Archived decisions

Contact: Bob Eardley, Strategic Planning Manager, 01962 846275;

email: [email protected]

1. Summary

1.1 This report sets out the key points of the Education Asset Management Plan (AMP) Statement of Priorities for 2005-2009. The Executive Member, Education is being recommended to approve the principles for prioritising capital expenditure through the AMP. Copies of the full Statement of Priorities are available in the Members' Room.

1.2 Prior to the Executive Member's consideration, this report is being presented to the Education Policy Review Committee to provide the Committee with the opportunity to comment to the Executive Member on the proposals.

1.3 The proposals in this report support Aim 1 of the Corporate Strategy (Maximising life opportunities) and Aim 5 (Improving services) by proposing a framework for capital investment to improve the learning environments of Hampshire schools.

2. Introduction

2.1 As part of its approach to the management of funding for capital investment in schools, the DfES introduced Asset Management Plans in 1999. The arrangements required LEAs to prepare Local Policy Statements and Statements of Priorities, which set out their capital strategies and links with overall strategic aims. In addition, a wide range of data needed to be collected and maintained about the condition of school buildings and the suitability of their accommodation to meet curriculum needs. AMP policy documentation and data had to be submitted to the DfES annually for assessment. Those LEAs whose submissions were considered satisfactory were given considerable freedom in the use of capital allocations. Those considered unsatisfactory were required to submit detailed programmes of work to the DfES for approval.

2.2 From 2004, excellent authorities were no longer required to submit AMP documentation to the DfES. This has been beneficial in reducing the amount of work required to meet the very specific requirements of the DfES in the presentation of these documents. The Statement of Priorities, however, is a useful document, as it sets out a framework for prioritising capital funding among competing types of work and shows how capital investment strategy links to other elements of education policy. The Statement of Priorities has been subject to annual consultation with schools' representatives and other stakeholders and represents a consensus on how capital expenditure should be prioritised.

3. AMP Statement of Priorities 2005 - 2009 - setting priorities for capital expenditure

3.1 The principles set out in the Statement of Priorities for prioritising capital expenditure are set out below.

3.2 The policy objectives set out in the Statement of Priorities are derived from existing County Council policies, e.g. the replacement of poor quality temporary buildings and refurbishment of outdated specialist teaching facilities; they are also linked to other plans, e.g. the Surestart Strategic Plan and School Organisation Plan. Within this policy framework, data gathered for the AMP database identify how schools are ranked according to their need for different types of investment. Capital expenditure is targeted in the context of an overall strategic and co-ordinated approach and all funding sources are considered when decisions are made among competing priorities. For example, where it is necessary to replace temporary accommodation nearing the end of its life, the opportunity is taken to make provision for specialist facilities that do not exist, as well as other capital repair and maintenance works that may be required.

3.3 Section 4 of this report sets out the approach to prioritising suitability work through the AMP. Priorities for building condition work are the responsibility of the Executive Member for Policy and Resources.

4. Priorities for suitability projects

4.1 The Statement of Priorities sets out a framework for the prioritisation of improvement work in schools and for the allocation of capital funding for such work, mainly through New Deal for Schools Modernisation funding.

Specific priorities arising from suitability surveys

4.2 The primary objectives when identifying priorities arising from the suitability surveys are to:

· facilitate effective delivery of the National Curriculum;

· replace and improve sub-standard teaching accommodation;

· increase accessibility for all pupils;

· provide early years facilities, especially in areas of deprivation;

· improve school security;

· improve the quality of the accommodation at Education Centres (pupil referral units).

Primary schools

4.3 For primary schools the priorities are:

· provision of a hall where none exists and/or there is no reasonable access to alternative facilities, bearing in mind the important role of a hall in delivering the PE curriculum;

· provision of library, ICT and music/drama facilities;

· replacement of poor quality temporary classrooms;

· capital support for the removal of surplus places;

· small-scale improvements to playing fields to allow all-year use in areas with drainage problems;

· improvements to meet the workforce remodelling agenda.

4.4 For 2005/06, as in previous years the highest priority will be given to the replacement of poor quality temporary buildings and provision of halls. This reflects the high priority the County Council gives to the continued reduction in the number of temporary classrooms, in line with the corporate strategy for improving the environment, and the difficulties faced by primary schools in delivering the full curriculum without a hall.

4.5 Temporary classroom replacements have been prioritised, as in the past, on the basis of building condition, with those in very poor condition being identified for early inclusion in the capital programme. To take account of the priority given to providing specialist accommodation in primary schools and to take advantage of the economies to be derived from carrying out several elements of work simultaneously, the proposed programme includes all work to provide specialist teaching facilities required at schools with temporary classrooms in very poor condition. NDS modernisation funding will be the main source of finance for this work, but the opportunity will be taken to add devolved capital and other sources of funding to ensure that available block capital allocations are spread as widely as possible amongst the identified high priorities.

4.6 There are 11 primary schools without their own halls. Some make use of local hired facilities, while others have sites that are too small to allow a hall to be built. In drawing up a priority list of schemes, these factors have been taken into account and one school has been identified for inclusion in the programme, with others under review. As with temporary classroom replacements, the opportunity is being taken to include work to address specialist accommodation shortfalls at the same time and to maximise the range of funding sources.

4.7 The approach to prioritisation of investment for primary schools supports performance at Key Stages 1 and 2, particularly with reference to mathematics and literacy. Replacing temporary accommodation with permanent building as part of the existing school will enable more effective delivery of the National Curriculum in these areas.

Secondary schools

4.8 For secondary schools the priorities are:

· science laboratories

· design technology and food technology facilities

· music/drama facilities

· indoor sports facilities

4.9 In drawing up the priority list, attention has been paid to the potential for such improvements to be implemented at the same time as basic need projects where improvements such as re-suiting and refurbishment are planned. Again, NDS Modernisation funding will be the principal source of finance, supplemented by other resources, mainly from schools' devolved capital.

4.10 Several projects are currently being developed for inclusion in the 2005/06 capital programme. Priorities have been identified from AMP suitability data, with visits to the schools included and a number of others with identified deficiencies, to provide an audit check on the data. Currently, the 2005/06 programme includes the projects listed below, with others to be added shortly:

· four schools identified as being in the most urgent need of improvements to science accommodation involving eight laboratories;

· eight schools requiring design technology refurbishments;

· four schools requiring food technology refurbishments.

4.11 This approach to prioritisation for investment also reflects the aim of supporting performance at Key Stages 3 and 4 by improvements to specialist accommodation in areas of science, ICT and other technologies.

Special schools

4.12 For special schools the priority is to meet the accommodation implications of area reviews of SEN provision and improvements to specialist accommodation. Special school projects are costly to carry out and the most cost-effective approach is to focus resources on meeting the needs of a small number of schools each year.

4.13 In line with the County Council policy of tackling behaviour-related issues in a comprehensive way, replacement of the Sundridge School, Havant in a new building is included in the 2005/06 capital programme. Provision is also being made for replacement of The Meadow School, Bordon (MLD) and Whitedown School, Alton (SLD) in a new learning difficulties school on The Meadow site.

All schools

4.14 All of these identified priorities will be overlaid with the need for building condition improvements that, where appropriate, will be incorporated within the project. This will ensure the "joining-up" of funding streams under best value principles.

4.15 Hampshire has been allocated £37 million of NDS Modernisation funding for the two years 2005/06 and 2006/07. As noted in the preceding paragraphs, this funding will be used with other sources of finance to improve those priority schools identified through the AMP process as described in this paper.

Other priority areas

4.16 In the context of the aim to continue to improve provision for three and four year old children throughout the county, funding from the New Deal for Schools Modernisation fund has been allocated in the 2005/06 capital programme for the provision of early years facilities, mainly as a result of primary school reorganisations. This is supplemented by specific allocations for the replacement of poor quality temporary buildings occupied by early years groups.

4.17 The programme of improvements of Education Centres is continuing and includes the adaptation of the former Tankerville School, Eastleigh to house the Woodside Education Centre.

4.18 The increasing importance of Health and Safety work in schools, to reduce risks such as injury from hot surfaces, is reflected in a block allocation of funding for rolling programmes of preventative work.

5. Conclusions

5.1 The areas of capital investment set out in the Statement of Priorities are reflected in the proposed 2005/06-2008/09 Education capital programme. Key points of the Statement covering the strategy for capital investment are set out in this report, following consultation with partners, and are recommended for approval.

6. County Council Policy Requirements

6.1 Legal implications - The proposals support the County Council's statutory duty to provide school places and comply with central government accommodation requirements and guidance.

6.2. Financial implications - These are addressed in other reports proposing capital programmes.

6.3. Personnel implications - None directly arising from this report.

6.4 Community cohesion, inclusiveness and partnership working - The Education Asset Management Plan supports these aims in a variety of ways.

6.5 Crime prevention issues - None directly arising from this report.

Recommendations

1. That the committee recommends the Executive Member, Education to approve the principles for prioritising capital expenditure set out in this report, and based on the Asset Management Plan Statement of Priorities 2005-2009.

Section 100D - Local Government Act 1972 - Background papers

The following documents disclose facts or matters on which this report, or an important part of it, is based and has been relied upon to a material extent in the preparation of this report.

NB: the list excludes:

1. Published works

2. Documents which disclose exempt or confidential information as defined in the Act.

None