arq 2 building schools for the future the client design advisor

7/29/2019 ARQ 2 Building Schools for the Future the Client Design Advisor

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Building Schoolsfor the Future

The clientdesign advisor


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Prepare strategic businesscase for all schemes

Prepare outline business case

Prepare + appraise feasibility studiesSubmit outline planning applications

Stakeholder consultation(Sample schemes)

Develop procurement strategyIdentify sample projects

Preparation of the brief +output specification

PREPARATION

Advertisement in the OfficialJournal of the European Union

(OJEU)

Evaluate bids + sample designsSelect preferred bidder/private sector partner

Financial close. Contract signedFormation of LEP

DQI Post-occupancy evaluation

Consultation + design(Non-sample schemes)

CONSTRUCTION

OCCUPATION + USE

DESIGN

LEP

LEP

Test + explore objectivesExternal visits. Options appraisal

Design quality indicator (DQI)stakeholder consultation

LEASchools

Enabler

Bid teams

Educational advisor

DQI design evaluation

DQI Post-occupancyevaluation

CDA Educational advisor

Agree a vision +project objectives

Select shortlistInvitation to negotiate

Start of construction(Sample schemes)

Start of construction(Non-sample schemes)

Occupation(Sample schemes)

Occupation (Non-sample schemes)

Planning application/s(Sample schemes)

Project stages

The client design advisor acts fromthe inception of a BSF project throughto its completion, performing a range

of tasks to help ensure that theschools delivered are of thehighest quality.

The graphic below representsthe involvement of each partyaccording to milestones within

the project stages.

Note: All Partnerships for Schools projects

in waves 2 and 3 will have access to a

CABE appointed enabler. CABE enablers

offer advice and initiate activities in theearly stages, then as the project progresses

their involvement is superseded by the

CDAs responsibilities.


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A well-designed school works forall of its users. The design of learningenvironments can have a significant

impact on the attainment and behaviourof the pupils attending a school, staffcan feel more valued and motivated andpeople who live locally are more likelyto use the facilities that are available tothem. The design of the building and theopen space around it can have a positiveimpact on its surroundings and encouragepeople to be proud to be associated withthe school and the neighbourhood.

Over the next 15 years, the BuildingSchools for the Future programme will

rebuild or refurbish every secondaryschool in England. Local educationauthorities (LEAs) will form joint ventureswith private sector partners (PSPs), andthe central government delivery vehicle,Partnerships for Schools (PfS), to formlocal education partnerships (LEPs).Each LEP will be in charge of providingthe design and construction work, aswell as maintaining buildings and groundsfor the LEA.

To get the best out of the programme,those responsible for delivering and

maintaining these educationalenvironments need to ensure the highestdesign standards are achieved throughoutthe lifetime of a project, from inceptionand partnering right through tooccupation.

A client design advisor (CDA) is a skilled,experienced architect who can advisethe LEA on all aspects of design for

each school and can help to achievehigh-quality buildings and environments.Involving an effective CDA early on shouldmake real differences to the quality ofprojects and save time and money inthe long-term.

In line with the recommendations ofCABE, the use of CDAs will be requiredby Partnerships for Schools (PfS) andthe Department for Education and Skills(DfES) on all Building Schools for theFuture projects from wave 2 onwards

in order to ensure high-quality outcomesfrom current investments in schoolspremises and facilities. These include:

improved educational results a wider role for schools in the

communities they serve environmental and social sustainability better value for money.

Although CDAs are appointed asexperienced individuals, they will beexpected to have a wider team to assistthem in providing a range of expert advice

and expertise to the LEA and schools.The CDA will work alongside otheradvisors (such as educational, legal andtechnical advisors) and together with theLEAs design champion will promote bestvalue outcomes for the LEA.

Designing schoolsfor the future

What is a clientdesign advisor?

PREPARATION


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The process of forming a LEP willinclude a competitive procedure toselect a private sector partner (PSP).As part of this procedure the PSPsdesign teams will develop designsfor a small number of sample schools.To prepare for and to facilitate this,the CDAs responsibilities, workingtogether with the BSF project leaderand an education expert, shouldinclude:

Preparation stageConsultation and facilitation promoting awareness of design quality

among stakeholders and the client team

arranging visits to and providinginformation on other school projectsin the UK and abroad

involving the schools and otherstakeholders in the project and helpingto identify key design issues andaspirations

using design quality indicators (DQIs)as a tool in the consultation process.

Exploring options and feasibility option appraisals and initial design work,

including viability, feasibility and urbandesign studies

analysing schools proposed curriculaagainst schedules of areas, togetherwith schools, the education advisorand project managers

checking together with others in theteam that costs in strategic and outlinebusiness cases are realistic and thatcost estimates continue to bemonitored.

Brief development preparing thorough briefs together with

the project leader and education advisor

in consultation with the end users establishing a consistent emphasis on

achieving design excellence in theproject documentation

developing detailed reference designinformation for inclusion in the ITNdocumentation

assisting with the preparation ofoutput specifications from the standardPartnerships for Schools model.

Contributing to selection of privatesector partner co-ordinating bid evaluation and

establishing the weighting given toelements of the bid (architecturaldesign, technical details, operationalissues and educational ethos)

assisting in the briefing of biddingconsortia on design requirements

(presenting at open days andcommunicating the evaluation criteria,for example)

evaluating the design teams putforward by consortia, to inform theselection of a shortlist. Participatingin interviews with bidders and theirarchitect and design teams.

Design stage checking the design and construction

proposals submitted by bidders andadvising on the emerging designs

using DQIs and BREs environmental

assessment method (BREEAM)to evaluate the design proposals

checking the contract documentationto ensure that the designs in thedetailed drawings and specificationsmeet the standard requested inthe brief

checking that design quality ismaintained during preferredbidder stage

negotiating the final design andtechnical details with bidders.

After formation of the LEPThe role of the CDA reduces followingthe formation of the LEP and during the

development of subsequent (non-sample)schemes. However the CDA continues tobe an important source of advice to theLEA and to individual schools as newbriefs are prepared and designsproposed.

The CDA should continue to monitorconstruction of projects and their facilitiesmanagement to ensure that the privatesector partner and the teams workingfor the LEP are delivering the service asagreed in the contract. There is a risk

over time of compromise of the standardsof non-sample schemes and of failureto achieve promised improvements.The client design advisors continuingpresence is one means of avoidingthis risk.

In addition, many of the CDAsresponsibilities as described abovewill be relevant and necessary for laterprojects in the LEP programme.

Job description

DESIGN


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The client design advisor is a resourceavailable to both the LEA and individualschools and provides them with access

to high-level knowledge and experienceof the design and construction process.The CDAs input helps to ensure they areadequately prepared and clear about theirrequirements and can make the most ofthe opportunities that BSF presents.

The CDA can supplement the LEAs ownskills and provide a focus for achievingbest value results from an intensive andfast moving process. Schools can use theCDA to work with their staff, governors,pupils and local community to define

their needs and aspirations and to ensurethey are achievable and fully presented.

Independent advice on design mattersis seen as essential. In the past LEAshave on occasion appointed onecompany to provide all the technicalservices associated with a buildingproject, from legal advice to monitoringthe construction site. An independentdesign advisor has been shown toproduce stronger design results.

To ensure the best independent advice,CABE recommends that the client designadvisor appointment be made directly by

the LEA. This ensures that both the LEAand the individual schools have directaccess to the CDA and that advice isindependent of other parties involvedin the programme.

Professionals outside the LEA staffcan be appointed, in which case therelevant procurement procedure willapply. Alternatively, the LEA may havean appropriate in-house architect ableto provide the advisor service required.

In many cases, the scale of worklikely to be carried out by a LEP overseveral years can result in the valueof the CDAs work exceeding the EUServices threshold. In such cases,advertising in the Official Journal ofthe European Union (OJEU) is required(http://ted.publications.eu.int/official/explains the thresholds and offers freeaccess to an online version of the OJEU,updated daily). Placing simultaneousnotices in the architectural press mightalso be considered.

The RIBA client services team canprovide a long list of suitable architects,with selection by location and/or sectorexperience. From October 2005, RIBA-accredited client design advisors willbe available in accordance with thecertification scheme (see Skills andcapacity above). For more information,ring 020 7307 3700 or visitwww.ribafind.org.

Fees should be individually negotiatedwith client design advisors and are in part

dependant on the scope and extent ofservices they are required to provide.

Working with aclient design advisor

Appointingan advisor

A client design advisor for BuildingSchools for the Future projects willbe a qualified architect with:

access to the required range ofexpertise and design skills, dependanton the scope of the project (a shadowdesign team may be required,comprised of qualified professionalssuch as landscape architects, buildingservices engineers and structuralengineers)

experience of complex building projects(a single secondary school typically hasa construction value of 15 million anda mainly remodelled school 5 million

to 10 million) a strong understanding of school design(this is preferred; alternatively there mustbe a clear collaboration with a namedcolleague within the advisor team whodoes have this experience)

a track record of design excellenceand delivery in any sector

an understanding of the relevantprocurement processes

knowledge or experience of outputspecification, brief preparation andselection criteria

the ability to work collaboratively

and to consult with stakeholders excellent communication and project

management skills an understanding of good health

and safety practices ability to work with young people good references from past clients.

From October 2005, an accreditationscheme run by the Royal Institute ofBritish Architects (RIBA) will be availableto verify the skills of individuals whocan fulfil this role. Associated continuing

professional development sessions willkeep RIBA-accredited CDAs regularlyupdated on relevant information andresponsibilities.

Skills andcapacity

CONSTRUCTION OCCUPATION + USE


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The role of clientdesign advisors

The tools Further reading

A range of design and specification toolsfor the development of school designsare available. It is expected that a CDA

will use:

The design quality indicator (DQI)involves stakeholders in assessingdesign quality at defined stages in thedesign and delivery of the building.A schools-specific version is beingdeveloped for use on all BSF projects.www.dqi.org.uk

The Building Research Establishmentenvironmental assessment method(BREEAM) assesses the environmental

performance of buildings. There is aspecific version available for schoolprojects, BREEAM Schools. All BSFprojects will be expected to useBREEAM Schools and to reportback the results.www.breeam.org/schools.html

Building Bulletins are produced by theDfES and give detailed guidance onschool design (see Further reading).

A standard output specification willbe provided by Building Schools for

the Future. This is for adaption tothe requirements and aspirationsof individual schools.

In 2002 the DfES ran a designcompetition to produce innovativeproposals for learning environmentsof the future. The results are recordedin a publication, Exemplar designs.While not directly replicable, they providesome useful ideas and can be usedfor aiding brief development and raisingdesign aspirations.

www.bsf.gov.ukwww.teachernet.gov.uk

The School Works toolkit(School Works 2001)

Client guide: achieving well designed

schools through PFI(CABE 2002)

Building Bulletin 98: briefing frameworkfor secondary school projects(DfES 2004)

Building Schools for the Future:a new approach to capital investment(DfES 2004)

Schools for the Future: BuildingBulletin 95(DfES 2002)

Schools for the Future: exemplardesigns, concepts and ideas

(DfES 2004) Schools for the Future: transformingschools an inspirational guide(DfES 2005)

Creating excellent buildings: a guide

for clients

(CABE 2003)A guide for school governors:

developing school buildings(RIBA 2000)

21st Century Schools: learningenvironments for the future(Building Futures 2003)

Being involved in school design:a guide for school communities,local authorities, funders andconstruction teams(CABE 2004)

Local authority design champions(CABE 2004)

All CABE publications are available

in PDF form at www.cabe.org.uk

CABE 2005

The Commission for Architecture

and the Built Environment (CABE)is the governments expert advisor

on architecture, urban design and

public space.

With thanks to Partnerships for Schools.

The most important decisions in the lifeof a building project are those made atthe start of the development process

such as the long-term educational andbuilding premises strategies, site selectionand planning and the potential for other,combined uses. These decisionswill shape the environment and thefunctioning of the school for decadesto come and must be right. To achievethe best results, it is essential that clientdesign advisors are involved from theearliest possible opportunity.

As LEPs build many schools over a periodof several years, all those involved in LEPs

and working with them LEAs, schools,local authorities and architects need toknow how to establish a precedent forhigh standards at the outset.

CDAs can work with the BSF teamwithin the LEA or with those in chargeof individual schools, and sometimesboth. All LEAs should ensure that theyhave appointed a CDA who is reportingdirectly to them.

1 Kemble Street

London

WC2B 4AN

T 020 7070 6700

F 020 7070 6777

E [email protected]

W www.cabe.org.uk

Commission for Architecture

& the Built Environment

Design:DUFFY

Cover image: De La Salle School, St Helens. Architects:

John McAslan + Partners. Peter Cook/VIEW.

Illustrations left to right architectureplb; van Heyningen

& Haward Architects; architectureplb; architectureplb;

The Charter School; architectureplb; architectureplb;

The Charter School; The Charter School.

arq 2 building schools for the future the client design advisor

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