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SCHOOL DESIGN -- UNITED KINGDOM NCEF's resource list of links, books, and journal articles on designing and building school facilities in the United Kingdom. 
Improving the School Estate.
http://www.audit-scotland.gov.uk/media/article.php?id=70 (Audit Scotland, Edinburgh , Mar 2208)
Reports on a sample of 18 of the 219 Scottish schools that have been built or refurbished in the past ten years. The study shows that, although pupils and staff are generally satisfied with design, it could be better. Many said that their schools overheat and have poor ventilation. An early problem was that environmental sustainability was not a key factor in the designs, but more recently there have been some good examples of environmental factors being considered. The report sets out a number of further recommendations for government consideration. 47p.
School Buildings. Architecture + Design Scotland (A+DS) Briefing Paper.
http://www.ads.org.uk/documents/199/199.pdf (Architecture+Design Scotland, Jan 30, 2008)
A+DS examined 26 planned school projects between 2005 and 2007, and commissioned two research papers - a descriptive analysis of 28 secondary schools completed between January 1999 and October 2003, and a survey highlighting the views of a variety of stakeholders. This paper draws upon that work. Findings include this observation: where good schools are being created, they do so where local authorities aspire to the highest design quality, have well developed skills in the management of the processes and ensure that sufficient time and resources are available for consultation and design development. 2p.
Evaluation of Building Schools for the Future - First Annual Report.
http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/bsf/ (Dept. for Educational and Skills, London, United Kingdom , Dec 2007)
Reports on the educational impact of the Building Schools for the Future(BSF) capital investment in secondary schools in England, and identifies best practices in the delivery of the BSF programme. 25 school site visits were carried out involving interviews with headteachers and other members of staff, together with a pupil survey. In addition, a national headteacher survey was conducted with 1,918 schools. The report concludes that the vast majority of existing schools are now old (built before 1976) and are increasingly unsuitable for modern teaching and learning, that existing literature indicates that improved (new or refurbished) buildings contribute to pupil performance, and that there are high expectations of BSF with the majority of teachers believing that the BSF programme will support educational transformation. 324p.
Sustainable Schools: Are We Building Schools for the Future?: Government Response to the Committee's Seventh Report of Session 2006-07.
http://www.publications.parliament.uk/pa/cm200607/cmselect/cmeduski/1078/1078.pdf (House of Commons, Education and Skills Committee, London. , Oct 2007)
Presents the British government's response to a July, 2007 select committee report reviewing the record of Great Britain's Building Schools for the Future program. 47 recommendations from the original committee report are followed by paragraphs stating the government's response. 23p.
Sustainable Schools: Are We Building Schools for the Future? [United Kingdom]
http://www.publications.parliament.uk/pa/cm/cmeduski.htm (The Stationery Office, London, United Kingdom , Jul 16, 2007)
Reviews the record of Great Britain's Building Schools for the Future program, with regard to the creation of positive, sustainable learning environments. The conclusions, supported with extensive oral and written evidence, are that the visioning process for the creation of a new school should be lengthened to enable the inclusion of school staff and students; that greater design flexibility should be allowed at the local level; that individual institutions' technology integration experience should be made widely available, to the benefit of subsequent projects; that post-occupancy evaluations be conducted to determine what works and what doesn't; and that schools be as carbon neutral as possible. [There are two volumes, both available in PDF format. Scroll down the page to Reports, August 9, 2007.] 432p.
Building Schools for the Future: Introducing the CABE Schools Design Quality Programme
http://www.cabe-education.org.uk/AssetLibrary/9296.pdf (Commission for Architecture and the Built Environment, London, UK, Jan 18, 2007)
This leaflet is an initial introduction to CABE’s new schools design quality programme, which is supporting the £45 billion Building Schools for the Future (BSF) initiative. It summarises CABE's involvement from the pre-procurement process onwards and the key issues on which CABE will advise local authorities. It outlines the key stages in the design quality programme, and additional help that is available from CABE.
4p.
Better Buildings Better Design Better Education.
http://publications.teachernet.gov.uk/eOrderingDownload/10yrs%20investment.pdf (Department for Education and Skills, London, United Kingdom , 2007)
Presents a survey of all 150 English local educational authorities, revealing the results of capital investment over the last 10 years. The booklet shows that schools are off to a positive start, and it demonstrates that excellent design can support broader aims from school sport and healthy eating to personalized learning and provision for pupils with special needs and disabilities. 62p.
ISBN-978-1-84478-940
Building Schools for the Future: The Role of a Design Champion.
http://www.cabe.org.uk/default.aspx?contentitemid=2173 (Commission on Architecture and the Built Environment, London, United Kingdom , 2007)
Outlines the qualities and duties of a person designated in a school building project to lead and coordinate efforts toward good design. A step by-step response guide for key points in the building process is included. 6p.
Creating Excellent Secondary Schools: A Guide for Clients.
http://www.cabe.org.uk/default.aspx?contentitemid=1935 (Commission for Architecture and the Built Environment, London, United Kingdom , 2007)
This British guide introduces some of the key issues around school design, and then proceeds through school building project stages: 1) creating a vision for the school and appraising the options: new build, refurbishment or a mixture; 2) developing the brief 3) selecting the team that will design and build your school; 4) developing the designs and constructing them; 5) the finished building. The guide explains what happens at each of these stages, how the school will be involved, and what help is available to enable informed decisions. The intent is to explain when the key decisions are made that influence the design quality of your school and the implications of those decisions. The guide features 13 case studies illustrating the secondary school design process. It also includes a glossary of terms, guidance and information on useful organizations and websites. 165p.
ISBN-1-84633-017-3
DFES School Grounds of the Future: Final Evaluation Report.
http://www.ltl.org.uk/schools_and_settings/research/research-downloads.htm (Learning through Landscapes, London, United Kingdom , 2007)
Evaluates the United Kingdom Dept. for Education and Skills' three-year School Grounds of the Future program, which encouraged schools to improve their school grounds. Evidence of best practices, value added to funding, impact on the educational program, and six recommendations for the future are detailed. 54p.
Learning Journeys, Moving Towards Designs for New Learning Spaces: Two Truths and a Suggestion.
http://www.bcse.uk.net/downloads//69A_Learning_Journey.pdf (British Council for School Environments, London, United Kingdom , 2007)
Discusses how educational space should reflect the pedagogy, the role of flexible furniture in learning spaces, and how boundaries between formal and informal learning spaces should be blurred. 19p.
Manifesto for Learning Environments: A Call to Action.
http://www.bcse.uk.net/downloads//Manifesto.pdf (British Council for School Environments, London, United Kingdom , 2007)
This "call to action" identifies a number of core principles which support the creation of effective environments for learning in Great Britain. These include: 1) ensuring design is focused on the needs of teaching and learning; 2)guaranteeing participation in the design, build, and equipping process by children, teachers and others who will use the new buildings; 3) ensuring schools are built to sustainable standards; 4) streamlining procurement processes to make them easier for all those involved in building and equipping schools, allowing room for choice and diversity; 4) promoting ideas of quality design and standards to develop safe, attractive and functional buildings and equipment; and 5)encouraging a small school culture to help nurture individual development and innovation. 12p.
Report on the School Environment: Survey 2007 Results. [United Kingdom]
http://www.teachersupport.info/files/upload/docs/ (Teacher Support Network, London, United Kingdom , 2007)
Reports the results of a British survey of teachers regarding their school environment. 530 respondents rated their schools for design, layout, lighting, ventilation, furnishings, flexibility, safety, and physical activity accommodation. 32 percent of the respondents rating their environment as poor, and 87 percent believed that the environment had an influence on pupil behavior. 6p.
Schools for the Future. Design of Sustainable Schools. Case Studies.
http://www.p4s.org.uk/documents/Design (Department for Education and Skills, London, UK , Sep 2006)
These twelve case studies of primary and secondary schools in the United Kingdom provide schools and design teams with real-world examples of places that have addressed sustainability challenges. The publication includes: 1) emerging themes; 2) detailed case studies, with photographs and plans, of twelve schools; and 3) a brief description of the main tools that support sustainable design. 110p.
TO ORDER:
The Stationery Officehttp://www.tsoshop.co.uk
Assessing Secondary School Design Quality.
http://www.cabe.org.uk/AssetLibrary/8736.pdf (Commission on Architecture and the Built Environment, London, United Kingdom , Jul 03, 2006)
Presents the results of an audit by the United Kingdom s Commission for Architecture and the Built Environment (CABE) of 124 secondary schools completed between January 2000 and September 2005. CABE assessed the quality of 52 of these, which were selected as a representative sample. The assessment was based on 111 indicators, grouped into three categories: the way the building is designed to be useful as a school (functionality), its building quality, and its ability to create a sense of place and have an uplifting effect on the local community and environment (impact). Each school was then given an overall rating. In this audit, half of the schools completed in the last five years were assessed as "poor" or "mediocre," although there was some indication that the situation was improving in schools from the end of the period. 100p.
UK School Carbon Footprint Scoping Study.
http://www.sd-commission.org.uk/publications/downloads/GAP-Final-Report.pdf (Sustainable Development Commission, London, UK , Mar 2006)
Reviews the current state of carbon emissions from British schools, their sources, and trends that will both increase and decrease carbon emissions in the near future. A variety of practices are proposed that will reduce school carbon emissions based on building design, waste, travel to school, procurement, and food preparation. 76p.
A-Z Sketchbook for School Build and Design.
(School Works, London, United Kingdom , Jan 2006)
Presents a visual guide to the key areas which must be considered when renovating or building a school. The publication is in an hand illustrated cartoon format, with each drawing isolating an issue of design, space use, adjacencies, educational appropriateness, etc. The drawings are organized in chapters according to school room or space type, design issue, or amenity. The purpose of the publication is to help students and others participate in the school design process. Though a British publication, it has application to school design anywhere.
ISBN-0-9541258-2-7 TO ORDER: School Works, 3rd Floor, Downstream Building, 1 London Bridge, London SE1 9BG, United Kingdom; Tel: 0845-456-1803, Fax: 0845-456-1804 http://www.school-works.org/publications.asp
Compendium of Exemplary Educational Facilities, Third Edition.
http://www.oecd.org/document/62/0,3343,en_2649_35961311_36264702_1_1_1_1,00.html (Organisation for Economic Co-Operation and Development, Programme on Educational Building, Paris, France , 2006)
Profiles 65 school buildings from OECD member countries that illustrate good architectural programming and design. The schools were selected on behalf of the Programme for Educational Building by an international jury on the basis of their flexibility, involvement of community, sustainability, safety and security, and alternative financing. The profile for each school includes building statistics, project participants, a brief narrative, a plan, and several photographs. 177p.
ISBN-9264022295 TO ORDER: Organisation for Economic Cooperation and Development, 2, rue Andre-Pascal, 75775 Paris Cedex 16, France http://www.oecd.org/edu/facilities/compendium
Designing Spaces for Effective Learning: A Guide to 21st Century Learning Space Design.
http://www.jisc.ac.uk/uploaded_documents/JISClearningspaces.pdf (Joint Information Systems Committee, London, United Kingdom , 2006)
Addresses the design of entrances, teaching spaces, vocational teaching spaces, learning centres, and social spaces in higher education facilities. Within each category, issues of flexibility, future-proofing, bold look, creative design, supportive environment, and multiple use are covered. Numerous examples from British institutions, along with floor plans and photographs are provided. 34p.
Espaces Study on How Innovative Technologies are Influencing the Design of Physical Learning Spaces in the Post-16 Sector.
http://www.ldu.bham.ac.uk/espaces/ (University of Birmingham, Learning Development Unit, United Kingdom , 2006)
This British research details survey results and site visits exploring technology's influence on higher education teaching spaces, open access spaces, social spaces and other learning spaces. Major findings include: 1) The difficulty of forecasting over five years in any area of technology indicates that building and refurbishment projects need to build in contingencies for future changes. 2) The use of wireless networking and mobile computing devices is growing, but there is still a need for the institution to provide wired networking and permanently fixed desktop computers. 3) The provision of power for mobile devices is very important and will continue to be necessary for the next few years. 4) The management and development of technological facilities within open access and social spaces is growing in importance. 5) The design of all learning spaces needs to reflect the trend to more student-centered, collaborative and group learning. 6) The use of learning technologies within social spaces is of growing importance. 7) Access to online services from outside the traditional institutional boundaries is growing rapidly. 154p.
Ideas Book: Global Learning Environments.
http://www.bcse.uk.net/downloads//Ideas_Book.pdf (British Council for School Environments, London, United Kingdom , 2006)
Summarizes presentations at the British Council for School Environments first Global Learning Environments Summit. Expert opinions on future pedagogy and learning spaces are illustrated by nine international case studies. 16p.
Primary Ideas: Projects to Enhance Primary School Environments.
(Dept. for Education and Skills, London, United Kingdom , 2006)
Presents a toolkit of design principles, creative ideas, and projects for primary school environments, aimed at inspiring staff, pupils and parents. Its aim is to help schools take an inclusive approach towards rebuilding, refurbishing and upgrading premises. The publication contains examples from the United Kingdom and overseas and includes case studies by the authors from work carried out in building two new classrooms at Ballifield Primary School in Sheffield. 86p.
ISBN-0112711839 TO ORDER: The Stationery Office, London http://www.tsoshop.co.uk/education/bookstore.asp?FO=1205046&DI=568921
Schools for the Future: Design Schools for Extended Services.
http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageM ode=publications&ProductId=DFES-2092-2005& (Dept. for Education and Skills, London, United Kingdom , 2006)
Sets the United Kingdom policy context and provides advice on how local authorities and schools can design facilities in partnership with their communities, other agencies, and the private and voluntary sectors to deliver before- and after-school services.. It includes key questions which all schools can ask themselves as they think about the future and how best they can use one of their buildings. 136p.
ISBN-1-84478-739-7
Sustainable Schools: Getting It Right.
http://www.bcse.uk.net/downloads//IC7977_BCSE_Brochure_F.pdf (British Council for School Environments, London, United Kingdom , 2006)
Discusses features of sustainable schools in the light of their practicality. Basics are emphasized, such as passive design features, and "fit and forget" technologies like rainwater harvesting. Sophisticated and more maintenance-intense technologies that may not yield any benefit when the real costs are factored in are discouraged. Sustainability through the design team, construction, curriculum, technology, local authorities, and building controls are addressed. Two brief case studies are included. 16p.
Young Design Program 05-06.
http://www.thesorrellfoundation.com/pdf/ydp_magazine_05_06.pdf (The Sorrell Foundation, London, United Kingdom , 2006)
Reviews the Sorrell Foundation's pilot study with 45 students from 4 colleges of the University of the Arts London and more than 100 pupils from 10 London primary and secondary schools. Ten professional mentors, who are experts in photography, architecture, product and communication design, supported the students in designing ideal new or renovated schools. Seven projects are profiled. 7p.
Involving People Is Not Hard: It Makes Educational Sense, It's about Value for Money, It's about Ownership.
Gourlay, James (School Works, London, United Kingdom , Jan 2006)
Presents case studies of ten British early childhood facilities that involved the community in the design process, where decisions were being made as to what services the facilities would provide. For each school, the varying goals and issues of the participants are presented, along with a description of the consultations that occurred and key design features of the completed facility. 42p.
TO ORDER:
School Works, 3rd Floor, Downstream Building, 1 London Bridge, London SE1 9BG, United Kingdom; Tel: 0845-456-1803, Fax: 0845-456-1804http://www.school-works.org/
Building Schools for the Future: the Client Design Advisor.
http://www.cabe.org.uk/AssetLibrary/1254.pdf (Commission for Architecture and the Built Environment and the Royal Institute of British Architects, London. , Oct 2005)
This publication is aimed at local education authorities and schools in England. It explains the requirement for, role, and appointment of experienced architects as client design advisors within the Building Schools for the Future programme, which will transform every secondary school in England over the next 10-15 years. 6p.
School Grounds in Scotland.
http://www.ltl.org.uk/schools_and_settings/research/ McKendrick, John (Learning through Landscapes, London, United Kingdom , Apr 2005)
Presents detailed results of a 2003 survey of all of Scotland's school properties that assesses their size, age, provision for sport, curricular and extra-curricular use, observability, challenges, and special education needs accommodation. A detailed list of 47 recommendations resulting from the survey is included, as are 84 references. 152p.
Design with Distinction: The Value of Good Building Design in Higher Education.
http://www.cabe.org.uk/AssetLibrary/2199.pdf (Commission for Architecture and the Built Environment, London, UK , Mar 2005)
Reports on British research quantifying the effect of good architectural design on higher education staff and student recruitment and retention. Approximately 60 percent of students and staff indicated that the quality of the building design had a positive impact on their choice of institution, with higher figure for academic staff and postgraduate students. Building feature contributions to recruitment, retention, and performance are organized by the buildings' situational, structural/functional, and environmental factors. 50p.
ISBN-1-84633-001-7
Learning Environments Campaign Prospectus: From the Inside Looking Out.
http://www.design-council.org.uk/ (The Design Council, London, United Kingdom , Feb 2005)
Provides design guidance for innovative school environments. This British prospectus urges "bottom-up" innovation and a personalized approach to education and school design, led by the users rather than authorities. Problems with the traditional classroom format are cited and a case study of an innovative "360-degree Flexible Classroom" is provided. This classroom features a "wrap-around" design with instructional surfaces on all four walls, removable interactive whiteboards, and flexible furniture that can accommodate a variety of working arrangements and body positions. 54p.
Student Voice and the Architecture of Change: Mapping the Territory.
http://www.educ.cam.ac.uk/research/projects/07_06rudduck.doc Flutter, Julia; Rudduck, Jean (University of Cambridge, Faculty of Education, UK , Feb 2005)
Explores how schools, architects, and planners have consulted students about the school environment and what impact this consultation and participation have had on planning and design. Data were collected to identify the different ways in which students are being consulted and involved in school environment projects, what aspects of the physical environment in school have been identified by students as being important, how student input is being used to inform planning school architecture and facilities, benefits and difficulties that have been encountered in working with students on these projects. The review included an extensive literature search to investigate theoretical and practical aspects of this area of student voice, resulting in the inclusion of 83 references. 13p.
The Impact of School Environments: A Literature Review.
http://www.designcouncil.org.uk/en/Design-Council/3/Publications/The-Impact-of-School-Learning-Environments/ Higgins, Steve; Hall, Elaine; Wall, Kate; Woolner, Pam; McCaughey, Caroline (The Design Council, London, United Kingdom , Feb 2005)
Explores the impact of learning environments on student achievement, engagement, affective state, attendance, and well-being through an extensive review of the literature dating back approximately 25 years. This review finds clear evidence that extremely poor environments have a negative effects on students and teachers, and that improving these has significant benefits. However, once school environments are raised to minimum standards, the evidence of effect is less clear. Citations to the 167 sources reviewed are provided. 47p.
Great Britain's "Building Schools for the Future" Program.
http://www.aia.org/cae_confrep_spring05_britain Patel, Mukund; Averly, Joanna; Kalkhoven, Paul (American Institute of Architects, Committee on Architecture for Education, Washington, DC , Feb 2005)
Describes common themes that arose from the exemplar designs of 11 architects engaged by Great Britain's "Building Schools for the Future" Program, as well as efforts toward better school design from Britain's Commission for Architecture and the Built Environment and City Academies program. 4p.
Building Bulletin 77: Designing for Pupils with Special Educational Needs and Disabilities in Schools, Revised and updated 2005.
http://www.dfes.gov.uk/consultations/downloadableDocs (Dept. for Education and Skills, London, United Kingdom , 2005)
Provides building design guidance for accommodation of special needs pupils in British schools. The individual parts of the document describes the key issues which designers need to understand when commencing a project, outline the legal framework and educational context; provides information about the main categories of special educational need and describes the ways in which provision can be made to meet them; covers how local educational authority strategic planning will assist in the decision-making and briefing processes to meet local needs; provides guidance emphasizing the need to design accommodation which enhances pupils access to a broad, balanced and relevant curriculum that is also age-appropriate at each phase of education in all schools; gives practical and technical advice to assist in achieving best value; and advises on project-planning, with typical model schedules for different types of special school. 291p.
Design Quality and the Private Finance Initiative.
http://www.cabe.org.uk/AssetLibrary/2358.pdf (Commission for Architecture and the Built Environment, London, UK , Jan 2005)
Presents the Commission's perspective on the British private finance initiative (PFI) to deliver well-designed public buildings (including schools), and considers what policy interventions are needed to remove the barriers to the delivery of design quality. 6p.
Picturing School Design. A Visual Guide to Secondary School Buildings and Their Surroundings Using the Design Quality Indicator for Schools.
http://www.cabe.org.uk/AssetLibrary/1921.pdf (Commission for Architecture and the Built Environment, London, UK , Jan 2005)
Presents seven British case studies that illustrate solutions to overcoming recurring pitfalls in school design, using the Design Quality Indicator for Schools, which was developed by the DfES in partnership with the Construction Industry Council. The publication illustrates various approaches to key design issues within the school site and building, and share best practices as well as identifying common problem areas. 28p.
Schools for the Future: Inspirational Design for PE & Sport Spaces.
http://www.teachernet.gov.uk/docbank/index.cfm?id=9628 (Dept. for Education and Skills, London, United Kingdom , 2005)
Advises on how to create physical education spaces that will serve all ability levels and promote lifelong habits of healthy living. The book consists of four parts: 1) "Vision," which discusses British policies that are setting the standard for new physical education and emphasizes the contribution good design can make. 2) "Design Principles," which summarizes the key issues that should be addressed to enable a successful project. 3)"Design Realisation," which offers design guidance for and case studies of high quality physical education delivery. 4)"Technical Detal," which offers technical guidance for design teams. Extensive photographs and diagrams accompany the text. 151p.
ISBN-1-84478-637-4
Joined Up Design for Schools
Sorrell, John; Sorrell, Frances (Merrell Publishers, New York, NY , Jan 2005)
Profiles over sixty projects in which school children thoughout Britain have commissioned pioneering concepts from an array of notable international designers and architects. The client teams of children engaged designers to respond to their everyday needs and concerns, and this volume describes and illustrates an range of projects that deal with the built environment, communications, storage, color, clothing and identity in schools. 192p.
ISBN-1-85894-308-6 TO ORDER: 49 West 24th St., 8th floor, New York, NY 10010 http://www.merrellpublishers.com
Schools Capital Investment for All.
http://www.teachernet.gov.uk/ (Dept. for Education and Skills, London, England , Nov 2004)
Capital investment in schools across England has reached a record high. With a £750 million increase from 2005-06, investment for the period 2007-08 will rise to £6.3 billion. This booklet outlines how the Department for Education and Skills' approach to investment will support England's five-year education strategy. By achieving a balance of investment--in building new schools from scratch, remodelling schools, and maintaining schools--England will provide the best educational environment for pupils and teachers. 36p.
Being Involved in School Design.
http://www.cabe.org.uk/AssetLibrary/1917.pdf (Commission on Architecture and the Built Environment (CABE), London, England , Sep 2004)
This is a guide for school communities, local authorities, funders, and design and construction teams. The booklet includes ten case studies, useful information, and a glossary. The first five case studies illustrate school building through traditional procurement routes. The other five case studies discuss school building through the Private Finance Initiative. 66p.
Creating 21st Century Learning Environments [PowerPoint Presentations]
http://www.oecd.org/document/6/0,2340,en_2649_34527_33811206_1_1_1_1,00.html (OECD Programme on Educational Building (PEB) and the Department for Education and Skills, United Kingdom, May 2004)
This webpage provides access to the PowerPoint presentations of speakers at an international seminar held in London on May 26-28, 2004. OECD countries and PEB members shared ideas, best practices, and research on providing innovative, exciting and adaptable buildings, including current UK projects. Presentation topics include: Building Schools for the Future; Design Strategies for Tomorrow's Schools; the Joinedupdesignforschools Project; Classrooms of the Future; and Transforming Existing Schools.
Secured by Design - Schools.
http://www.securedbydesign.com/pdfs/schools.pdf (Secured By Design, London, United Kingdom , Apr 2004)
Provides guidance, from a British perspective, on how to establish and maintain a safe and secure environment in schools, describing design features, the role of the Architectural Liaison Officer and/or Crime Prevention Design Adviser during the design phase, principles and steps of a school facility assessment, and advice on management practices that enhance safety. 22p.
Building Schools for the Future: A New Approach to Capital Investment.
http://www.teachernet.gov.uk/_doc/6094/ (Dept. for Education and Skills, London, England , Feb 2004)
Presents details of a new approach to building and renovating schools in England, made possible by substantially increased funding. Exemplar school designs by eleven leading architectural firms, intended to help local educational authorities (LEA’s) develop their own designs, are provided and the ways in which the local partnerships will function are outlined. This also explains the creation of the national Parterships for Schools, to advise and support ownership and local planning, and to make procurement more efficient.
33p.
Schools for the Future. Exemplar Designs. Concepts and Ideas.
http://www.teachernet.gov.uk/_doc/6113/ (Dept. for Education and Skills, London, England , Feb 2004)
Exemplar designs aim to improve the design quality of school buildings in England. The designs — five primary schools, five secondary schools and one 'all-through' school — have been created by eleven leading British architectural practices and are based on close work with administrators, teachers, and students. The designs are intended to to provide inspiration for LEAs and schools developing their educational vision and requirements for new schools, in order to drive up the standard of school building across the country. The designs aim to help
develop a shared vision of what are 'Schools for the Future'; create benchmarks for well designed schools; push forward the boundaries of innovation and inspiration; support the delivery of the Building Schools for the Future program; and encourage industry to develop new ways of delivering school buildings. Many of the designs include 'extended schools' facilities for use by the wider community and all have been developed to respond to the demands of current teaching styles while looking to the possibilities of the future. Includes plans, drawings, and color photographs.
121p.
21st Century Schools: Learning Environments of the Future.
http://www.buildingfutures.org.uk/projects/building-futures (Commission for Architecture and the Built Environment (CABE) and RIBA (Royal Institute of British Architects), London, England , 2004)
This report explores the relationship between the physical school environment and the teaching that it contains. It illustrates four scenarios for learning environments in 2024. It concludes with an agenda for schools of the future: issues, recommendations, and questions for future exploration. The study suggests that learning environments of the future should be: 1) flexible at different scales and timescales, allowing for variation in use, occupancy, and layout; 2) inspiring to those working, learning, and visiting; 3) supportive of effective teaching and learning, accomodating a wide range of experiences and activities; and 4) involving of the users and the wider community, and linking with other learning places.(Includes 38 references.) 34p.
Asset Management Plans. [United Kingdom]
http://www.teachernet.gov.uk/management/ (Dept. for Education and Skills, London, England , 2004)
The aim of these documents is to assist Local Authorities in Britain with asset management planning (AMPs) for schools. AMPs set out the information needed, and the criteria used, to make decisions about spending on school premises which will: raise standards of educational attainment; provide sustainable and energy-efficient buildings; provide innovative design solutions that reflect the future needs of technology-based education; increase community use of school facilities; maximize value for money; ensure efficient and effective management of new and existing capital assets; help governors and head teachers in developing plans for individual schools by making fair and transparent the process of decision-making on funding priorities across the Authority; help the development of partnership projects; and provide assurance to stakeholders that capital projects are soundly based and represent good value for the money. The guidance on formulating AMPs is presented in eight sections: (1) the plan framework; (2) property information systems and school premises data; (3, 3a) condition assessment; 4) suitability assessment; (5) sufficiency assessment; (6) appraisal guidance; (7) data analysis.
Building Schools for the Future and Secondary Diversity and Specialism, Joining up Local Ideas, Planning and Funding, a Series of Regional Conferences.
http://www.teachernet.gov.uk/_doc/4590/Summary%20of%20Conference%20Notesv.2.doc (Dept. for Education and Skills, London, England , 2004)
Presents sentiments gathered from conferences held to introduce England’s Building Schools for the Future program to local educational authorities and volunteers. The comments are organized under the topics of partnerships, allocation criteria, design issues, funding, planning, collaboration, and the role of the Department for Education and Skills.
25p.
Classrooms of the Future: Innovative Designs for Schools.
http://publications.teachernet.gov.uk/eOrderingDownload/DfES-0162-2003.pdf (Dept. for Education and Skills, London, England , 2004)
Describes twelve pilot projects from British local education authorities creating innovative learning environments that are imaginative and stimulating, with the aim of inspiring children to achieve more. These primary and secondary schools feature increased community use of the buildings, partnerships with other cultural and scientific institutions, relocatable laboratories, sustainable design, and elevated service to rural communities. Includes drawing, plans, and color photographs. 80p.
EIS Survey of New and Refurbished Schools. [Scotland]
http://web.archive.org/web/20061002053802 (Educational Institute of Scotland, Edinburgh , 2004)
Presents the results of a survey of Scottish school teachers working in new or renovated schools. Only 27 percent of teachers believed that their comments had had any impact on the final plans, and numbers for involvement with specific issues (HVAC, accessibility, lighting, safety and security) were considerably lower still. Satisfaction with completed projects, however, was somewhat higher, with ranges between 40 and 60 percent. 42p.
Evaluation, Building Our Future: Scotland's School Estate.
http://www.scotland.gov.uk/library5/education/ebof-00.asp (Scottish Executive, Edinburgh , 2004)
Provides post-occupancy evaluation guidance for Scottish schools. Building evaluations are described, accompanied by advice on how to get the most out of a building evaluation, a case study with action checklist, and references to assist in the evaluation. 38p.
ISBN-0-7559-4103-9
Managing Schools During Construction Projects, Building Our Future: Scotland's School Estate.
http://www.scotland.gov.uk/library5/education/msdcp-00.asp (Scottish Executive, Edinburgh , 2004)
Discusses staffing, training, planning, and management imperatives for schools that remain open during construction. School co-ordinator's training and responsibilities, recommended consultations, opportunities that might arise, communication issues, hazard and disruption management, and migration to the completed project are detailed. 19p.
ISBN-0-7559-4334-1
Option Appraisal, Building Our Future: Scotland's School Estate.
http://www.scotland.gov.uk/library5/education/seoa-00.asp (Scottish Executive, Edinburgh , 2004)
Offers guidance on weighing options for school construction projects. The stages of defining the objectives, developing the options, gathering information, assessing the options, analyzing the options, final consultation, selection, and reporting are detailed. 31p.
ISBN-0-7559-4104-7
Output Specification, Building Our Future: Scotland's School Estate.
http://www.scotland.gov.uk/library5/education/seos-00.asp (Scottish Executive, Edinburgh , 2004)
Offers guidance on creation of the local education authority's requirements for a public/private school partnership. The output specification is the core of the RFP and covers issues such as accommodation, facilities, and level of service. This document covers who develops the output specification, when it is developed, and content, including scope, risk, project delivery, and procurement details. A model specification is included. 29p.
ISBN-0-7559-4105-5
Schools for the Future. Transforming Schools: An Inspirational Guide to Remodelling Secondary Schools.
http://www.teachernet.gov.uk/docbank/index.cfm?id=7991 (Department for Education and Skills, London, England , 2004)
Presents recent British school renovation case studies that illustrate the benefits of refurbishing some facilities, and replacing others. Also described is how each school's budget will be set, with guidance on how to make the best use of those funds according to the vision and ethos of the school. Project statistics, floor plans, and photographs are included. 95p.
Sustainability: Building Our Future: Scotland's School Estate.
http://www.scotland.gov.uk/library5/education/sbof-00.asp (The Scottish Executive, Edinburgh , 2004)
Outlines princples and processes for achieving a sustainable school, covering issues that should be considered throughout the design and construction process. The individual elements of sustainable schools are enumerated, and the processes for securing them described. Extensive practical advice from two architects and a government official, along with case studies of nine schools that addressed sustainability are included. 55p.
Improving School Buildings: Asset Management Planning in LEA's and Schools.
http://www.audit-commission.gov.uk/Products/ (Audit Commission, London, England , Feb 2003)
Reports on an independent audit pursuant to the British government's increased investment in schools, beginning in 1997. The report found that significant improvements in school facility conditions have been realized, but that problems in funding arrangements resulted in capital resources not being allocated to areas of greatest need, that Local Education Authorities (LEA's) needed to support schools in innovative ways so that resources can be deployed more effectively, and that schools now share substantially in the responsibility of their facilities' conditions. Substantial statistics are presented to illustrate areas of concern and recommendations for improvements on the part of the national government, LEA's, and individual schools are offered. (Includes 15 references.) 44p.
ISBN-1862403783
The 21st Century School, Building Our Future: Scotland's School Estate.
http://www.scotland.gov.uk/library5/education/se21-00.asp (Scottish Executive, Edinburgh , 2003)
Provides details on a the role of school facilities in delivering service under a range Scottish policies, not all of which are strictly education-related. The policies cover school design, safety, curriculum, health services, language, nutrition, after-hours learning, community development, transportation safety, sport and physical education, and sustainable development. 49p.
ISBN-0-7559-0857-0
Building Our Future: Scotland's School Estate.
http://www.scotland.gov.uk/library5/education/bofs-00.asp (Scottish Executive, Edinburgh , 2003)
Describes the Scottish Executive's objectives and strategies for their school facilities, the current condition of their schools, a vision for what a 21st-century school will be like, and how they intend to make it all happen. 40p.
Building Schools for the Future: Consultation on a New Approach to Capital Investment.
http://www.teachernet.gov.uk/_doc/3611/ (Dept. for Education and Skills, London, England , 2003)
Presents a summary of a new approach to building and renovating schools in England, made possible by substantially increased funding. The case for the new approach, proposed distribution of funding, and proposed partnerships with local educational authorities (LEA’s), are described.
33p.
Case Studies, Building Our Future: Scotland's School Estate.
http://www.scotland.gov.uk/library5/education/csbo-00.asp (Scottish Executive, Edinburgh , 2003)
Presents case studies that illustrate how local authorities are implementing the school estate strategy. Each case study describes the project, the outcome, the lessons to be learned, and contact information. They represent creative and community-appropriate solutions that often balance conflicting issues. 100p.
ISBN-0-7559-0988-7
Core Facts, Building Our Future: Scotland's School Estate.
http://www.scotland.gov.uk/library5/education/secf-00.asp (Scottish Executive, Edinburgh , Jan 2003)
Presents guidance to Scottish local education authorities for collection of significant facility data that will establish a baseline, and inform targets and spending decisions. 20p.
ISBN-0-7559-0856-2
Creating New Schools.
http://www.school-works.org/pdf/schoolBuildings.pdf (The Education Network, London, England , 2003)
This advises Britain's local education education authorities (LEA's) on innovative school design strategies. Various authors describe programs and experiences that include bringing students into the design process, creating healthy learning environments, preparing post-occupancy evaluation, and understanding the influence of buildings on student behavior. 12p.
Furniture for the Future. New Ideas for Tomorrow's Classroom.
(Dept. for Education and Skills; Design Council, London, England , 2003)
The British Design Council gave three teams of designers and manufacturers the challenge of producing innovative yet cost-effective school furniture that creates better learning experiences for pupils. In this publication, the teams explain the processes that led to three very different concepts including a radical reworking of the traditional classroom chair and table (featuring a swivel seat which orbits around an adjustable table); a unique primary school table that is easy to stack and group and can be adjusted to suit pupils of different heights; and a multi-purpose workbench that allows pupils to write, sketch, and carry out practical work in the same place. Extensively illustrated throughout, the publication also features examples of learning environments and resources from around the world. 64p.
TO ORDER:
Design Council, 34 Bow Street, London WC2E 7DL, United Kingdom. Tel: 44-020-7420-5200.http://www.designcouncil.org.uk/
Joined Up Design for Schools
(The Sorrell Foundation, London, UK , 2003)
Reviews several British school design projects in which students and designers cooperated to create improved facility conditions in classrooms, restrooms, cafeterias, and lockers. The book describes and illustrates a range of projects that also deals with communications, storage, color, clothing, and identity in schools. Students commissioned pioneering concepts from international designers and architects, including Richard Rogers Partnership, Paul Smith, Will Allsop, Marks Barfield,Thomas Heatherwick,Wolff Olins, Conran & Partners, Priestman Goode and Kevin McCloud.
68p.
TO ORDER:
http://www.merrellpublishers.com
PFI in Schools: The Quality and Cost of Buildings and Services Provided by Early Private Finance Initiative Schemes.
http://www.audit-commission.gov.uk/reports/NATIONAL-REPORT.asp (Audit Commission, London, England , 2003)
Reviews the United Kingdom's Private Finance Initiative by comparing 17 PFI schools with 12 traditionally-funded schools. The report found that the quality of school buildings built via traditional funding was, on average, better than the early PFI schools and that there was little evidence of design innovation in PFI schools. There was no clear-cut difference between PFI or traditionally funded schools in construction or operating costs. Cleaning costs appeared to be higher in PFI-funded schools, possibly reflecting higher standards. While PFI-funded school projects did not at the outset appear to outperform traditionally funded ones, the report maintains that the results for PFI-funded schools are not necessarily negative, considering that the projects studied were the very first to be constructed under the program. 55p.
ISBN-186240-412-7
School Design, Building Our Future: Scotland's School Estate.
http://www.scotland.gov.uk/library5/education/sesd-00.asp (Scottish Executive, Edinburgh , 2003)
Offers guidance on good school design, describing several principles of good design, suggesting ways to procure quality and innovation, and providing several European examples of good design. 48p.
ISBN-0-7559-0854-6
School Estate Management Plans, Building Our Future: Scotland's School Estate.
http://www.scotland.gov.uk/library5/education/semp-00.asp (Scottish Executive, Edinburgh , 2003)
Offers guidance on facility management plans, describing their purpose, content, scope, and preparation. Clarity and flexibility is emphasized, and a model plan is provided. 23p.
ISBN-0-7559-0855-4
The School I'd Like: Children and Young People's Reflections on an Education for the 21st Century.
Burke, Catherine; Grosvenor, Ian (RoutledgeFalmer, New York, NY , 2003)
In 2001 the British newspaper The Guardian launched a competition called "The School I'd Like" in which young people were asked to imagine their ideal school. This book presents material drawn from the competition and is illustrated by children's essays, stories, poems, designs, pictures, photographs, and plans. It expresses children's own ways of seeing and naming issues of concern to all involved in education and illuminates ways in which the built environment is understood and experienced by school-age children. 162p.
ISBN-0-415-30115-7 TO ORDER: RoutledgeFalmer, 29 West 35th Street, New York, NY 10001. http://www.routledgefalmer.com/
Kit for Purpose - Design to Deliver Creative Learning.
http://www.design-council.org.uk/webdav/servlet/XRM?Page/@id=6016&Session/@id=D (Design Council, London, United Kingdom , Oct 2002)
Proposes ways to redesign the tools and resources of learning, and the systems of procurement, to raise academic achievement and support a 21st-century curriculum in Great Britain. The report describes the consequences of poorly designed and poor quality educational furnishings and resources. It proposes three different approaches to solving the problem by: linking the design of learning tools to educational outcomes, employing an interdisciplinary and participatory partnership approach, and linking policy and practice to adapt government guidance, regulation, control, and funding to meet the needs of a changing school system. 107p.
Learning Buildings.
Annesley, Barbara; Horne, Matthew; Cottam, Hillary (School Works, London, England , Feb 2002)
This publication, from a non-profit organization in Britain concerned with educational facilities design, aims to stimulate a debate about the building environment of secondary schools in relation to other dimensions--people, the learning process, and the institutional framework. Its chapters are: (1) "School Buildings in Britain Today"; (2) "Institutions Out of Place," addressing how changes in society and education should influence changes in schools' physical facilities; (3) "Buildings as Frames for Life," addressing the symbolic and relationship-building aspects of schools; (4) "Design Examples," including illustrations from Britain, the Netherlands, and the United States; (5) "Partnership and Participation," describing the current "stifling" process for designing school buildings in Britain and offering a new approach to school architecture; and (6) "School Works Recommendations.” 56p.
ERIC NO: ED466095 ; ISBN-0-9541258-1-9 TO ORDER: School Works, Ltd., The Mezzanine, Elizabeth House, 39 York Rd., London SE1 7NQ, England http://www.school-works.org
Monitoring and Evaluation of Public Policies for Educational Infrastructure.
[England]
http://www.oecd.org/dataoecd/31/43/1939953.pdf Wilkinson, Richard (Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris, France. , Feb 2002)
This paper provides an overview of how the United Kingdom's Department for Education and Skills is managing, monitoring, and evaluating investment in school accommodation in England. School infrastructure in the United Kingdom is going through a period of significant change as the government seeks dramatic improvements in educational standards. This has meant a five fold increase in capital investment in school buildings from 0.7 billion pounds a year in 1996-1997 to more than 3.5 billion pounds in 2003-004. It has required improving local processes for making investment decisions, which has required surveys of all schools, developing clear priorities, and improving appraisal expertise at local government and school levels. It has also required providing schools with their own capital budgets. It has been necessary to develop a better understanding of the impact on educational standards of capital investment in school infrastructure and to reassess the expectations for quality and purpose of accommodation that schools provide. It has been necessary to look for improvements to procurement and management of investment, particularly in making greater use of private sector capital to fund initial investment and private sector expertise in designing and managing buildings. 7p.
Schools for the Future: Designs for Learning Communities. Building Bulletin 95. [United Kingdom]
http://www.teachernet.gov.uk/docbank/index.cfm?id=3149 (Dept. for Education and Skills, London, England , 2002)
This bulletin provides guidance on school building design in Britain for the 21st century, including issues such as increased use of information and communication technology, opening up the school to the wider community, more flexible learning patterns, inclusion of special educational needs pupils in mainstream schools, sustainability, and design quality. Part 1, "Key Issues for the 21st Century School," looks in detail at the changes in education and government priorities. Part 2, "Design Issues for Schools," examines the design implications of these developments, while Part 3, "The Building Process," considers how to achieve design quality and value for the money in the building process. Descriptive examples and photographs are scattered throughout the text. (Appendices include checklists on community use, inclusion, and security, and discussion of information and communication technology considerations.) 77p.
ISBN-0-11-271128-6
Building Education: The Role of the Physical Environment in Enhancing Teaching and Research.
Clark, Helen (Institute of Education, London, England , 2002)
This British publication provides an overview of some of the current themes relevant to school building design. It looks at the relationship between school buildings, attainment, and behavior and describes projects that address ways in which school buildings can support and encourage participatory learning, and enhance both Great Britain's national curriculum and individual schools' curricula. It examines the implications of opening up school buildings to the wider community and the role of the physical environment in the inclusion of children with special educational needs and disabilities. Finally, factors that will have implications for school buildings in the future such as environmental concerns and the impact of multimedia technology are addressed.(Contains 91 references.) 41p.
ERIC NO: ED472377; ISBN-0-85473-652-2 TO ORDER: Institute of Education, 20 Bedford Way, London, WC1H 0AL, England.
Building Performance: An Empirical Assessment of the Relationship between Schools Capital Investment and Pupil Performance.
http://www.eric.ed.gov/contentdelivery (PricewaterhouseCoopers; Department for Education and Employment, London, England , Jan 2001)
This report presents empirical evidence about the impact that capital investment has on academic achievement in the United Kingdom public school system. The report presents an overview of the research methodology and the main findings from the existing literature and qualitative studies compared to those found in quantitative studies. Analysis indicates that, while most quantitative studies show that capital spending heightens academic performance, the relationship appears weak. However, qualitative studies and a literature review reveal a stronger link between capital spending and student achievement. The strongest relationship between capital investment and academic performance appears to be in specific school design features and school facility quality. Appendices contain additional information on the qualitative research design, issues related to the study's statistical methodology, and detailed statistical results. (Contains 54 references.) 64p.
Report NO: R-242ERIC NO: ED461980; ISBN-1-84185-402-6
Client Guide: Achieving Well-Designed Schools through PFI.
http://www.cabe.org.uk/AssetLibrary/1919.pdf (Commision for Architecture and the Built Environment, London, England , 2001)
Provides guidance to those involved in delivering new schools through the Private Finance Initiative (PFI). It concentrates on how to place design at the heart of the process and draws on evolving good practice that the Commission for Architecture and the Built Environment is developing through work with local education authorities. It is intended for use by all those involved in PFI schools projects: local education authorities, teachers, contractors, local authority design champions and design teams. 32p.
Design for Learning.
Bentley, Tom; Fairley, Ciara; Wright, Shelagh (Demos, London, England, 2001)
Using design in British schools can improve the quality of life for students and staff, not just in terms of the built environment but also through better communications, individual uniforms, flexible furniture, and a powerful sense of identity. This report provides an insight into a process which can create a 'designed learning environment' to prepare young people for a world where creativity is vitally important. This collaborative approach brought together pupils, teachers, and design professionals from all over Britain. The projects range from a scheme to build a treehouse inside a classroom to enlisting one of the United Kingdom's leading menswear designers to rethink the school uniform. In each case, the pupils created a brief for their design consultant to deliver a real improvement to the life of a school through good design.
67p
TO ORDER:
The full text can be downloaded under license. http://www.demos.co.uk/catalogue/designforlearning/
School Works Tool Kit.
Seymour, Jane; Cottam, Hilary; Comely, Grace; Annesley, Barbara; Lingayah, Sanjiv (School Works, London, England , 2001)
The United Kingdom's non-profit School Works project was initiated to respond to the challenges of updating school infrastructure by showing the links between design and education, producing beautiful schools which further learning, and working in new ways with new partnerships. The first part of this "toolkit" guide explains the thinking behind the School Works approach and what it has to offer. The second part discusses how to set up a participatory process step by step from the questions that need to be considered and the focus a school's project might take to the techniques schools can use to get everyone involved. It also refers to the School Works' experience at Kingsdale School in London. The third part explains how to select an architect and gives a broad outline of the processes involved in implementing a building project. 116p.
ERIC NO: ED466092 ; ISBN-0-9541258-0-0 TO ORDER: School Works Ltd., The Mezzanine, Elizabeth House, 39 York Rd., London SE1 7NQ, England. Tel: 020-7401-5333. http://www.school-works.org
A Guide for School Governors: Developing School Buildings.
(Royal Institute of British Architects, RIBA Schools Client Forum, London, England , 2000)
This two-part guide presents information for United Kingdom school governors [school board members] to help them in the management and development of their educational facilities. The guide explains how to carry out duties and responsibilities as a client for a building project, and it shows how to ensure that the work carried out is appropriate and helps raise the school's educational standards. Part 1 establishes the context in which capital and recurrent funding may be used. Part 2 describes the possible processes needed to carry out building projects, whether minor repairs or a major capital project such as a new classroom or block. Lists of references and main professional bodies conclude the guide. 40p.
TO ORDER:
RIBAhttp://www.architecture.com/go/Architecture/Debate/Forums_2046.html
Architecture of Schools: The New Learning Environments.
Dudek, Mark (Architectural Press, Butterworth-Heinemann, Woburn, Massachusetts , 2000)
This guide focuses on the architecture of primary and pre- school sector in the United Kingdom and broadly considers the subtle spatial and psychological requirements of growing children up to, and beyond, the age of sixteen. Chapter 1 examines the history, origins, and significant historical developments of school architecture along with an overview illustrating the link between progressive educational ideas and experimental architecture. Chapter 2 explores the classroom environment and its importance to child development and learning, including the interweaving of the esoteric factors such as the effects on behavior of color, light, and texture with the practical aspects of designing for comfort, health, and education. Chapter 3 analyzes and discusses the best new examples of school design within the wider architectural and political context. Chapter 4 examines the issues outside the classroom such as environmental factors defining healthy, comfortable buildings for education and the structure of school funding within the United Kingdom. The book also analyzes 20 school or educational buildings in diagrammatic and visual terms revealing how wit and imagination applied in a discerning manner can be as inspiring as cutting-edge technologies adapted in previous eras. 238p.
ERIC NO: ED448586 ; ISBN-0-7506-3585-1 TO ORDER: Architectural Press, 225 Wildwood Ave., Woburn, MA 01801
Modernising the Schools Infrastructure in England
http://www.oecd.org//els/education/peb/Beeton1/index.htm Beeton, Ken ( Department for Education and Employment, Schools Capital and Buildings,United Kingdom , Oct 30, 1999)
This keynote speech addresses how to modernize school infrastructure for the delivery of 21st century education in England, including the background of the English education system and the current state of the English school estate and maintenance backlog. It discusses the government's role for improving the education system and raising standards, new sources of money using public private partnerships, and the following three challenges that large inflows of extra capital present: how to target money more effectively to raise standards; the need for better delivery mechanisms to improve value for money and the stewardship of school premises; and how to evaluate capital spending. Specific programs to address particular needs are also addressed, including the City Learning Centres program, community use of school facilities, and the millennium school. 9p.
Accommodating, Information, Communication, Education. A Symposium Held at the Royal Institute of British Architects (May 6, 1999).
(Royal Institute of British Architects, RIBA Client Forums, London, England , May 06, 1999)
This report presents participant presentations and case studies from the 1999 symposium, "Accommodating, Information, Communication, Education." Presentations are as follows: "Taking the Open University Forward" (Geoff Peters); "Learning Centres for the University for Industry" (Anne Wright); "The Real and the Virtual -- How Do They Interact?" (Chris Yapp); "Networking Lifelong Learning" (Keith Duckitt); "Property in FE Colleges" (George Edwards); and "Experiencing the Future of the New World of IT" (Ned Sifferlen). Case studies examine Newark and Sherwood College, Telford College of Arts and Technology, and SmithKline Beecham. Other international building designs are highlighted for their efficient use of light and heat, their thermal performance, good acoustics, and ingenious cable management. 49p.
Raising Standards: Opening Doors. Developing Links between Schools and Their
Communities.
http://www.basic-skills-observatory.co.uk/uploads/doc_uploads/287.pdf (Dept. for Education and Employment, London, England , 1999)
This British publication offers guidance to help schools open up the use of their
premises and facilities and to enhance their links with the local community. It highlights the benefits of partnership and offers real examples of the type
of activity which is already undertaken in many schools and how it is organised and funded. Also covered are the legal aspects of community use of school property arrangements such as ownership of the premises and the agreements, giving control to others, the roles of local education authorities and governor's duties, and operating childcare in schools. Final sections address practical aspects of community use of school property including health and safety, security, fire safety, public entertainment and other licenses, and maintenance. Appendices highlight ownership aspects of school premises, provide an example of a transfer of control agreement, and present a list of useful contacts. 52p.
Report NO: PP3D15/40298/1299/14ERIC NO: ED445504 ;
Schools' Environmental Assessment Methods (SEAM).
http://www.eric.ed.gov/contentdelivery (Department for Education, Architects and Building Branch, London ,England , Oct 1996)
Responding to the need for users of schools to use their buildings in a way that creates a better internal environment for children and reduces harm to the environment, this document lists environmental issues and corrective recommendations. Environmental issues include sources of noxious fumes, water and air quality, lead-free paint, recycling and waste disposal, ventilation, lighting, energy management, and legionnaires' disease. 38p.
Report NO: Building Bulletin 83ERIC NO: ED437819 ; ISBN-0-11-270920-6
Building Bulletin 82: Area Guidelines for Schools.
http://www.eric.ed.gov/contentdelivery Williamson, Beech, Ed.; Thompson, Andy, Ed.; Bishop, Robin; Watson, Lucy; Brooke, John (Department for Education and Employment,Architects and Building Branch, London, England , Sep 06, 1996)
This bulletin provides non-statutory guidance on the provision of teaching and non-teaching accommodation for
nursery, primary, and secondary pupils, a | ||
