School Specific Brief Template

Output Specification

School-Specific Brief Template (Mainstream Schools)

[Insert full name of school]

May 2019 update

For technical professionals involved in the design and construction of school premises to use as Part C of Employers Requirements of the Construction Framework. It may also be used as the basis of similar documentation for other procurement routes using the Output Specification.

DOCUMENT PROPERTIES

Organisation

Department for Education

Name of Document

School-Specific Brief Template (Mainstream Schools)

for use in conjunction with the Output Specification: Generic Design Brief

Contents

School-Specific Brief Template (Mainstream Schools)

DOCUMENT VERSION CONTROL

Version

Comments and Amendments (details to be included where relevant)

Author/ Reviewer

Date

Approved by

Date approved

1.0-8.0

Initial working towards OS 2017

various

01/2016-11/2019

9.0

Issued as OS 2017

AB

03/11/2017

AB

03/11/2017

10.0

Revised to incorporate end user feedback, evidence collected and updates to applicable standards.

LW / JC

May 2019

CW

May 2019

Drafting Note[footnoteRef:2]. This template document can be used for any mainstream school where the project is procured through the Construction Framework, to reflect project-specific factors identified during discussions with the School’s representative. [2: All text in this template in italic font denotes an instruction to the technical advisor or agent and is referred to as a Drafting Note.]

The Generic Design Brief (GDB) forms Part B of Volume 5 of the Employer’s Requirements. The GDB contains the generic requirements for all Schools, therefore the SSB should only contain additional requirements specific to the School, and which impact on the capital works. The SSB requirements should not contradict the GDB.

The SSB, and associated Annexes are included as an Appendix to the Feasibility Study and will form Part C of Volume 5 of the Employer’s Requirements (ERs).

The SSB is in two parts:

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

· The Project Brief identifies the work required in the funded project. It should be completed towards the end of the Feasibility stage once a Control Option for the Works has been agreed.

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

Any text added should be in standard black font and numbered so that each clause can be referenced. The Contents table and version control should be updated to suit.

Drafting notes are to be deleted as part of the final completion of the School-Specific Briefs (SSB) prior to forming Part C of Volume 5 of the ERs.

28

Contents1Context51.1Status of this document51.2Document Structure61.3Precedence of Documentation62Strategic Brief82.2Capacity: Number of pupil places82.3Educational Drivers: Curriculum and Organisation102.4Site Layout112.5Safety, Security and Safeguarding123Project Brief133.2Overarching Requirements133.3Adjacencies143.4Internal Space143.4.2Classroom Suites (including specialist spaces)143.4.3General Teaching Suites153.4.4Practical Teaching Suites (Secondary)153.4.5Music, Halls and/or Performance Suites and Studios163.4.6Dining and Kitchen163.4.7Staff and Administration173.4.8Library or Library Resource Centre (LRC)173.4.9SEND, Medical and Therapy Spaces173.4.10Toilets and Coats and Bags Storage173.4.11Entrance and Circulation183.4.12Storage193.5External Space and Grounds193.6External Fabric203.7Internal Elements and Finishes203.8Services and Environmental Conditions213.9Phasing and Construction223.10Fittings, Furniture and Equipment (FF&E)233.10.2General Layout Requirements243.10.3Space-specific Requirements253.10.4Performance and Quality254ICT Design Requirements265. School-Specific Annexes27

ContextStatus of this documentThis document is the School-Specific Brief (SSB) which, with its Annexes, sets out the School-specific requirements for [insert full name of School] [insert name of Responsible Body] that are referred to in the Generic Design Brief (GDB)[footnoteRef:3] and its Technical Annexes. [3: Where the term GDB is mentioned, its reference includes the integral Technical Annexes.]

The SSB and its Annexes, including Annex SS1: ‘School-Specific Schedule of Accommodation’ and ‘Area Data Sheets’ (SS SoA and ADS) and, where applicable, Annex SS2 ‘Refurbishment Scope of Works’ (RSoW), together with the GDB and its Technical Annexes, forms the Output Specification (OS). The OS sets out the Employer’s Requirements. This SSB (and its Annexes) set out both the strategic requirements for the School, and the project–specific requirements for the School. The requirements set the context for the Project Brief.

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

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

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

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

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

If applicable, seek advice from the Employer on the funding route prior to design being undertaken. All additions must be appropriately costed (for instance as part of the feasibility study). Additional area for Designated Units or Specially Resourced Provision (SRP) will be included in the School-Specific SoA and ADS.

Document StructureThe School-Specific Brief is structured as shown in the diagram below.

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

School-Specific Brief

Relevant School-Specific Annex

Section

Content

Annex

Content

Used/ Not Used

1

Introduction

SS1

School-Specific Schedule of Accommodation and Area Data Sheets

2

Strategic Brief

SS2

School-Specific Refurbishment Scope of Works (RSoW)

3

Project Brief

SS3

School-Specific Legacy Equipment Schedule

SS4

School-Specific Legacy Furniture Schedule

SS5

School-Specific ICT Equipment Summary

Precedence of DocumentationThe Contractor shall consider and address all elements of the Employer’s Requirements, including the GDB and its Technical Annexes and the SSB and its Annexes including Annex SS1: ‘School-Specific SoA and ADS’ and, where applicable, Annex SS2: ‘School-Specific RSoW’. In the event that there is any inconsistency between the GDB and this SSB, the GDB will take precedence. Legacy Furniture and Equipment requirements (where relevant) are covered in Annex SS3 and SS4 ‘School-Specific Legacy Equipment Schedule’ and ‘School-Specific Legacy Furniture Schedule’.ICT requirements are covered in Annex SS5: ‘School-Specific ICT Equipment Summary’.

Strategic Brief 0. Contractors shall ensure that the Building(s), grounds, Fittings, Furniture and Equipment (FF&E), Building Services, Security Measures and Fire Protection Systems, Communications and ICT Infrastructure can support the strategic educational and organisational requirements set out in this SSB, in addition to those set out in the GDB.

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

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

Capacity: Number of pupil places

Drafting Note: Detail the forecast demand and proposed School capacity including:

· Age range, current and planned (if different)

· Current PAN[footnoteRef:4], any past and / or planned changes to the PAN, bulge classes or any planned restructuring of tiers. [4: 3 Published Admission Number – for age group which pupils are normally admitted to the School e.g. reception or year 7 (does not include nursery or sixth form numbers).]

· Current NOR split into year groups and any planned change to this.

· Additionally, resourced SEND places (in SRP or Designated Unit only)

· FTE number of any nursery places and age range

· Number of sixth form places (combined figure for the two-year groups).

· Net building capacity of existing School[footnoteRef:5] [5: 4 Based on the pupil places agreed in the Funding Agreement for Academies and/or based on the 2014 PAN multiplied by the number of relevant years. ]

If Primary

September 2013/14[footnoteRef:6]: [6: 5 Or whichever school year is relevant to the Programme, applies Primary and Secondary.]

Nursery (FTE)

R

Y1

Y2

Y3

Y4

Y5

Y6

SEND places

Number on roll

If Secondary

September 2013/14:

Y7

Y8

Y9

Y10

Y11

Y12

Y13

Y14[footnoteRef:7] [7: 6 In settings where an additional year in the sixth form is offered.]

SEND places

Number on roll

Building capacity

2014 PAN capacity

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

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

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

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

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

· Number of pupils attracting pupil premium funding.

· Number of pupils eligible for Free School Meals.

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

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

· any contractual arrangements covering use (leases, licences, etc.)

· if they have dedicated space or times of use of shared facilities

· if third party use is likely to impact on the Project (either temporarily or permanently).

Educational Drivers: Curriculum and OrganisationThe Contractor shall ensure that the design of the Building(s) and external space and grounds support the School’s curriculum and organisational model and that the layout of the Building(s) has the right balance and distribution of space. The design shall be in line with the SoA and any further curriculum and organisational requirements set out in this SSB.

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

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

1. Organisation of Key Stages and mixed age groups.

1. Exceptions to the generic Suites of Spaces model outlined in the GDB, or other curriculum links not identified.

1. If the School were to expand in numbers, in what way would the spaces be different/allocated?

1. What are the proposed/ current movement patterns of pupils and staff e.g. do the pupils change rooms for every lesson or do the teachers come to them?

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

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

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

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

1. The range of pupil needs to be accommodated.

1. Location and proximity of support rooms to main classrooms.

1. The time spent in the Mainstream School classrooms and the time and activities carried out in the SRP/Unit.

1. Will there be a need for specialist support of any type, such as for those with medical needs or a visual/hearing impairment?

1. Provision required for disabled pupils to take part in outdoors activities.

Site LayoutThe Contractor shall ensure that the location of any New Building(s) and the design and layout of any external spaces provided complies with the Site layout requirements in the GDB and takes into account the following specific issues.

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

1. Current points of access to the Site and any potential to improve access.

1. Any particular views that should be exploited?

1. The Site microclimate, including sun paths and prevailing wind direction.

1. Any adverse environmental conditions such as flooding or traffic noise.

1. Any safeguarding, security or shared Site issues not covered by the requirements in the GDB.

1. Surrounding geology, geography, archaeological and historical features and buildings, or protected habitats where relevant.

1. If clear connectivity or separation is required from neighbouring School.

1. Unusual car parking or drop-off requirements, over and above those determined by the local planning department, for instance for community use or buses dropping off on site.

1. Is there a need for links to external areas over and above the standard requirements outlined in the GDB, or is there curriculum use of the School grounds other than PE?

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

Safety, Security and SafeguardingThe Contractor shall ensure that the design of the Buildings and external space provided take account of any School-specific safety, security and safeguarding issues.

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

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

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

1. Any local requirement for sprinklers?

1. Any need for boundary fencing over and above the standard specification given in the GDB and Annex 2B: ‘External Space and Grounds’?

Project Brief Contractors shall ensure that the Building(s), grounds, FF&E, Building Services, and ICT infrastructure support the practical requirements as set out in this SSB, in addition to those in the GDB[footnoteRef:8]. [8: Where the term GDB is mentioned, its reference includes the integral Technical Annexes.]

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

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

0. Overarching Requirements3.2.1.1 This Project Brief is for [insert school name] and is for [delete 1 or 2 as applicable] either:1. Whole School Project, such that the Contractor has responsibility for providing the required facilities for the whole School with the Site and shall comply with all requirements in the GDB [or] 2. Partial School Project, such that the Contractor only has responsibility for the construction or refurbishment of Buildings identified in this SSB, as well as access to those Buildings and any additional Site Works identified in this SSB.

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

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

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

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

AdjacenciesThe Contractor shall design the Building(s) to adhere to the following School-specific adjacency commentary, which sets out the School’s relationships between different suites.

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

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

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

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

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

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

Specific requirements for Suites of Spaces, over and above those in the GDB, and the other Annexes where relevant, are listed below.Classroom Suites (including specialist spaces)

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

1. Is there a preference for classroom resources and pupils’ coats and bags storage to be managed differently to that outlined in the GDB?

1. If required, what range of facilities should practical spaces provide, particularly if they are to deliver a number of curriculum subjects e.g. Science and Art?

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

1. Proximity of group room/s?

1. Direct access to outdoor play for older pupils?

General Teaching Suites

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

1. Locations of support spaces in relation to GT spaces?

1. Are there educational issues which require GT classrooms to be a variety of sizes, e.g. sixth form small seminar rooms?

1. The relationship of group rooms to teaching spaces – does this differ from the requirements of the GDB to be within easy reach of classrooms?

1. Any rooms that should not be registration bases?

Practical Teaching Suites (Secondary)

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

1. Do any practical spaces need to be multi-functional?

1. Do practical spaces need to deliver any vocational courses such as Construction, describing the range and scale of activities?

1. To what extent should pupils be able to access materials from practical stores?

1. Does the proposed service provision in the generic ADS deliver the curriculum, for instance in art?

1. The priorities for layout in laboratories that may influence the type of science system used, e.g. all pupils to face the front of the class.

Music, Halls and/or Performance Suites and Studios

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

1. In a Primary School, what activities will take place in a small hall?

1. In a Secondary School, how should the practice rooms be accessed from music rooms, if required?

1. The area in BB103 for performance are based on a balance of efficient space with a range of FFE assumptions, to meet the range of functional needs. For schools with 900 pupils or more, bleacher seating is assumed and required as standard in the GDB, to work with the area provision. For schools with less than 900 pupils, the assumption is for raised staging to provide the viewing angles to work with the area standards. Does this allocation meet the school’s needs for performances?

Dining and KitchenAny dining facilities provided shall be suitable for the School’s dining arrangements and dietary needs, as described below.

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

1. What are the multi-functional uses of the dining space, e.g. in Secondary Schools as a social space, in Primary as an open learning area?

1. What is the number of sittings over the lunch period, within the lunch period, and what lunch period was used in the SoA tool?

1. Is Dining one location or satellite stations dispersed around the School, any externally?

1. Requirements for catering equipment that differ from the generic ADS and GDB, including consideration of any dietary or religious needs?

1. Specific requirements/information of the caterers currently providing meals for the School/ any long-term plans to change the catering arrangements?

1. Any areas that need to be separated for privacy for pupils with SEND?

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

1. Any breakfast, break-time or after-school snack sessions and the total expected number attending?

Staff and Administration

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

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

Library or Library Resource Centre (LRC)

Drafting Note: Identify the schools use of the library or LRC here:

1. Any additional activities for the LRC other than those listed on the generic ADS?

1. Any specific requirements of the LRC, e.g. the number of books, the amount of ICT, security to the entrance?

1. Proximity to other teaching spaces, e.g. sixth form, etc.?

1. In Primary Schools the extent to which the LRC can be open plan using F&E to define the functional area.

SEND, Medical and Therapy Spaces

Drafting Note: List how the spaces will operate, for example:

a. Any additional activities for the Medical and therapy spaces listed in the generic ADS?

b. How would SEND spaces be used by pupils and staff?

c. Visiting professionals coming to the School, in terms of a separate entrance for security or privacy reasons?

Toilets and Coats and Bags Storage

Any toilet facilities provided shall be suitable for the School’s organisational model, as described in the Strategic Brief. The Contractor shall ensure that the design meets the following specific needs for toilets, personal care and coats and bag storage, taking into account the School Premises Regulations.

Drafting Note: Using the issues listed below outline any particular requirements of the school, for example:

1. Differentiation between toilet facilities for different age or gender groups.

1. As part of the School ethos on supervision, preference for open plan hand washing areas alongside the need for privacy for accessing sanitary products.

1. Preference for hand basins or wash troughs?

1. For Secondary Schools, are lower height doors and partitions required as an alternative to the standard provision of full height doors and partitions, (as described in, in Annex 2A, clause 3.2.1.9 d)?

1. The standard requirement is for electric hand driers as set out in the GDB. Considering the school’s service contracts with hygiene companies, is there an alternative requirement e.g. paper towels)?

1. The preferred location of wheelchair-accessible toilets and hygiene rooms?

1. The location of staff toilets?

In Primary only:

1. As part of an organisational ethos, the need for Early Years toilets to be immediately accessible to the pupils from their classrooms, and the supervision requirements.

For coats and bags storage:

1. The need for pupil lockers (in line with the School-Specific SoA and ADS) and the type of locking mechanism preferred by the School.

1. The approach to the storage of pupil’s coats and bags in classrooms and the need for coat pegs, cupboards etc.

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

Drafting Note: The requirements must relate to the SoA and/or the GDB, taking account of any impact these will have.

1. As part of a School-specific security plan, is a single entrance required or separate ones for visitors and pupils?

StorageAny storage provided shall be suitable for the School’s storage strategy, as described below.

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

a. Does the school prefer localised or centralised storerooms?

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

c. Do dining tables and chairs require storage over and above the standard storage listed in the SoA tool?

External Space and GroundsThe Contractors shall design the external space and grounds to comply with the requirements of the GDB, and the additional School-specific requirements listed below.

Drafting Note: Insert the schedule of any required external spaces here, as well as details of the overall areas of hard play etc. in cases where the Contractor has to reinstate it. Any unusual features of the schedule should also be identified.

In a Whole School Project, include all spaces to be provided in the schedule of external spaces, and compare these to the existing external spaces and the minimum requirements in BB103, this may be presented in a table. The schedule should include hard surfaced games courts, (including multi-use games areas with fencing), and informal and social areas, including outdoor learning areas such as habitat areas.

In a Partial School Project, list the existing facilities in case they are affected by the Works and need to be replaced or reinstated by the Contractor.

List where existing playgrounds or special places such as memorial gardens are being retained; or where sports pitches (including all-weather pitches) are being retained or will continue to be provided off site. Where appropriate, list the requirements of third-party users of the sports facilities.

In a Secondary School only:

a. What is the hierarchy of priority order of sports facilities? The School’s minimum year-round curriculum requirements for PE and sports?

b. Any adjacent or overlapping skills practice areas?

c. Any specific items of equipment that need particular storage facilities, e.g., sports equipment, as identified (where relevant) in Annex SS3 ‘Legacy Equipment Schedule’.

In a Primary School only:

1. Are there specific items of play equipment, either new or legacy, that need to be considered in the design of the external space?

External FabricThe Contractor shall design all external fabric to comply with the requirements of the GDB and any additional School-specific requirements.

Drafting Note: List any specific requirements relating to the School-Specific SoA and ADS (as included in SS Annex 1) and the GDB, for example:

1. Any particular local requirements or planning conditions for building materials?

1. Any specific security requirements for external doors, e.g. Management strategy of the locking and suiting to individual rooms or whole school?

Internal Elements and Finishes The Contractor shall design all internal finishes to comply with the requirements of the GDB and any additional School-specific requirements in this SSB.

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

1. Heights of guarding to staircases and walkways, if they differ to the standard requirements of the GDB?

1. Any specific requirements to the transparency of guarding on the staircases and walkways e.g. solid or glazed or avoid glazing?

1. Any specific requirements for floor finishes if they differ to the generic ADS.

1. In areas where partial access for pupils is required, are stable doors necessary?

1. Any specific requirements where curtains or blinds on windows or doors are needed, which differ to those in the GDB.

1. Specific requirements for signage and way finding.

1. The need for specific decorations and finishes for vulnerable pupils e.g. hygienic surfaces or contrasting colours on walls, floors and stairs etc. (Designated Units).

1. Any specific requirements for ceilings for Designated units, e.g. If for Autistic Spectrum Disorder (ASD) pupils, avoid gridded ceilings.

Services and Environmental Conditions

The Contractor shall ensure that the services and environmental conditions are in accordance with the GDB and the School-specific requirements set out below.

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

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

1. Thermal comfort, indoor air quality requirements?

1. Acoustic treatments such as radio aids or audio systems for drama, dance, halls, music, performance spaces, visual or sound field systems that differ from the GDB?

1. Heating and cooling?

1. Specialist lighting?

1. Lifts, which differ from the GDB, e.g. who and how many people can use them?

In any School:

1. Requirement for period bells, staff-call, intercom and range of alarm systems?

1. Any particular requirements for: local exhaust ventilation, e.g., machine-based extract systems for wood dust machines; types or location of fume cupboards; CO2 detectors in boiler houses or flammable gas detection as a result of risk assessments?

1. Any additional requirements for PA/VA systems; alternative fire alarm sounders in SEND areas?

1. Details of any additional security systems required as a result of a security risk assessment.

1. Any additional requirements for specialist lighting for specific tasks?

1. Any specific requirements and positions for drinking water outlets? e.g. drinking fountains or in-classroom sinks.

Phasing and ConstructionThe Contractor shall ensure that the Works are planned to ensure safety, to minimise environmental impact and to avoid disruption to the School in accordance with the GDB and the School-specific requirements set out below.

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

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

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

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

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

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

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

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

Drafting Note: Where temporary accommodation is required to deliver the project, a Schedule of Accommodation (SoA) should be provided for the temporary spaces. If known at the feasibility stage this should be included as an appendix to the School-Specific Brief (SSB). Otherwise it can be produced by the TA or the Contractor and agreed with the Employer.

All temporary accommodation shall meet the following requirements.

a. The size of spaces to meet at the least the minimum standards of BB103/104 unless agreed otherwise by the Employer.

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

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

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

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

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

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

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

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

[either]

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

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

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

[or, for instance for Free Schools]

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

General Layout RequirementsThe Contractor shall ensure and demonstrate that all FF&E provided allows for a variety of layout requirements as listed in the GDB. Where relevant, Annex SS3: ‘Legacy Equipment Schedule’ and Annex SS4: ‘Legacy F&E Schedule’ should be referred to when identifying the F&E that needs to be positioned and/or installed.

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

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

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

1. The approach to ICT in classrooms, aligned with Annex SS5 ICT Equipment?

Space-specific Requirements

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

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

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

Performance and Quality

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

a. The need for contrasting colours for furniture for pupils with visual impairments

ICT Design Requirements4.1.1The Contractor shall ensure that the design allows for the specific circumstances of the School, as specified in ‘The School-Specific ICT Equipment Summary’ at Annex SS5.

School specific ICT requirements are set out in Annex SS5: ‘The School-Specific ICT Equipment Summary’, including any specific communications requirements such as audio systems; TV installations; electronic registration/payment systems and telephone systems.

5. School-Specific Annexes

Annex SS1 – School-Specific Schedule of Accommodation and Area Data Sheets

The SoA (and associated ADS), based on the latest version of the DfE SoA tool, should be attached to this SSB.

Where temporary accommodation is required during construction, the additional SoA should also be included here, and clearly labelled as such.

Annex SS2 – Refurbishment Scope of Works (RSoW)

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

Annex SS3 – Legacy Equipment Schedule

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

Annex SS4 – Legacy Furniture Schedule

The School/Responsible Body should fill in the Furniture Schedule pro forma (where relevant) to indicate the current location of actual legacy Group 3 items and their eventual location.

Schools should also list any loose Group 3 items that are unusually large or heavy so that Contractors are aware of potential fit and loading issues.

Annex SS5 - ICT Equipment Summary

‘The School-Specific ICT Equipment Summary’ should be attached to this SSB.

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