Suitability and condition assessments

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Suitability and condition assessments
Schools Capital

• July / August 2005

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Suitability and condition assessments

• Suitability assessments
• Condition assessments
• Data transfer
• Feedback to authorities

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The need for assessments

• To support good asset management
• To underpin the development and evaluation of
  projects
• Source of summary data

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Suitability assessments

• How well buildings meet the needs of users, and
• Health and safety issues arising from building
  layout
• Methodology balances flexibility with the need
  for consistency
• Prominent role for schools in assessments, but
• Authorities should be actively involved

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Suitability scope of assessments

• Data to relate to existing pupil numbers and
  current circumstances
• Should be reasonably up to date, but
• Assessments will not always need amendment

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Suitability survey

• Identification of any shortcomings
• Assessment for each space of the direct impact in
  practice on education
• Shared spaces to be taken into account
• Ignore vfm in assessments
• Surveys should be fully documented

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Suitability summary assessment
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Suitability summary assessment
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Suitability summary assessment
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Suitability summary assessment
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Suitability summary assessment
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Suitability summary assessment

• Rows 15-17 space classifications can be edited
• Curriculum analysis for secondary schools
• Impacts of shortfalls entered in Impacts column
  and carried forward to A-D columns
• Impact ratings should be reflected in asset
  management priorities
• Assessment date should be shown

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Condition assessments
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Condition assessments

• Work needed to remedy dilapidation, and
• Health and safety relating to types of material
  and forms of construction
• Assessments by appropriate professionals

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Condition assessments scope of assessments

• Further surveys and tests where necessary
• Include revenue maintenance, other than minor
  day-to-day maintenance
• Restricted to areas for which schools are
  responsible
• Data covering five year period
• Should be reasonably up to date

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Condition survey

• Location, extent, type and cost of maintenance
  work
• Costs for bringing the fabric up to good
  condition
• Defective fabric replaced, with extended work
  only where there is an economic case
• Upgrade specification where there is an economic
  case

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Condition summary assessment(with elements)
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Condition summary assessment(without elements)
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Condition summary assessment

• Costs for each element, or total for each block
• Priority ratings should be reflected in asset
  management priorities
• Pricing adjustment is the total of preliminaries,
  contingencies and professional fees, as an
  average percentage of the balance of the costs

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Suitability and condition scope of data

• All schools, including special schools and PRUs,
  but excluding academies and CTCs
• Including PFI schools, but excluding contractors
  responsibilities
• Including BSF schools
• Provide a list of PFI schools with data
  submissions
• No external area measurements
• Asset management guidance at
• www.teachernet.gov.uk/amps

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Data transfer

• Data transfer guidance issued April 05
• Validation software available on teachernet, with
  link from asset management page
• Data should be validated prior to transmission
• Transmission October - December 2005
• Data transfer enquiries to
• E-mail dsc.helpdesk_at_dfes.gsi.gov.uk
• Tel [phone]

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Feedback to authorities

• Analysis reports
• Queries arising from analysis
• Selective appraisals