School-specific Brief Template (Mainstream Schools)

Output Specification

May 2020

ContentsTable of figures 4

Summary 5

Review date 5

Who is this publication for? 5

Document Updates 5

Drafting Note 6

1. Context 7

1.1. Status of this document 7

1.2. Document Structure 8

1.3. Precedence of Documentation 9

2. Strategic Brief 10

2.1. Overarching Requirements 10

2.2. Capacity: number of pupil places 10

2.3. Educational Drivers - Curriculum and Organisation 12

2.4. Site Layout 13

2.5. Safety, Security and Safeguarding 14

3. Project Brief 15

3.1. Overarching Requirements 15

3.2. Project Type 15

3.3. Adjacencies 16

3.4. Internal Space 16

3.4.1. Overview 16

3.4.2. Classroom Suites (including practical spaces in Primary Schools) 17

3.4.3. General Teaching Suites 17

3.4.4. Practical Teaching Suites and Spaces (Secondary schools) 17

3.4.5. Music, Halls and/or Performance Suites 17

3.4.6. Dining and Kitchen 18

3.4.7. Staff and Administration 18

3.4.8. Library or Library Resource Centre (LRC) 19

3.4.9. Storage 19

3.4.10. Toilets and Personal Care 19

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3.4.11. Entrance and Circulation 20

3.5. External Space and Grounds 21

3.6. External Fabric 21

3.7. Internal Elements and Finishes 22

3.8. Services and Environmental Conditions 23

3.9. Phasing and Construction 23

3.10. Fittings, Furniture and Equipment (FF&E) 25

3.11. General Layout Requirements 26

3.12. Space-specific Requirements 26

3.13. Performance and Quality 27

4. ICT Design Requirements 28

School-specific Annexes 29

Annex SS1 – School-specific SoA and ADS 29

Annex SS2 – School-specific Refurbishment Scope of Works (RSoW) 29

Annex SS3 – School-specific Legacy Equipment Schedule 29

Annex SS4 – School-specific Legacy Furniture Schedule 29

Annex SS5 - School-specific ICT Equipment Summary 29

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Table of figuresTable 1: School-specific Brief and its Annexes..................................................................8

Table 2: Number on roll....................................................................................................11

Table 3: Total number on roll plus capacity......................................................................11

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Summary This document is the School-specific Brief (SSB) to be used for Mainstream Schools which, with its Annexes, sets out the School-specific requirements for [insert full name of School and name of Responsible Body] and sits alongside the Generic Design Brief (GDB) and its Technical Annexes.

Review dateThe next planned review date for this document is November 2020.

Who is this publication for?This document is for technical professionals involved in the design and construction of school premises to use as part of the Employer’s Requirements of the DfE Construction Framework. It may also be used as the basis of similar documentation for other procurement routes using the Output Specification.

Document Updates Version 11: May 2020 - Minor amendments for consistency with all SSB

templates. Version 10: May 2019 - Revised to incorporate end user feedback, evidence

collected and updates to applicable standards. Version 9: November 2017 - Issued as OS 2017. Versions 1-8: July 2016 - November 2016 - includes initial working towards OS

2017

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Drafting NoteDrafting Note1. This template document can be used for any mainstream school where the project is procured through a Construction Framework, to reflect project-specific factors identified during discussions with the School’s representative.

The Generic Design Brief (GDB) forms Part B of the Employer’s Requirements. The GDB contains the generic requirements for all Schools, therefore the School-specific Brief (SSB) should only contain additional requirements specific to the School, and which impact on the capital works. The SSB Project Brief requirements should not contradict the GDB.

The SSB, and associated Annexes are included as an Appendix to the Feasibility Study, and will form Part C of the Employer’s Requirements (ERs) for the DfE Construction Framework(s).

The SSB is in two main parts (with Annexes):

The Strategic Brief, which provides context to the Project Brief. It describes the school’s educational needs, its site, and any works which may be needed but are outside of the parameters of the programme, and hence the Project Brief. The Strategic Brief in particular should be completed in close cooperation with the School.

The Project Brief (which includes the ICT design requirements) identifies the work required in the funded project. It should be completed towards the end of the Feasibility stage once a Control Option has been agreed.

The explanation of the Strategic and Project Briefs is also defined in clause 1.1.3 so that all parties are aware of the commercial difference.

The SSB Annexes are listed at the end of this template.

Any text added should be in standard black font and numbered so that each clause can be referenced. The Contents table and version control should be updated to suit.Drafting notes are to be deleted as part of the final completion of the School-specific Brief (SSB) prior to forming Part C of the ERs of the DfE Construction Framework(s).

1 All text in this template in italic font denotes an instruction to the technical advisor or agent and is referred to as a Drafting Note.

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1. Context

1.1. Status of this document1.1.1. This document is the School-specific Brief (SSB) to be used for Mainstream

Schools which, with its Annexes, sets out the School-specific requirements for [insert full name of School and name of Responsible Body] that are referred to in the Generic Design Brief (GDB)2 and its Technical Annexes.

1.1.2. The SSB and its Annexes, including Annex SS1: ‘School-specific SoA and ADS (Schedule of Accommodation and Area Data Sheets) and, where applicable Annex SS2 ‘Refurbishment Scope of Works’ (RSoW), together with the GDB and its Technical Annexes, forms the Output Specification (OS). The OS sets out the Employer’s Requirements.

1.1.3. This SSB (and its Annexes) is in two parts, and sets out both the strategic requirements for the School, and the project–specific requirements for the School. The strategic requirements set the context for the Project Brief.

1.1.4. The two parts are:

The Strategic Brief, which provides context to the Project Brief. It describes the school’s educational needs, its site, and any works which may be needed but are outside of the parameters of the programme, and hence the Project Brief. The Strategic Brief in particular should be completed in close cooperation with the School.

The Project Brief (which includes the ICT design requirements) identifies the work required in the funded project.

Drafting Note: Ensure that, together with the requirements in the GDB and its Technical Annexes, this SSB document and its Annexes provides a design brief which reflects the School’s specific requirements including the nature of the Site and the School’s educational and organisational requirements.

Where there is Supplementary Area, for example residential accommodation or a Designated Unit, the School’s specific requirements should be included in this document and in the School-specific SoA and ADS.

Where this document requires additions over and above the standard requirements in the GDB, identify if these requirements are either:

2 Where the term GDB is mentioned, its reference includes the integral Technical Annexes.

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abnormal, and if so, establish the funding case for them (for example as a result of the site constraints or a risk assessment); or

additional, and ensure sufficient funding is available and agreed from third parties (for instance where the specification of the height of balustrades is more than is required in the GDB).

If there are any additional items, seek advice from the Employer on the funding route and make clear in the cost plan.

1.2. Document Structure1.2.1. The SSB is structured as shown in the diagram below.

Title Content Used or Not used

Main document N/A N/A

Section 1 Context N/A

Section 2 Strategic Brief N/A

Section 3 Project Brief N/A

Section 4 ICT Design Requirements N/A

SSB Annexes N/A N/A

Annex SS 1 School-Specific Schedule of Accommodation and Area Data Sheets

Used/ Not used

Annex SS 2 School-Specific Refurbishment Scope of Works (RSoW)

Used/ Not used

Annex SS 3 School-Specific Legacy Equipment Schedule (Primary and Secondary)

Used/ Not used

Annex SS 4 School-Specific Legacy Furniture Schedule (Primary and Secondary)

Used/ Not used

Annex SS 5 School-Specific ICT Equipment Summary Used/ Not used

Table 1: School-specific Brief and its Annexes

Drafting Note: Delete as appropriate ‘used’ or ‘not used’ against each annex (e.g. SS2 will not be used in a new build project).

1.3. Precedence of Documentation1.3.1. The Contractor shall consider and address all elements of the Employer’s

Requirements, including the GDB and its Technical Annexes and the SSB and its

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Annexes including Annex SS1: ‘School-specific SoA and ADS’ and, where applicable, Annex SS2: ‘School-specific RSoW’. In the event that there is any inconsistency between the GDB and this SSB, the GDB will take precedence.

1.3.2. Legacy Furniture and Equipment requirements (where relevant) are covered in Annex SS3 and SS4 ‘School-specific Legacy Equipment Schedule’ and ‘School-specific Legacy Furniture Schedule’.

1.3.3. ICT requirements are covered in Annex SS5: ‘School-specific ICT Equipment Summary’.

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2. Strategic Brief

2.1. Overarching Requirements2.1.1. Contractors shall ensure that the Building(s), grounds, Fittings, Furniture and

Equipment (FF&E), Building Services, Security Measures, Fire Protection Systems, Communications and ICT Infrastructure can support the strategic educational and organisational requirements set out in this SSB, in addition to those set out in the GDB.

Drafting Note: Following discussions with the School, add, delete or amend, as necessary, the list of requirements in the following sections.

Where there are Strategic issues which will have an impact on the Project Brief, state these, and include the relevant information in the Project Brief in Section 3.

2.2. Capacity: number of pupil places Drafting Note: Detail the forecast demand and proposed School capacity including:

Age range, current and planned (if different) Current PAN3, any past and / or planned changes to the PAN, bulge classes or

any planned restructuring of tiers. Any planned change to current year group sizes. Age range of any nursery places. Number of sixth form places (combined figure for all post-16 groups).

Use the table to provide:

Current NOR split into year groups and any planned change to this. Additionally resourced SEND places (in SRP or Designated Unit only) FTE number of any nursery places. Building capacity of existing School Buildings4

PrimarySeptember 2013/145

Nursery (FTE)

R Y1 Y2 Y3 Y4 Y5 Y6 SEND places

Number on roll 0 0 0 0 0 0 0 0 0

3 Published Admission Number – for age group which pupils are normally admitted to the School e.g. reception or year 7 (does not include nursery or sixth form numbers).4 Based on Net Capacity for Local Authority mainstream schools or the pupil places agreed in the Supplementary Funding Agreement for Academies and special schools.5 Or whichever school year is relevant to the Programme, applies Primary and Secondary.

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SecondarySeptember 2013/14

Y7 Y8 Y9 Y10 Y11 Y12 Y13 Y146 SEND places

Number on roll 0 0 0 0 0 0 0 0 0

Table 2: Number on roll

Total number on roll 0

Building capacity 7 0

PAN capacity 0

Table 3: Total number on roll plus capacity

Drafting Note: Supplementary area for Special Educational Needs and Disabilities (SEND) pupil places should only be included in the School-specific SoA and ADS if the pupil places are in a Specially Resourced Provision (SRP) or a Designated Unit which is additionally funded by the Local Authority (LA). The continuing commitment for this additional resource should then be sought from the LA and the number of pupil places agreed.

The supplementary area can be calculated using the SoA tool, before migrating the Project SoA to the School-specific SoA and ADS. This is based on BB104 for:

a) SRP, where SEND pupils are integrated within the mainstream admission number; the SoA tool will only provide extra area for learning resource area, staff and storage, as these pupils will generally be taught with the rest of the school.

b) A Designated Unit, where SEND pupil places are over and above the mainstream admission number; Pupils will be provided with separate classroom(s) by the SoA tool as well as a specialist resource base, staff and storage. In some exceptional circumstances, a Net Area above the minimum recommended in BB103 for a Mainstream School may be warranted because there is a very high proportion of pupils with SEN or disabilities, but no additionally resourced provision. Where this is the case, the capacity information should include additional information to show:

Number of pupils on the SEND register, including those with EHC plans or statements of SEND.

Number of pupils attracting pupil premium funding. Number of pupils eligible for Free School Meals.

6 In settings where an additional year in the sixth form is offered.7 Data taken from SCAP or other agreed Government source

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Highlight any other School-specific requirements over and above those in the SoA for the agreed pupil numbers and ages, and ensure it is agreed with the Employer before finalising.

Identify any current third-party users of any part of the School (Early Year’s providers; community users; clubs; partner organisations, outsourced providers, etc.). Where appropriate, details should include:

any contractual arrangements covering use (leases, licences, etc.). if they have dedicated space or times of use of shared facilities. if third party use is likely to impact on the Project (either temporarily or

permanently). Community use information should inform the operational arrangements of the school and should not impact on the schedule of accommodation.

Any residential provision should be identified here, giving number of pupil places and age range.

2.3. Educational Drivers - Curriculum and Organisation2.3.1. The Contractor shall ensure that the design of the Building(s) and external space

and grounds support the School’s curriculum and organisational model and that the layout of the Building(s) has the right balance and distribution of space. The design shall meet the requirements of the School-specific SoA and ADS (Annex SS1) and any further curriculum and organisational requirements set out in this SSB.

Drafting Note: Summarise here the School’s specific curriculum, pedagogy and organisation, including those planned for the future, to provide a context to the Works. Where they affect the Works, they should also be incorporated into the School-specific SoA and ADS (Annex SS1), and the relevant text and reasoning included in the Project Brief. The text should be pragmatic and succinct. Issues that may be usefully covered include:

Particular emphasis on an area of learning or pedagogical approach, e.g. a vocationally based curriculum.

Organisation of Key Stages and mixed age groups. Exceptions to the generic Suites of Spaces model outlined in the GDB, or other

curriculum links not identified. If the School were to expand in numbers, in what way would the spaces be

different/allocated? What are the proposed/ current movement patterns of pupils and staff e.g. do the

pupils change rooms for every lesson or do the teachers come to them?

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What is the extent of passive supervision required and how will this be achieved, has this been identified as a particular requirement following a risk assessment?

Which (if any) spaces are likely to be used after school hours and what is the length of time they will be used, does this require solutions different to those in the GDB, e.g. for zoning and security?

What range of learning activities (other than PE) take place outside?

If the School has any additionally resourced provision for SEND, providing specialist pupil places or support provision for a specific type of SEN or disability; give information here about the curriculum and organisation of the provision, including for the near future, and if there is an impact on the Project, include the relevant implications in the Project Brief.

In a Designated Unit or SRP within a Mainstream School, issues to be considered include:

The range of pupil needs to be accommodated. Location and proximity of support rooms to main classrooms. The time spent in the Mainstream School classrooms and the time and activities

carried out in the SRP/Unit. Will there be a need for specialist support of any type, such as for those with

medical needs or a visual/hearing impairment? Provision required for disabled pupils to take part in outdoors activities.

2.4. Site Layout2.4.1. The Contractor shall ensure that the location of any New Building(s) and the

design and layout of any external spaces provided complies with the Site layout requirements in the GDB and takes into account the following specific issues.

Drafting Note: Add here an outline of the existing Site layout and facilities. Additional requirements can be given, which reflect School-specific Site constraints, particularly those concerning local issues.

Current points of access to the Site and any potential to improve access. Any particular views that should be exploited? The Site microclimate, including sun paths and prevailing wind direction. Any adverse environmental conditions such as ground gases, flooding or traffic

noise. Any safeguarding, security or shared Site issues not covered by the requirements

in the GDB. Surrounding geology, geography, archaeological and historical features and

buildings, or protected habitats where relevant.

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If clear connectivity or separation is required from a neighbouring School. Car parking or drop-off requirements, over and above those determined by the

local planning department or required by the GDB, for instance for community use or buses dropping off on -site. (funding stream to be described elsewhere)

Is there a need for links to external areas over and above the standard requirements outlined in the GDB, or is there curriculum use of the School grounds other than PE? (possible additional funding stream to be described elsewhere).

Do the school’s travel plans have particular requirements over and above the core offer?

2.5. Safety, Security and Safeguarding2.5.1. The Contractor shall ensure that the design of the Buildings and external space

provided take account of any School-specific safety, security and safeguarding issues.

Drafting Note: Any specific safety, security or safeguarding issues that may need to be addressed should be given here, taking account of any risk assessments and any third party use of the facilities, and the impact these will have, for example:

Any local School-specific security issues, e.g. location; proximity to occupied properties, on -site caretaker etc...

Any additional requirements, which differ to the GDB, considering existing security measures (buildings and site), e.g. secure line, access controls, alarms or CCTV systems, as identified in the School’s access and security risk assessment.

Any local requirement for sprinklers. Any need for boundary fencing over and above the standard specification given in

the GDB and Annex 2B: ‘External Space and Grounds’.

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3. Project Brief

3.1. Overarching Requirements3.1.1. Contractors shall ensure that the Building(s), grounds, FF&E, Building Services,

and ICT infrastructure support the practical requirements as set out in this SSB, in addition to those in the GDB8.

Drafting Note: Following discussions with the School/ Responsible Body, add, delete or amend, as necessary, the list of requirements in the following sections.

Identify any requirements that are significant additions to the standard requirements in the GDB and, if applicable, seek advice from the Employer on the funding route prior to design being undertaken.

3.2. Project Type3.2.1. This Project Brief is for [insert School name] and is for [delete 1 or 2 as

applicable]:

1. Whole School Project, such that the Contractor has responsibility for providing the required facilities for the whole School Building(s) and the Site and shall comply with all requirements in the GDB [or]

2. Partial School Project, such that the Contractor only has responsibility for the construction or refurbishment of Buildings identified in this SSB, as well as access to those Buildings and any additional Site Works identified in this SSB.

Drafting Note: A Whole School Project is one in which the Works carried out on most Buildings or most of the grounds of a school, is typically more than 75% of the overall Building area. In a Whole School Project, the Contractor will have responsibility for providing the required facilities for the whole School within the Site.

A Partial School Project is one in which only one or two blocks being rebuilt or refurbished, typically less than 75% of the overall Building area.

If the project involves refurbishment, use Annex SS2: ‘School-specific RSoW’ to describe the scope of works in the refurbished areas.

Summarise briefly here, noting where any areas of refurbishment or remodelling apply, referencing location drawings as needed.

8 Where the term GDB is mentioned, its reference includes the integral Technical Annexes.

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3.3. Adjacencies3.3.1. The Contractor shall design the Building(s) to adhere to the following School-

specific adjacency commentary, which sets out the School’s relationships between different suites.

Drafting Note: Insert a simple diagram or description to indicate how the Spaces should be adjacent to each other. In a Partial School Project, show the adjacencies of existing blocks to the new/remodelled block on a Site plan.

Give any specific requirements here, identifying how the Suites of Spaces may need to be organised to meet the School’s particular teaching requirements. Requirements should be consistent with the Strategic Brief above and the School-specific SoA and ADS in Annex SS1, for example:

As a result of educational need, are any classroom links within a suite required (e.g. paired labs)?

As a result of pastoral or educational need, is there need for any support spaces to be adjacent to particular teaching spaces?

3.4. Internal Space

3.4.1. Overview

3.4.1.1. The Contractor shall ensure that the design of the Building(s) supports the School’s curriculum and organisational model and that the layout of the Building(s) has the right balance and distribution of space, in line with the ‘School-specific SoA and ADS’ (in Annex SS1) and any further requirements set out in this SSB.

Drafting Note: Use the SoA tool to develop the SoA in parallel with this SSB and be consistent with it, taking into account the overall area available to the School and the importance of making effective use of all available space. Any amendments to the generic requirements in the first draft of the SoA tool or ADS to meet the School’s particular teaching needs should be agreed with the Employer and included in the completed Project Brief, to be migrated to the ‘School-specific SoA and ADS’ in Annex SS1.

3.4.1.2. Specific requirements for Suites of Spaces, over and above those in the GDB, and the other Annexes where relevant, are listed below.

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3.4.2. Classroom Suites (including practical spaces in Primary Schools)

Drafting Note: In a Primary School only, based on the infant and junior classroom options chosen in the SoA tool:

What range of activities should practical spaces deliver? Is there a need for direct access to outdoor play for older pupils?

3.4.3. General Teaching Suites

Drafting Note: In a Secondary School only, based on options chosen in the SoA:

Locations of support spaces in relation to GT spaces? Are there educational issues which require GT classrooms to be a variety of sizes,

e.g. sixth form small seminar rooms? The relationship of group rooms to teaching spaces – does this differ from the

requirements of the GDB to be within easy reach of classrooms? Any rooms that should not be registration bases?

3.4.4. Practical Teaching Suites and Spaces (Secondary schools)

Drafting Note: In a Secondary School only, based on the science options chosen in the SoA, if relevant, and/or the range of D&T spaces in the SoA:

Do practical spaces need to deliver any vocational courses such as Construction, describe the range and scale of activities

To what extent should pupils be able to access materials from practical stores? Does the proposed service provision in the generic requirements in the School-

specific SoA and ADS deliver the curriculum, for instance in science? Are there any priorities for layout in laboratories that may influence the type of

science system used, e.g. all pupils to face the front of the class. Where construction skills are taught, what range of activities take place and at

what scale?

3.4.5. Music, Halls and/or Performance Suites

Drafting Note: Based on the large spaces, music and drama spaces where relevant, in the School-specific SoA and ADS:

In a Primary School, what activities will take place in a small hall? In a Secondary School, how should the practice rooms be accessed from music

rooms, if required? The area in BB103 for performance are based on a balance of efficient space with

a range of FFE assumptions, to meet the range of functional needs. For schools

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with 900 pupils or more, bleacher seating is assumed and required as standard in the GDB, to work with the area provision. For schools with less than 900 pupils, the assumption is for raised staging to provide the viewing angles to work with the area standards. Does this allocation meet the school’s needs for performances?

3.4.6. Dining and Kitchen

Drafting Note: Outline the School’s dining arrangements here. The requirements of the School catering provider should be considered. The SoA tool typically assumes that dining will take place in the hall for any School under 500 pupils.

Is any external dining needed? What are the multi-functional uses of the dining space, e.g. in Secondary Schools

as a social space, in Primary as an open learning area? What is the number of sittings over the lunch period, within the lunch period, and

what lunch period was used in the SoA tool? Is dining one location or satellite stations dispersed around the School, any

externally? Any requirements for catering equipment and layout that differ from the provision

outlined in the generic requirements in the School-specific SoA and ADS and the GDB, including any dietary or religious needs affecting the planning of the kitchen?

Is there any information from the caterers currently providing - or proposing to provide - meals for the School?

Where specialist SEND facilities are being provided, do any areas need to be separated for privacy for pupils with SEND?

What is the total number of pupils expected to have School meals (with a hot/ cold split) and those expected to have a packed lunch?

Any breakfast, break-time or after-school snack sessions to be offered by the School with the total expected number attending.

3.4.7. Staff and Administration

Drafting Note: Based on the spaces in the School-specific SoA and ADS, identify

Location of staff rooms, whether a centrally located main staff room or local staff work rooms i.e. located adjacent to curriculum suites and/or clear views of staircases and circulation routes as part of passive supervision.

3.4.8. Library or Library Resource Centre (LRC)

Drafting Note: Identify the School’s use of the library/ LRC here:

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Any additional activities for the library/LRC other than those listed in the generic requirements in the School-specific SoA and ADS?

Any specific requirements of the library/LRC, e.g. the number of books, access to the books by the pupils (for furniture heights etc.) the amount of ICT, security to the entrance?

Proximity to other teaching spaces, In Primary Schools the extent to which the LRC can be open plan using F&E to

define the functional area.

3.4.9. Storage

Drafting Note: Note any specific needs for storage within the storage areas scheduled in the School-specific SoA and ADS (in Annex SS1), such as:

Are there any items of F&E identified on Annex SS3: ‘School-specific Legacy Equipment Schedule’ or Annex SS4: ‘School-specific Legacy Furniture Schedule’ which require specialist storage?

Any need for dining table or chair storage etc., over and above the standard store rooms listed in the School-specific SoA and ADS?

Do any stores require additional security, over and above the GDB? What is the School’s approach to the storage of pupil’s coats and bags for each

age group- in classrooms (if so, whether visible or in a cupboard), adjacent to classrooms? Centrally? Coat pegs, cupboards or pupil lockers (in line with the SoA) and the type of locking mechanism preferred)?

Are there any legacy external storage units which need to be sited?

3.4.10.Toilets and Personal Care

3.4.10.1. The Contractor shall ensure that toilets and personal care facilities are suitable for the School’s organisationl model, as described in the Strategic Brief and that the design meets the following specific needs, taking into account the School Premises Regulations.

Drafting Note: Using the examples listed below outline any particular requirements.

In Primary Schools:

whether the School require toilets off classrooms to be open or separated by means of a door

whether, if possible, the school require Junior age toilets to be single or unisex as part of an organisational ethos, the need for Early Years toilets to be

immediately accessible to the pupils from their classrooms, and the supervision requirements

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In Secondary Schools:

whether the school requires single sex or unisex toilets whether toilets’ hand-washing areas should be open on to the circulation space or

enclosed by means of a door are lower height doors and partitions required as an alternative to the standard

provision of full height doors and partitions, (as described in Annex 2A, clause 3.2.9. d)?

Generally:

any differentiation between toilet facilities for different age or gender groups what is the School’s ethos on supervision/ privacy, e.g. preference for open plan

hand washing areas or privacy for accessing sanitary products? the standard requirement is for electric hand driers as set out in the GDB;

considering the pupils’ needs, service contracts with hygiene companies, is an alternative required e.g. paper towels?

any preference for hand basins or wash troughs? what are the arrangements for access during break/lesson times? any preference for the location of wheelchair-accessible toilets and hygiene rooms

or the location of staff toilets?

3.4.11.Entrance and Circulation

3.4.11.1. Any entrance and circulation areas provided shall be designed to be suitable for the School’s organisational model, as described in the Strategic Brief and as identified in the School-specific SoA ad ADS (in Annex SS1).

Drafting Note: Define the degree of openness and security management proposed by the School. The requirements must relate to the School-specific SoA and ADS and/or the GDB.

As part of a school-specific security plan and the School’s organisational strategy, is a single entrance required or separate ones for visitors and pupils? If separate, is more than one pupil entrance required (e.g. for different age groups)?

3.5. External Space and Grounds3.5.1. The Contractors shall design the external space and grounds to comply with the

requirements of the GDB, and the additional School-specific requirements listed below.

Drafting Note: Present a table showing all external spaces to be provided, and compare these to the existing external spaces (where applicable) and to the minimum

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requirements in BB103. The table should include hard-surfaced games courts, (including multi-use games areas with fencing), informal and social areas, and outdoor learning areas such as habitat areas.

Which sports facilities take precedence? The School’s minimum year-round curriculum requirements for PE and sports?

Any space needed for vocational learning. If so, what type of space and equipment is needed?

Are there specific items of planned new or legacy play equipment that form an important part of play or learning activity?

Any need for canopies to be relocated (other than outside Early Years), based on what the School already has or intends to provide?

Any specific items of equipment that need particular storage facilities, e.g., external equipment, as identified in Annex SS3 ‘Legacy Serviced Equipment Schedule’.

Any particular need to separate different activities, e.g. by age group? Any safety requirements additional to the GDB, e.g. fencing between areas? Any special requirements for surfaces and finishes, e.g. for wheelchair users, VI

pupils?

In a Secondary School only:

Any adjacent or overlapping skills practice areas?

For projects on existing sites list any unusual features, any playgrounds or special places such as memorial gardens which are being retained; or any sports pitches (including all-weather pitches) which are being retained or will continue to be provided off site. Where appropriate, list the requirements of any third-party users of the sports facilities (funding to be agreed).

3.6. External Fabric3.6.1. The Contractor shall design all external fabric to comply with the requirements of

the GDB and any additional School-specific requirements.

Drafting Note: List any specific requirements for example:

Any particular local requirements or planning conditions for building materials? Are external doors needed to rooms other than Early Years (EY) classrooms? Any specific security requirements for the management strategy of the locking and

suiting to individual rooms, e.g. key systems? Any special requirements for materials and finishes e.g. visual contrast or avoiding

rough surfaces? (where SRP or Unit)?

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Any special security/ safety requirements for window types or ironmongery?

3.7. Internal Elements and Finishes 3.7.1. The Contractor shall design all internal finishes to comply with the requirements of

the GDB and any additional School-specific requirements in this SSB.

Drafting Note: List any specific requirements. The requirements should be consistent with the School-specific SoA and ADS and the GDB and should take account of any risk assessments carried out by the School or the Employer. Note that some of the issues below may be the School’s preference, but may not be able to be provided without additional funding, unless they are agreed to be an abnormal by the Employer.

Management of the locking and suiting to all doors to individual rooms, stores etc. Heights of guarding to stairs and walkways, if they differ to the requirements of the

GDB. Any specific requirements for the transparency of guarding on the staircases and

walkways e.g. solid or glazed or avoid glazing. Any specific requirements for floor finishes if these differ from those shown in the

generic requirements in the School-specific SoA and ADS. In areas where partial access for pupils is required, e.g. are stable doors

necessary? Any circumstances where curtains or blinds on windows or doors are needed,

which differ to those in the GDB. Specific requirements for signage and way finding e.g. braille or symbols. Any need for particular colour schemes or textures, including any particular

sensitivity to colour, pattern or texture on walls, floors and stairs etc. (Designated Units).

Any specific ironmongery requirements. Any specific sanitaryware requirements such as heights or materials. Any specific requirements for ceilings for Designated units, e.g. if pupils have a

particular sensitivity do not provide gridded ceilings.

3.8. Services and Environmental Conditions3.8.1. The Contractor shall ensure that the services and environmental conditions are in

accordance with the GDB and the School-specific requirements set out below.

Drafting Note: List any specific requirements, which differ to the GDB, taking account of any third-party use of the facilities, and the impact these will have.

In any School:

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Details of any additional security systems required as a result of a security risk assessment (funding stream to be described elsewhere); flammable gas detection.

Any requirements for task lights for particular activities? Any additional requirements for specialist lighting.

Any preference for the method of providing drinking water (classroom sinks, drinking fountains).

Where there is a Designated Unit or Special Resource Provision for SEND, list any specific requirements such as:

Any School-specific requirements for period bells, staff-call, intercom and range of differing alarm systems, including PA/VA systems; alternative safety and fire alarm sounders; access control systems; CCTV system or repositioning of legacy CCTV.

Any requirements for heating and cooling over and above those outlined in the GDB.

Any special requirements for thermal comfort, indoor air quality including any vulnerability to the effects of dust.

Any special requirements for staff to be able to control the environment over and above what is required in the GDB.

Any particular requirements for audio systems for drama, dance, halls, music, performance spaces, visual or sound field systems that differ from the standard specification.

Any requirements for hearing impaired children such as radio aids? Or specialist spaces such as an audiology room.

Any requirements for lifts which differ from the GDB e.g. who and how many people can use them.

3.9. Phasing and Construction3.9.1. The Contractor shall ensure that the Works are planned to ensure safety, to

minimise environmental impact and to avoid disruption to the School in accordance with the GDB and the School-specific requirements set out below.

Drafting Note: Give any specific requirements, taking account of any existing risk assessments and any third party use of the facilities:

Any planned major School events that could affect programming including date of occupation.

Any other users of the School premises that have to be taken into account (e.g. an after-school club).

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Any regular events that could affect the timing of Contractors deliveries, for example (include times): school buses arriving and departing; materials deliveries; rubbish collection.

Any aspect of the School Site that could affect the management of the building site, for example: are there any places where the Contractor will not be able to park lorries or workers’ cars (if on site).

Any specific decant issues, e.g. specialist requirements for boxes and crates over and above the standard provision.

Any specific purchasing and delivery issues, e.g. if large amounts of new FF&E will be ordered by the School to allow for delivery placement and installation through a third party supplier.

3.9.2. If temporary accommodation is required to deliver the project, the proposal shall be discussed and agreed with the Employer, including any exceptions to the GDB and its Technical Annexes.

Drafting Note: Where temporary accommodation is required to deliver the project, a Schedule of Accommodation (SoA) should be provided for the temporary spaces. This should be included as an additional SOA appendix to this School-specific Brief (SSB) within SS1, and clearly labelled as such.

3.9.3. All temporary accommodation shall meet the following requirements.

a) The size of spaces to meet at the least the minimum standards of BB103 unless agreed otherwise by the Employer.

b) The building(s) should have the minimum life expectancy that covers the maximum likely time that accommodation will be needed on -site.

c) There should be compliance with all statutory requirements, including the Workplace (Health, Safety and Welfare) Regulations, the School Premises Regulations or Independent School Standards.

d) The temporary accommodation should provide the best value solution. Full compliance with the GDB and associated Technical Annexes is not expected as standard; the extent and type of permissible derogations will depend on the type of accommodation required, the security requirements and the duration that the temporary accommodation will be in place (e.g. whether all seasons will be experienced, whether it is over the exam period). All non-compliances should be agreed by the Employer (and noted). But consider:

Exceptions to the GDB and Technical Annexes can include: Daylight Modelling, Energy, Building Performance Evaluation and seasonal commissioning, Passive Supervision, Handover, Maintenance and Phasing and Construction.

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Any change to manufacturer’s standard modular units e.g. volumes, window positions and sizes should be avoided unless it is cost effective to do so to mitigate an unacceptable derogation.

The range of spaces should provide the minimum required to enable continuity of education delivery and operational functions for the current number on roll.

The alternative proposed performance standard for the heating, ventilation and cooling should be provided, as a minimum.

3.10. Fittings, Furniture and Equipment (FF&E)Drafting Note: Use one of the following two sub-paragraphs to ensure the appropriate FF&E is provided by the Contractor. Generally, the first option is suitable for PSBP projects, where Annex SS3 and 4 should be filled in. The second option is suitable for Free Schools, where Annex SS4 should be filled in if there is legacy furniture in temporary accommodation provided prior to the Contract. In the rare instances where equipment has been housed in temporary accommodation then Annex SS3 should also be filled in.

3.10.1. The Contractor shall ensure that all FF&E listed in the School-specific SoA and ADS shall be:

[either]

a) provided by the Contractor where identified as Group 1;

b) re-used, re-installed and upgraded as necessary, or replaced with new items, where identified as Group 2, taking account of items listed in Annex SS3;

c) moved and placed as required where identified as Group 3, taking account of items listed in Annex SS4;

[or, for instance for Free Schools]

a) provided by the Contractor where identified as Group 1, 2 or 3, except for any legacy items listed in Annex SS3 or SS4, which shall be moved and placed as Group 2 or 3 items respectively.

3.11. General Layout Requirements3.11.1. The Contractor shall ensure and demonstrate that all FF&E provided allows for a

variety of layout requirements as listed in the GDB. Where relevant, Annex SS3: ‘Legacy Equipment Schedule’ and Annex SS4: ‘Legacy Furniture Schedule’

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should be referred to when identifying the F&E that needs to be positioned and/or installed.

Drafting Note: List any specific requirements, taking account of the School’s educational approach and any legacy F&E being transferred (as identified in Annexes SS3 and SS4), for example:

The preferred arrangement of the teaching wall, e.g. position and number of teacher’s ICT and whiteboard/s, display board near entrance etc.

The number and location of teaching positions in teaching spaces if it differs to that required in the GDB.

The extent of flexibility in the layout of FF&E, e.g. options for groups of pupils and for whole class gatherings.

The approach to ICT in classrooms, e.g. laptops etc. (ensure this is consistent with Annex SS5 School-specific ICT Equipment Summary.

3.12. Space-specific RequirementsDrafting Note: List any space-specific requirements, taking account of the School’s educational approach and any legacy F&E being transferred (as identified in Annexes SS3 and SS4), for example:

Does the furniture used to store examination papers meet the requirements of the Joint Council for Qualifications ‘Conditions for storing written question papers and any other confidential material’?

The extent to which legacy furniture can accommodate ICT and other serviced equipment and how this may be used in place of fitted benching.

In Primary food practical spaces, do the benches need to be at child height or adult?

In Secondary practical spaces, do pupils use any specialist equipment additional to the generic requirements in the School-specific SoA and ADS?

Any specific requirements for sanitaryware in toilets or hygiene rooms additional to the generic requirements in the School-specific SoA and ADS.

3.13. Performance and Quality Drafting Note: List any issues relating to performance and quality, taking account of the School’s educational approach and any legacy F&E being transferred (as identified in Annexes SS3 and SS4). For example:

In a Primary School, what age range should be used for fitted furniture heights in shared spaces to match to the size or age or the pupils using them?

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The extent of wireless used in the School which will determine the need for cable management on desks and benching.

Any need for contrasting colours for furniture for pupils with visual impairments

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4. ICT Design Requirements4.1. The Contractor shall ensure that the design allows for the specific circumstances

of the School, as specified in Annex SS5 ‘The School-specific ICT Equipment Summary’.

Drafting Note: School specific ICT requirements are set out in Annex SS5: The School-specific ICT Equipment Summary, including any specific communications requirements such as audio systems; TV installations; electronic registration/payment systems and telephone systems, access hardware and software for pupils.

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School-specific Annexes

Annex SS1 – School-specific SoA and ADS

The School-specific schedule of accommodation and associated area data sheets, based on the latest version of the DfE SoA tool, should be attached to this SSB. Where temporary accommodation is required during construction, the additional SoA should also be included here, and clearly labelled as such.

Annex SS2 – School-specific Refurbishment Scope of Works (RSoW)

The school-specific scope of works, based on the latest version of the DfE RSoW tool, should be attached to this SSB where refurbishment work is required in the project.

Annex SS3 – School-specific Legacy Equipment Schedule

The School/Responsible Body should fill in a Legacy Equipment Schedule pro forma (where relevant). This should list the equipment currently in use and which they wish to take to the New/Remodelled Building. This should also include external legacy equipment, e.g. Primary external play items.

Annex SS4 – School-specific Legacy Furniture Schedule

The School/Responsible Body should fill in the Furniture Schedule pro forma (where relevant) to indicate the current location of actual legacy Group 3 items and their eventual location. Schools should also list any loose Group 3 items that are unusually large or heavy so that Contractors are aware of potential fit and loading issues.

Annex SS5 - School-specific ICT Equipment Summary

The School-specific ICT Equipment Summary should be attached to this SSB.

 

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© Crown copyright 2020

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