creative use can be made of circulation area: from spaces for informal gathering and display of work off corridors to atria. However, ensure that any extra space can be effectively used if it is to be heated, lit and maintained.

iii. The area of internal walls is included in the measured internal gross area of the buildings.

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Figure C.11

Examples of Supplementary Net Areas Likely funding

• Facilities for 0 to 3 year olds and ‘wrap­ around’ care;

• Nursery facilities for 3 to 4 year olds;

• specially resourced provision for pupils with SEN or disabilities;

• centres for LEA Services, such as staff training;

• extra facilities to allow community use during the school day or not available to the school (such as a club room);

• indoor swimming pool;

• chapel or prayer room (if it is not available to the school for normal teaching);

• health care provision.

Sure Start;

Early Years/ LEA

LEA

LEA

Local Authority (LA) leisure or local community groups

LA leisure or New Opportunity Funds

Voluntary aided governors liability or dioceses

Primary Care Trust

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Supplementary Areas

The briefing team should assess if there is a need for any supplementary net area within the project i . It is important to note that a dedicated, additional funding stream needs to be identified for any supplementary net area (unless it already exists in appropriate accommodation ii ), as discussed in relation to extended schools provision on page 17.

There are three types of spaces that fall within this category:

• area to accommodate the enhancement of school facilities: this will include spaces which have been enlarged beyond the recommended ‘standard’, for instance to allow for spectators or national standards in the sports hall,

• area to accommodate extra support facilities: This will include separate spaces available to the school for specific uses, such as SEN specialist resources.

• non­school provision: this is separate space not normally available to the school, for example facilities for adult education or community use during the day.

i. Non­school and support functions require further area over and above the recommended net area. They are not expected to be included in the float.

ii. Hint:When considering the brief for a complete overhaul of the school, ensure the needs of all stakeholders are included, to avoid any current temporary provision having to remain for the want of funding.

Figure C.11 (opposite) lists some of the most likely types of non­school or support facilities iii that would need supplementary area, and the possible funding sources that would cover this.

Although this bulletin does not include recommended standards for the supplementary net area, it is very important to include the desired allowance for supplementary net area in the total net area and the accommodation schedule. This will ensure that the allowance for non­net area is sufficient to allow for the circulation, plant and internal walls related to the supplementary area.

iii. As defined in Assessing the Net Capacity of Schools DfES/0739/2001. www.dfes.gsi.gov.uk/ netcapacity.

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Figure D.1: gross site area and net site area defined

Figure D.2: A typical site plan showing the different categories of site area

0

5,000

10,000

15,000

20,000

25,000

30,000 90 150 210 270 330 390 450 510 570 630

total area (m

2 )

LIKELY TOTAL SITE AREA 110­125% of net site area

NET SITE AREA 2,000 + 32N recomm.

Sum of minimum areas

Statutory minimum team game playing field area (1999)

PITCHES 0 + 20N minimum

zone m

'float'

GROSS SITE AREA

Sports pitches

Games courts (hard surfaced)

Soft Play (informal and social)

Hard Play (informal and social)

Habitat areas

Supplementary net site area

BUILDINGS AND ACCESS

NET SITE AREA

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Part D: The Site

This part deals with the site area for a school. School grounds are a valuable resource and have a significant effect on the ethos of the school and the quality of education pupils receive.

Site Area The total, or gross, area of the site can be separated into two categories:

• net site area, or playing field area, which can be accurately calculated from the formulae in appendix 1 and in this part; plus any agreed supplementary net site area; and

• buildings and access area, which will be more variable depending on the configuration of new and existing buildings and site constraints, but will generally increase in proportion to the net site area.

The total of these categories gives the total (gross) area of the site, as described in figure D.1 opposite.

The total site area required will depend on the design of the site and the layout of the buildings. Generally, the total site area needed for a new 5 to 11 primary school may vary between 110% and 125% of the net site area (such that the net site area is 80% to 90% of the total), depending on the layout and type of site i . The total site area for infants schools may be smaller as there is no requirement for pitches, so it may be as high as 135% of the net site area.

The total net site area required by an inclusive community school should not normally need to exceed the recommended net site area for the number of pupil places and age range of the school.

Further supplementary net site area, and a proportional increase in buildings and access area, may be needed if there are specially resourced non­school or support functions on the school site (as discussed on page 47).

Hint: Site layout: dispersed buildings on the site can be easier for community access, and gives identity to age related bases, such as foundation stage, and may provide better supervision of enclosed outdoor areas. Linked, concentrated buildings can offer circulation without going outside, and more adaptability.

i. This calculation only relates to the total area of the site including playing fields. The proportion of buildings and access area on a confined site, or one where playing fields are elsewhere, will be much higher.

Figure D.2 (opposite) shows a typical site plan with the various categories of net site area and buildings and access area shown.

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Figures D.3: The upper graph shows recommended standards for total and net site area and for sports pitches, for various sizes of 5 to 11 primary schools. The lower graph shows the minimum recommended areas for games courts, informal and social area (soft and hard play) and habitat in any school.

0

5,000

10,000

15,000

20,000

25,000

30,000 90 150 210 270 330 390 450 510 570 630

total area (m

2 )

LIKELY TOTAL SITE AREA 110­125% of net site area

NET SITE AREA 2,000 + 32N recomm.

Sum of minimum areas

Statutory minimum team game playing field area (1999)

PITCHES 0 + 20N minimum

zone v

'float'

0

500

1000

1500

2000

2500

3000

90 150 210 270 330 390 450 510 570 630

number of pupil places (N)

total a

rea (m

2 ) GAMES COURTS (HARD SURFACED)

600 + 2N minimum

HABITAT AREA 200 + 1N minimum Z

Y

X

(1000 + 3N)

HARD PLAY (INFORMAL & SOCIAL) 400 + 1.5N minimum

SOFT PLAY (INFORMAL & SOCIAL) 800 + 2.5N minimum

W

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Defining the total site area is an important step for a new school. Reviewing the site area against the graph (figure D.3) is also useful when considering alterations to an existing school. The range in the graph allows for variation in the shape and contours of the site, and size of the building complex.

Net Site Area: Playing Fields

The net site area, known as the ‘playing fields area’ in some cases i , is the total of the following five categories of space.

• sports pitches for junior pupils (zone M);

• games courts (hard surfaced) (zone W);

• soft play (informal and social) (zone X);

• hard play (zone Y);

• habitat areas (zone Z). plus any supplementary net site area needed for non­ school or support functions.

The bottom of each zone, which can be calculated using the formulae shown, represents the minimum recommended area for that category of space.

The total area for each of these categories should generally be at least the minimum recommended in this bulletin (i.e. the bottom of the zone) ii .

An area greater than the minimum but within the zone will usually be designed for each category. The overall recommended net and gross area allows for the area of each category of space to average around the middle of each zone, through the provision of some ‘float’ iii , as with the buildings area.

In confined sites, the sports pitches area may be provided on a nearby site and/or through a single all­ weather pitch. Where there are no other outdoor PE facilities on the site, a multi­use games area (see page 52) within zone W should be provided on the site, to allow easy access for outdoor team games. The area of the remaining three categories of space may only be achievable at the zone or area below that recommended for normal sites.

i. Section 77(7) of the School Standards and Framework Act 1998, which is designed to protect school playing fields, defines ‘playing fields’ as ‘any land in the open air which is provided for the purposes of physical education or recreation, other than any prescribed description of land’.

School Grounds, Building Bulletin 71 The Outdoor Classroom and Building Bulletin 85, School Grounds, A Guide to Good Practice give advice on the educational design and management of external spaces

ii. In split sites the total area for each category across all sites should be used. So, for instance, the sports pitches may all be provided on one site.

iii. What is the float? When you add together the recommended minimum area of each category of space, the total will is around 5 to 10% less than the recommended standard for the total net site area. This difference provides the ‘float’ which can be used to enhance some areas, depending on the design of the site.

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Outdoor PE Facilities The first two categories of net site area add up to the area used for Physical Education (PE) and will generally match the statutory requirement i for ‘team game playing field area’ for pupils aged eight and over.

Careful attention should be given to the layout of pitches, courts and practice areas ii . Their location, size and shape should be based on a number of considerations including the statutory requirements, safety considerations, gradient, relationships between winter games pitches and summer athletics and cricket provision, orientation of pitches and accessibility iii .

i. The Education (School Premises) Regulations 1999 define ‘team game playing fields’ as ‘playing fields which, having regard to their configuration, are suitable for the playing of team games and which are laid out for that purpose’.

ii. Refer to Sport England ‘Handbook of Sports and Recreational Building Design Volume 1: Outdoor Sports’

iii. Refer to Building

Sports pitches The total area of sports pitches (zone M) must include playing field area laid out to suit team games for pupils aged eight and over, including:

• winter pitches for the school’s preferred team games, such as football;

• overlapping summer pitches, such as a 100 metre athletics track and facilities for field events.

All­weather pitches, including synthetic turf pitches iv or polymeric surfaces v , allow more intensive use than grass and, particularly with flood lighting, can also offer a popular community resource.

The area of all­weather pitches can be counted twice for the purposes of both these guidelines and regulations, as they can be used for significantly more than the seven hours a week required of team game playing fields.

Games courts In new schools, the total area of hard surfaced games courts (zone W) should include:

• a multi­use games area vi with a netball court overlaid with critical dimensions of 22m x 33m plus margins.

Laying out a variety of courts within a single multi­use games area makes supervision easier and extends the range of games.

In existing schools, a similar amount of hard surfaced area should be laid out for games vii .

Bulletins 91 and 94 and Sport England Guidance Note: ‘Access for Disabled People’ (ISBN 1 86078 149 7)

iv. See Sport England Guidance Note no. 596: ‘Synthetic Turf Pitches’

v. Such as shredded rubber bonded with bitumen, latex or polyurethane, on a base of concrete laid to fall. See Sport England Guidance Notes and BS7044 Part 4: ‘Artificial Sports Surfaces – Specification for Surfaces for Multi­Sport Use’

vi. See Sport England Guidance Note 374: ‘Multi­ Use Games Areas’

vii. This area will count towards the current Education (School Premises) Regulations 1999 requirement for team game playing fields only if they are used for team games.

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Soft play A variety of informal and social areas should be created to suit the learning development and cultural needs of pupils during breaks and before and after school, and for a range of formal curriculum needs in line with the new Primary Strategy i . The ‘soft’ areas should be conveniently situated, safe and provide some shade. With some imaginative landscaping and planting, the total area (zone X) could include:

• grassed space to sit and socialise;

• sloping grass areas for spectators or a natural amphitheatre.

i. ref. to Primary Strategy to be added.

Hard play To complement the soft informal areas and social areas, there should be hard surfaced playgrounds and sheltered space for socialising and to encourage healthy, active creative outdoor play. Site furniture such as seating to accommodate larger outdoor study groups and smaller more intimate areas is important. This area should also provide scope and a range of surfaces and structures for pupils to engage in outdoor art, theatre, dance and design.

The total area (zone Y) should include:

• hard surfaced, sheltered space to sit and socialise;

• large hard surfaced areas for more boisterous play.

Habitat areas Habitat areas can include a range of outdoor classroom spaces and designs and are a valuable resource for teaching and learning across the whole curriculum. They are also help children’s emotional, social and cultural development. They are important for involving pupils in the life and management of the school i . The total habitat area (zone Z) should include grounds developed for a wide range of supervised activities, including meadowland, wildlife habitats (such as ponds), gardens and outdoor science areas to support the curriculum and improve play and recreational spaces.

Increasingly such spaces are being given a central and accessible location. Landscape design has a great potential for promoting a sense of ownership of space by pupils and staff, thereby encouraging people to take greater care of their surroundings.

i. Details and case studies are available from Learning through Landscapes www.ltl.org.uk and include a range of advisory services on the use design and management of school grounds.

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Buildings and access area

The non­net site area will vary depending on the configuration of the site and buildings. It will include:

• the ‘footprint’ of all buildings;

• delivery access;

• refuse areas (secure or distant from the buildings);

And will usually include:

• entrance paths, roads and related landscaping not normally available to pupils;

• car parking (usually equivalent to one parking bay per full­time equivalent teaching staff plus appropriate visitors and disabled facilities).

And may include:

• coach or bus drop­off provision;

• bicycle storage.

It is most important to consider means of separating children’s pedestrian access from vehicular circulation, delivery areas and parking and for providing adequate, visible secure bicycle storage for older pupils.

Supplementary site area

As discussed on page 47, any school may have supplementary areas for non­school or support functions. Any site area associated with these functions will be supplementary site area, and may also need to be funded through other joined­up funding streams. For instance, play space for a crèche, extra car parking for community use, or enhancements to sports provision also used by the community.

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Appendix 1: Key Formulae Key Formulae for Primary, First and Middle, and Middle Deemed Primary Schools N = number of pupil places (or full­time eqivalent where applicable)

basic teaching halls learning resources staff & admin. storage dining & social 'float' TOTAL NET BUILDING AREA

LIKELY GROSS BUILDING AREA

Minimum Site Areas pitches soft play (informal & social) games courts (hard surfaced) hard play (informal & social) habitat 'float' TOTAL NET SITE AREA LIKELY SITE AREA: from

to

Key Formulae for Calculating Building Area for Any Primary School (except special)

Area for each pupil in:

minimum building areas Likely gross area of buildings = net area / 0.7

basic teaching ­ 50 50 2.1 2.1 2.1 2.9 halls 100 250 250 ­ 0.3 0.3 0.3 learning resources 15 50 50 0.45 0.15 0.15 0.25 staff & admin. 30 75 75 0.2 0.2 0.2 0.28 storage 45 100 100 0.25 0.25 0.25 0.33 dining & social ­ 25 25 ­ ­ ­ 0.2 'float' 10 150 150 0.1 0.1 0.1 0.24 TOTAL NET BUILDING AREA 200 700 700 3.1 3.1 3.1 4.5

minimum site areas Likely total site area = net site area x 1.1 to 1.35

pitches ­ 10000 7500 ­ ­ 35 35 soft play (informal & social)*** 800 800 800 2.5 2.5 2.5 2.5 games courts (hard surfaced) 600 600 600 ­ 2 2 2 hard play (informal & social) 400 400 400 1.5 1.5 1.5 1.5 habitat 200 200 200 1 1 1 1 'float' ­ 1000 500 5 5 5 5

These formulae are the basis of the graphs later in this document. They can be used for 5 ­ 11 primary schools where there are (approximately) the same number of pupils in each year up to year 7, and all infant, middle or secondary schools. Gross area figures are approximate to allow an easy 'rule of thumb'. Nursery pupils are not included?

For any middle school

primary schools on confined sites

25 + 0.05N 150 + 0.14N 700 + 3.45N

1000 + 5N

provided 'off­site' 600 + 2N

1000 (MUGA) 200 + 1N

50 + 0.17N 75 + 0.22N 100 + 0.27N

0.5N

8 ­ 12 middle schools

50 + 2.3N 250 + 0.3N

1800 + 4N minimum remainder of site

400 + 1.5N 200 + 1N

5N 2000 + 32N

5 ­ 11 primary schools (except confined sites)

20N 800 + 2.5N 600 + 2N

infant schools (except confined sites)

­ 800 + 2.5N 600 + 2N

5N 2000 + 12N 2300 + 14N 2700 + 16N

2200 + 36N 2500 + 40N

recep and KS1

2500 + 5N

400 + 1.5N 200 + 1N

3000 + 6N

5 ­ 12 first and middle schools

700 + 3.25N

50 + 2.2N 250 + 0.3N 50 + 0.16N 75 + 0.21N 100 + 0.26N

­

all primary schools

200 + 3.1N

2.1N 100 + 0.3N 15 + 0.15N 30 + 0.2N 45 + 0.25N

­ 10 + 0.1N 175 + 0.12N

250 + 4.5N 1000 + 4.5N

For any primary school

KS 3 KS 2 nursery

Area for each school

For any 'first and middle' school

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Appendix 2: example schedules [appendix 3 to follow]

BB99 PRIMARY AREA SCHEDULES JUNE 2004 max. average 210 pupils 420 pupils 630 pupils 90 pupils 240 pupils 360 pupils group area 7 classes 14 classes 21 classes 3 classes 8 classes 12 classes size (m 2 ) 1 FE JMI 2 FE JMI 3 FE JMI 1 FE infants 2 FE junior 2 FE junior

basic teaching 7 14 21 3 8 12 reception class 30 63 1 63 2 126 3 189 1 63

infant classbase 30 57 2 114 4 228 6 342 2 114

junior classbase 30 57 4 228 8 456 12 684 8 456 12 684

specialist practical food bay 4 4 4 food/ science/ D&T 8 24 1 24 1 24 1 24 1 24 ICT/ group room: (15) 38 ICT suite (15) 38 (30) 68 (30) 68 (8) 24 (16) 38 (24) 56

halls 1 2 3 1 1 2 main hall (used for dining) 30 varies 1 175 1 155 1 195 1 125 1 180 1 180 small hall 30 80 1 80 1 80 studio 30 48 1 48 1 48

learning resource areas Library resource centre 15 to 30 1 25 1 40 1 55 1 17 1 29 1 39 small group room (SENco) 6 12 1 12 1 12 1 12 1 12 1 12 1 12 small group rooms 6 9 1 9 3 27 5 45 1 9 2 18

TOTAL TEACHING AREA 668 1216 1780 359 748 1061

staff and admin. head’s office/meeting room 1 12 1 16 1 20 1 10 1 12 1 14 senior management offices 8 1 8 1 8 1 8 staff room 1 32 1 58 1 84 1 18 1 35 1 50

general office 1 10 1 14 1 18 1 8 1 10 1 12 sick bay (adjacent) 3 1 3 1 3 1 3 1 3 1 3 entrance/reception 1 3 1 5 1 7 1 2 1 3 1 5 copier/ reprographics 4 8 12 2 4 6 SEN therapy/ MI room 1 12 1 12 1 12 1 12 1 12 1 12 interview/ social services 8 1 8 1 8 1 8 1 8 1 8

storage class storage (reception) 3 1 3 2 6 3 9 1 3 class storage (infant and junior) 1.5 6 9 12 18 18 27 2 3 8 12 12 18 specialist stores 2 18 3 27 4 36 2 12 2 20 3 24 PE store (adjacent to hall) 12 1 12 1 12 1 12 1 12 1 12 1 12 PE store (external) 4 1 4 1 4 1 4 1 4 1 4 1 4

non­teaching storage central stock 8 1 8 1 8 1 8 1 6 1 8 1 8 cloakrooms/ lunch box storage 3 21 42 63 9 24 36 chair store 1 8 1 12 1 16 1 6 1 9 1 11 staging/ appliance store 1 4 1 8 1 8 1 4 1 8 1 8 community store 4 1 4 1 4 1 4 1 2 1 4 1 4 caretakers /maintenance store 1 5 1 7 1 9 1 4 1 5 1 7 cleaner’s store 1.5 2 3 3 4.5 4 6 2 3 2 3 3 4.5

TOTAL NET AREA 851 1501 2154 479 944 1316 recommended net area 851 1502 2153 479 944 1316

non­net area kitchen varies 1 32 1 54 1 76 1 18 1 36 1 50

toilets (and personal care) reception toilets 2 8 3 12 5 20 2 8 other pupil toilets varies 30 varies 60 varies 90 varies 10 varies 40 varies 60 accessible toilets/ hygeine facilities 7 10 10 7 7 7 staff toilets varies 7 varies 14 varies 21 varies 3.5 varies 10.5 varies 14

use MI room

(no. of computers)

(no. of computers)