School-specific Brief Template (Special Schools & Alternative Provision)

Output Specification

May 2020

ContentsTable of figures 4

Summary 5

Review date 5

Who is this publication for? 5

Document Updates 5

Drafting Note 6

1. Context 7

1.1. Status of this document 7

1.2. Document Structure 8

1.3. Precedence of Documentation 8

2. Strategic Brief 10

2.1. Overarching Requirements 10

2.2. Capacity: number of pupil places 10

2.3. Pupils’ Needs 12

2.4. Educational Drivers: Curriculum and Organisation 13

2.5. Site Layout 14

2.6. Safety, Security and Safeguarding 15

3. Project Brief 16

3.1. Overarching Requirements 16

3.2. Project Type 16

3.3. Adjacencies 17

3.4. Internal Space 17

3.4.3. Classroom Suites (including practical spaces in Primary) 18

3.4.4. Practical Teaching Suites and Spaces (Secondary) 18

3.4.5. Music, Halls and/or Performance Suites 18

3.4.6. Dining and Kitchen 19

3.4.7. Staff and Administration 19

3.4.8. Library 19

3.4.9. Medical and Therapy Spaces 20

3.4.10. Storage 20

3.4.11. Toilets and personal care 21

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3.4.12. Entrance and Circulation 22

3.5. External Space and Grounds 22

3.6. External Fabric 23

3.7. Internal Elements and Finishes 23

3.8. Services and Environmental Conditions 24

3.9. Phasing and Construction 25

3.10. Fittings, Furniture and Equipment (FF&E) 27

3.10.2. General Layout Requirements 28

3.10.3. Space-specific Requirements 28

3.10.4. Performance and Quality 29

4. ICT Design Requirements 30

School-specific Annexes 31

Annex SS1 – School-specific SoA and ADS 31

Annex SS2 – School-specific Refurbishment Scope of Works (RSoW) (if required) 31

Annex SS3 – School-specific Legacy Equipment Schedule 31

Annex SS4 – School-specific Legacy Furniture Schedule 31

Annex SS5 – School-specific ICT Equipment Summary 31

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Table of figuresTable 1: School-specific Brief and its Annexes..................................................................8

Table 2: Number on roll....................................................................................................11

Table 3: Total number on roll plus capacity......................................................................11

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Summary This document is the School-specific Brief (SSB) to be used for Special Schools and Alternative Provision (AP) which, with its Annexes, sets out the School-specific requirements for [insert full name of School and name of Responsible Body] and sits alongside the Generic Design Brief (GDB) and its Technical Annexes.

Review dateThe next planned review date for this document is November 2020.

Who is this publication for?This document is for technical professionals involved in the design and construction of school premises to use as part of the Employer’s Requirements of the DfE Construction Framework. It may also be used as the basis of similar documentation for other procurement routes using the Output Specification.

Document Updates Version 11: May 2020 - Amendment to anti-ligature furnituire and fittings; minor

amendments for consistency with all SSB templates. Version 10: May 2019 - Revised to incorporate end user feedback, evidence

collected and updates to applicable standards. Version 9: November 2017 - Issued as OS 2017. Versions 1-8: July 2016 - November 2016 - includes initial working towards OS

2017

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Drafting NoteDrafting Note1. This template document can be used for any Special School or Alternative Provision (AP), where the project is procured through a Construction Framework, to reflect project-specific factors identified during discussions with the School’s representative.

The Generic Design Brief (GDB) forms Part B of the Employer’s Requirements. The GDB contains the generic requirements for all Schools, therefore the School-specific Brief (SSB) should only contain additional requirements specific to the School, and which impact on the capital works. The SSB Project Brief 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 the Employer’s Requirements (ERs) for the DfE Construction Framework(s).

The SSB is in two main parts (with Annexes):

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 (which includes the ICT design requirements) 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 explanation of the Strategic and Project Briefs is also defined in clause 1.1.3 so that all parties are aware of the commercial difference.

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 the ERs of the DfE Construction Framework(s).

1 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.

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1. Context

1.1. Status of this document1.1.1. This document is the School-specific Brief (SSB) to be used for Special Schools

and Alternative Provision (AP) which, with its Annexes, sets out the school-specific requirements for [insert full name of School name of Responsible Body] that are referred to in the Generic Design Brief (GDB) and its Technical Annexes.

1.1.2. The SSB and its Annexes, including Annex SS1: ‘School-specific SoA and ADS (Schedule of Accommodation and Area Data Sheets) 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.

1.1.3. This SSB (and its Annexes) is in two parts, and sets out both the strategic requirements for the School, and the project–specific requirements for the School. The strategic requirements set the context for the Project Brief.

The two parts are:

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 Project Brief (which includes the ICT design requirements) identifies the work required in the funded project.

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, taking particular account of the pupils’ SEND.

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

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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 there are any additional items, seek advice from the Employer on the funding route and make clear in the cost plan.

1.2. Document Structure1.2.1. The SSB is structured as shown in the diagram below.

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

Title Content Used or Not used

Main document N/A N/A

Section 1 Context N/A

Section 2 Strategic Brief N/A

Section 3 Project Brief N/A

Section 4 ICT Design Requirements N/A

SSB Annexes N/A N/A

Annex SS 1 School-Specific Schedule of Accommodation and Area Data Sheets

Used/ Not used

Annex SS 2 School-Specific Refurbishment Scope of Works (RSoW)

Used/ Not used

Annex SS 3 School-Specific Legacy Equipment Schedule (Primary and Secondary)

Used/ Not used

Annex SS 4 School-Specific Legacy Furniture Schedule (Primary and Secondary)

Used/ Not used

Annex SS 5 School-Specific ICT Equipment Summary Used/ Not used

Table 1: School-specific Brief and its Annexes

1.3. Precedence of Documentation1.3.1. The 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.

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1.3.2. 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’.

1.3.3. ICT requirements are covered in Annex SS5: ‘The School-specific ICT Equipment Summary’.

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2. Strategic Brief

2.1. Overarching Requirements2.1.1. 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.

2.2. Capacity: number of pupil places Drafting Note: Detail the forecast demand and proposed School capacity The information (including the completed table below) should cover:

Age range, current and planned (if different). Planned pupil numbers, any past and / or planned changes to this, any bulge

classes or any planned restructuring of tiers (FTE numbers in AP). Any planned change to current year group sizes. Age range of any nursery places. Number of sixth form places (combined figure for all post-16 groups).

Use the table to provide:

Current NOR split into Key Stage groups (or year groups if preferred) and any planned change to this (FTE numbers in AP).

Typical group sizes for each key stage (or year group if more relevant). FTE number of any nursery places. Number of sixth form places (combined figure for all year groups). Building capacity of existing School Buildings

Primary Nursery (FTE) KS1 (R, Y1, 2) KS2 (Y3, 4, 5, 6)

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September 2013/142:Number on roll 0 0 0

Typical class size 0 0 0

SecondarySeptember 2013/14:

KS3 (Y7, 8, 9) KS4 (Y10 & 11) KS5 (Y12,13, 143)

Number on roll 0 0 0

Typical class size 0 0 0

Table 2: Number on roll

Total number on roll 0

Building capacity 0

Table 3: Total number on roll plus capacity

Drafting Note: Highlight any other School-specific requirements over and above those in the SoA 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). Community use information should inform the operational arrangements of the school and should not impact on the schedule of accommodation.

Any residential provision should be identified here, giving number of pupil places and age range.

2 Or whichever school year is relevant to the Programme, applies Primary and Secondary.3 In settings where an additional year in the sixth form is offered.

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2.3. Pupils’ Needs2.3.1. The Contractor shall ensure that the design of the Building(s) and external space

and grounds support the range of pupils’ educational, therapeutic and medical needs at the School.

Drafting Note: Describe the range of needs accommodated at the School (highlighting any associated design implications; use Building Bulletin 104 as a guide). This information - which is vital because pupils’ needs can significantly affect design requirements - should cover:

a) For Special Schools, is this an ambulant Special School, i.e. catering predominantly for ambulant pupils? If so, does it provide for:

i. A wide range of special needs such as moderate/severe learning difficulties (MLD/ SLD) and autism?

ii. Specifically, social, emotional and mental health difficulties (SEMH)?iii. Specifically, significant difficulties associated with autism (i.e. severe

autism)?iv. Other (please explain)?

b) For Special Schools, is this a non-ambulant Special School, i.e. specifically set up to cater for pupils with physical disability (PD) and profound and multiple learning difficulties (PMLD)? If so, does it provide for:

i. A broad range of needs with 10%-60% pupils non-ambulant?ii. A broad range of needs with 60%-90% pupils non-ambulant?iii. Other (please explain)?

c) For AP, does the provision provide primarily for:

i. Mental and physical health difficulties (e.g. anorexia)?ii. Behavioural, emotional and social difficulties (including short- or

long-term exclusions)?iii. Other (please explain).

d) For any School setting:

i. Are there additional special needs catered for that could affect the design (e.g. hearing or visual impairment (HI/VI)?

ii. Does the setting cater for any pupils who are at particular risk of harm (e.g. due to lack of awareness) or infection?

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2.4. Educational Drivers: Curriculum and Organisation2.4.1. The 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 School-specific SoA and ADS (Annex SS1) 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 Works, they should also be incorporated into the School-specific SoA and ADS (Annex SS1), and the relevant text and reasoning included in the Project brief. The text should be pragmatic and succinct. Issues that may be usefully covered include:

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

Is life skills part of the curriculum? If so, what activities take place and what facilities are needed?

Are there any community or family related activities such as a café or family therapy taking place now or planned for the future?

Organisation of Key Stages and mixed age groups. In an AP, do pupils spend part of their time at the AP and part at a school/

workplace (if so, how does this effect group sizes)? Organisation of different special needs, for example are pupils with severe

autism taught in a dedicated suite. Exceptions to the generic Suites of Spaces model outlined in the GDB, or other

curriculum links not identified. If the School were to change its SEND intake, in what way would the spaces

be different/allocated? What are the proposed/ current movement patterns of pupils and staff e.g. do

the pupils change rooms for every lesson type or do the teachers come to them (this could have implications for circulation and/or classroom facilities)?

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 (this could have implications for internal glazing, office locations, outdoor spaces etc.)?

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?

What specialist medical/ therapeutic support will be needed, for each type of need accommodated, and will any of it be provided by those outside the School (for example therapists or doctors)?

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Is support given within the classroom for a whole class setting or in small groups, or individually away from the classroom?

What range of learning activities (other than PE) take place outside? How many pupils and staff will there be in each learning session (including

support staff)? To be given for each age group and special needs where it varies.

Are there any long-term arrangements for pupils to spend some of their time off site (for example at a Mainstream School or sports centre)?

Do pupils use specialist ICT equipment (this could have implications for servicing, room layouts)?

2.5. Site Layout2.5.1. The 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.

Current points of access to the Site and any potential to improve access. Any particular views that should be exploited? The Site microclimate, including sun paths and prevailing wind direction. Any adverse environmental conditions such as ground gases, flooding or traffic

noise. Any safeguarding, security or shared Site issues not covered by the

requirements in the GDB. Surrounding geology, geography, archaeological and historical features and

buildings, or protected habitats where relevant. If clear connectivity or separation is required from a neighbouring School. Car parking or drop-off requirements, over and above those determined by the

local planning department or required by the GDB, for instance for community use (funding stream to be described elsewhere).

Drop-off and pick up requirements, including typical numbers and types of buses and other vehicles.

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 (e.g. horticulture)? (possible additional funding stream to be described elsewhere)

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

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2.6. Safety, Security and Safeguarding2.6.1. The 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: Any specific safety, security or safeguarding issues that may need to be addressed should be given here, taking account of any risk assessments and any third-party use of the facilities, and the impact these will have, for example:

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

Any additional requirements for security measures (buildings and site), which differ from 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 security and access risk assessment.

Any local requirement for sprinklers. Any need for boundary fencing over and above the standard specification

given in the GDB and Annex 2B: ‘External Space and Grounds’. Any additional security and/or safety measures because of the pupils’ needs.

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3. Project Brief

3.1. Overarching Requirements3.1.1. Contractors shall ensure that the Building(s), grounds, FF&E and ICT

infrastructure support the practical requirements as set out in this SSB, in addition to those in the GDB .

Drafting Note: Following discussions with the School/Responsible Body 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.

3.2. Project Type3.2.1. This Project Brief is for [insert School name] and is a [delete 1 or 2, as

applicable].

1. Whole School Project, such that the Contractor has responsibility for providing the required facilities for the whole School Building(s) and 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.

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3.3. Adjacencies3.3.1. The 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, 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:

In a School catering for a broad range of needs, is there a particular way to organise Suites of Spaces to reflect different needs?

In an all age School, is there a need to organise spaces to reflect different key stages (including sixth form)?

3.4. Internal Space3.4.1. The Contractor shall ensure that the design of the Building(s) supports the

School/AP’s curriculum and organisational model (including dining arrangements) 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 requirements in the first draft of the SoA tool or ADS to meet the School’s particular teaching needs should be agreed with the Employer and included in the completed Project SoA, to be migrated to the School-specific SoA and ADS in Annex SS1.

3.4.2. Specific requirements for Suites of Spaces, over and above those in the GDB, and the other Annexes where relevant, are listed below.

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3.4.3. Classroom Suites (including practical spaces in Primary)

Drafting Note: In any Special School/ AP:

Is there a need for any learning resource areas to have direct access from classrooms (e.g. small group (quiet/individual rooms or bays)?

Is there a need for any medical or therapy spaces to have direct access from classrooms (e.g. hygiene room next to PMLD)?

Where there are pupils with severe autism in particular, is there a preference not to have a sink in a classroom?

Is there a strategy for how classroom resources and pupils’ coats and bags storage to be set out?

If required in a Primary School, what range of activities should practical spaces deliver?

Is there a need for a direct connection to the outside from any classrooms in addition to the Early Years (EY) requirement in the GDB?

3.4.4. Practical Teaching Suites and Spaces (Secondary)

Drafting Note: In any Special School/ AP with secondary-age pupils:

Where there is more than one practical space, they are typically organised into a suite, is there an educational or organisational reason why these spaces may need to be dispersed around the School instead?

Describe the range and scale of activities that a multi-purpose practical space or art and design room need to provide (if included in the School-specific SoA and ADS).

Are life skills taught and if so what furniture and equipment is required? To what extent should pupils be able to access materials from practical stores? Does the proposed service provision in the generic requirements in the School-

specific SoA and ADS deliver the curriculum, for instance in science? Are there any priorities for the layout of a science room that may influence the

type of science system used, e.g. all pupils to face the front of the class? Where construction skills are taught, what range of activities take place and at

what scale?

3.4.5. Music, Halls and/or Performance Suites

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

What activities will take place in the main hall? If PE takes place there, does this include trampolining?

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In an ambulant Special School with a separate hall and dining spaces, is permanent or demountable staging to be provided?

In a non-ambulant Special School, is a ceiling mounted hoist required in any part of the hall?

Is there any requirement to use the music room for multi-sensory work? Is there a preference for a specialist drama studio which can also be used for

music or a music/drama space?

3.4.6. Dining and Kitchen

Drafting Note: Outline the School’s dining arrangements here. The requirements of the School catering provider are considered. The SoA tool typically assumes that dining will take place in the main hall for a Primary Special School or any AP.

Any external dining. Any specific requirements/information from the caterers currently providing -

or proposing to provide - meals for the School. Any need for dining to be broken down into smaller areas or if one space is

provided, any areas that need to be separated for privacy. In a Special School, any areas that need to be separated for privacy when

helping pupils with feeding (and where will feed be prepared?). 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? Any requirements for catering equipment and layout that differ from the

provision outlined in the generic requirements in the School-specific SoA and ADS and the GDB, including any dietary or religious needs affecting the planning of the kitchen.

What is the number of sittings over the lunch period? Any breakfast, break-time or after-school snack sessions to be offered by the

School with the total expected number attending.

3.4.7. Staff and Administration

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

Any preference for staff work and social spaces to be combined or separate. Will visiting professionals coming to the School need a separate entrance for

security or privacy reasons? Will they share the main staff room or use one of the therapy or office spaces as a base?

3.4.8. Library

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

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Any additional activities for the library other than those listed in the generic requirements in the School-specific SoA and ADS.

Any specific requirements of the library, e.g. the number of books, access to the books by the pupils (for furniture heights etc.) the amount of ICT, security to the entrance.

Any need for proximity to other teaching spaces. The extent to which the library can be open plan using F&E to define the

functional area.

3.4.9. Medical and Therapy Spaces

Drafting Note: Amend the SoA tool where necessary to meet the medical and therapy needs of the School. List how the spaces will operate, for example:

What range of activities will the therapy space(s) listed in the School-specific SoA and ADS need to accommodate?

Will the sensory room (if required in the SoA) be a traditional ‘dark’ room; if not what equipment/environment (including lighting) should it provide?

How will the quiet/calming room(s) listed in the School-specific SoA and ADS be used? Will any of them need to be fitted out with specialist finishes, e.g. padding to walls?

What range of activities take place in the medical treatment room and where a nurse’s base is required what facilities does it need to provide, and should it be linked to the medical treatment room?

What range of activities take place in the therapy room, is a sink needed? What activities need to be accommodated in the physiotherapy room (if listed

in the School-specific SoA and ADS)? How many staff and how many pupils will (typically) use the space at any one time?

If a hydrotherapy pool is listed in the School-specific SoA and ADS, describe the sequence of activities (changing into and out of swimming clothes, getting into and out of the pool, how pupils are assisted by staff). How many pupils and how many staff use the pool at any one time? Do all pupils need assisted changing? Any safety features such as help alarms etc.?

3.4.10.Storage

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:

Are there any items of F&E identified on Annex SS3: ‘Legacy Equipment Schedule’ or Annex SS4: ‘Legacy Furniture Schedule’ which require specialist storage?

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Any need for dining table or chair storage including specialist feeding chairs etc., over and above the standard store rooms listed in the School-specific SoA and ADS.

In Special Schools, what is the preferred location for mobility storage, medical supplies and oxygen cylinder storage?

In non-ambulant Special Schools, is there a need to store sports mobility equipment?

Do any stores require additional security, over and above the GDB? Are there any legacy external storage units which need to be sited? What is the School’s approach to the storage of pupil’s coats and bags for

each age group- in classrooms? (if so, whether visible or in a cupboard), adjacent to classrooms? Centrally? Coat pegs, cupboards or lockers (if so, what is the preferred locking method)?

3.4.11.Toilets and personal care

3.4.11.1. The Contractor shall ensure that toilets and personal care are suitable for the School’s organisational model, as described in the Strategic Brief and that the design meets the following specific needs, taking into account the School Premises Regulations.

Drafting Note: Using the examples listed below outline any particular requirements for toilets and hygiene rooms.

What differentiation is needed between toilet facilities for different age or gender groups?

What is the School’s ethos on supervision/ privacy, e.g. preference for open-plan hand-washing areas or privacy for accessing sanitary products

The standard requirement is for electric hand driers as set out in the GDB. Considering the pupils’ needs, and service contracts with hygiene companies, is an alternative required e.g. paper towels?

Any preference for hand basins or wash troughs. 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 Annex 2A, clause 3.2.9. d)?

What are the arrangements for access during break/lesson times? Any preference for the location of wheelchair-accessible toilets and hygiene

rooms or the location of staff toilets. Any need for any toilets/ hygiene rooms to be immediately accessible to the

pupils from their classrooms, and the supervision requirements. What level of support do pupils require? (e.g. is there a need for assistance

from both sides of the changing bed?). What are the current and planned arrangements for disposing of waste from

the hygiene room?

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3.4.12.Entrance and Circulation

3.4.12.1. Any entrance and circulation areas provided shall meet the GDB and the School-specific SoA and ADS (in Annex SS1) and be designed to be suitable for the School’s organisational model, as described in the Strategic Brief).

Drafting Note: Define the degree of openness and security management proposed by the School. The minimum requirements defined in the GDB shall be maintained..

As part of a School-specific security plan and the School’s organisational strategy, is a single entrance required or separate ones for visitors and pupils? If separate is more than one pupil entrance required (e.g. for different age groups)?

In a multi-storey building, which spaces are preferred on an upper floor? For non-ambulant Special Schools, what is the School’s strategy for using lifts

and stairs? For example, are stairs used for mobility training (which could affect the design or location)?

Are lifts only for those in wheelchairs? Are there pupils who require more ‘personal’ space to avoid conflict when

moving around the School (refer to GDB paragraph 2.3.3.11 for corridor widths)?

3.5. External Space and Grounds3.5.1. The 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: Present a table showing all external spaces to be provided, and compare these to the existing external spaces (where applicable) and to the minimum requirements in BB104. The table should include any hard-surfaced games courts, (including multi-use games areas with fencing), informal and social areas, and outdoor learning areas such as habitat areas. The table should also show existing facilities where they are affected by the Works and need to be replaced or reinstated by the Contractor.

Which sports facilities take precedence? What are the School’s minimum year-round curriculum requirements for PE and sports?

Any space needed for vocational learning such as vehicle maintenance or horticulture. If so, what type of space and equipment is needed? Any wheelchair-height beds in gardens etc..

Are there specific items of planned new or legacy play equipment that form an important part of play or learning activity?

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Any need for canopies to be relocated outside Early Years or other classrooms, based on what the School already has or intends to provide.

Any specific items of equipment that need particular storage facilities, e.g., external equipment, as identified in Annex SS3 ‘Legacy Serviced Equipment Schedule’.

Any specialist therapy areas to be provided/ relocated such as for mobility training or sensory gardens.

Any particular need to separate different activities, e.g. by age group or special need.

Any safety requirements additional to the GDB, e.g. fencing between areas. Any special requirements for surfaces and finishes, e.g. for wheelchair users,

VI pupils.

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

3.6. External Fabric3.6.1. The 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 SS1) and the GDB, for example:

Any particular local requirements or planning conditions for building materials. Are external doors needed to rooms other than EY classrooms. Any specific security requirements for the management strategy of the locking

and suiting to individual rooms, e.g. key systems. Any special requirements for materials and finishes e.g. visual contrast or

avoiding rough surfaces. Any special security/ safety requirements for window types or ironmongery.

3.7. Internal Elements and Finishes 3.7.1. The Contractors 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

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able to be provided without additional funding, unless they are agreed to be an abnormal by the Employer.

Management of the locking and suiting to all doors to individual rooms, stores etc.

Heights of guarding to stairs and walkways, if they differ to the requirements of GDB.

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

The School’s preference for floor finishes if these differ from those shown on the generic requirements in the School-specific SoA and ADS.

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

Any circumstances where curtains or blinds on windows or doors are needed in addition to those required in the GDB.

Specific requirements for signage and way finding e.g. braille or symbols. Any special requirements for materials and finishes e.g. visual contrast,

robustness, or avoiding rough surfaces. Any special hygiene or cleaning regimes.

Any need for particular colour schemes or textures, including any particular sensitivity to colour, pattern or texture.

Any requirements for very high levels of hygiene (e.g. could affect choice of floor finish and detailing).

Is there a very high risk of accidental or deliberate damage to surfaces, floors, walls etc.?

Any equipment requiring additional support such as a physiotherapy lifting device or a hoist in rooms other than the hygiene room (Special Schools).

Any specific ironmongery requirements. Any specific sanitaryware requirements such as heights or materials. Any specific requirements for ceilings? e.g. if pupils have a particular sensitivity

do not provide gridded ceilings.

3.8. Services and Environmental Conditions3.8.1. 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, taking account of any third-party use of the facilities, and the impact these will have.

Any School-specific requirements for period bells, staff-call, intercom and range of differing alarm systems, including PA/VA systems; alternative safety

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and fire alarm sounders (Special Schools); access control systems; CCTV system or repositioning of legacy CCTV.

Any requirements for heating and cooling over and above those outlined in the GDB.

Any special requirements for thermal comfort, indoor air quality including any vulnerability to the effects of dust or to infection (Special Schools).

Any special requirements for staff to be able to control the environment over and above what is required in the GDB.

Any particular requirements for audio systems for drama, dance, halls, music, performance spaces, visual or sound field systems that differ from the standard specification.

Any requirements for hearing impaired children such as radio aids? Or specialist spaces such as an audiology room.

Any requirements for lifts which differ from the GDB e.g. who and how many people can use them, and do they need to accommodate medical beds (Special Schools)?

Any additional requirements for: machine-based extract systems for wood dust machines; recirculating fume cupboards; CO2 detectors in boiler houses as a result of specific risk assessment; flammable gas detection.

Any requirements for task lights for particular activities. Any additional requirements for specialist lighting e.g. in a soft play room (Special Schools).

Any special need involving extreme sensitivity to light or sound. Any requirement for assistive technologies. The type of equipment and where

it will be needed should be identified here. Where a hydrotherapy pool is identified in the School-specific SoA and ADS,

any requirements for water temperature. Any legacy light and sound equipment specifically for the pool to relocate.

Any preference for the method of providing drinking water (classroom sinks, drinking fountains).

3.9. Phasing and Construction3.9.1. The 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.

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

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Any security, safety or wellbeing issues additional to the GDB, e.g. pupils who may be less aware of danger from vehicles or more sensitive to noise or disruption (if more than one phase is required).

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

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

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).

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

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

3.9.2. 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 additional SOA appendix to this School-specific Brief (SSB). Otherwise it can be produced by the TA or the Contractor and agreed with the Employer.

3.9.3. All temporary accommodation shall meet the following requirements.

a) The size of spaces to meet at the least the minimum standards of BB104 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 is over the exam period). All non-compliances should be agreed by the Employer (and noted). But consider:

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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.

3.10. 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.

3.10.1. 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.

3.10.2. General Layout Requirements

3.10.2.1. The Contractor shall ensure and demonstrate that all FF&E provided allows for a variety of layout requirements as listed in the GDB. Where relevant,

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Annex SS3: ‘Legacy Equipment Schedule’ and Annex SS4: ‘Legacy Furniture 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:

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

The number and location of teaching positions in teaching spaces if it differs to that required in the GDB.

The extent of flexibility in the layout of FF&E, e.g. options for groups of pupils and for whole class gatherings or for individual work bays (particularly in schools for pupils with autism).

Any requirements to zone the space for different needs or activities, particularly if physical therapy takes place in the classroom.

Any requirement to allow more movement space either for mobility equipment or to allow pupils more ‘personal’ space (particularly in schools with pupils with autism or behaviour difficulties).

The approach to ICT in classrooms, e.g. laptops etc. (ensure this is consistent with Annex SS5 ICT Equipment).

3.10.3. Space-specific Requirements

3.10.3.1. The contractor shall take account of the following space-specific requirements. Where there is risk of self-harm in a residential unit, anti-ligature furniture and fittings (e.g. lights, ceiling grilles, door handles) shall be provided in bedrooms and other unsupervised spaces.

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:

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

The extent to which legacy furniture can accommodate ICT and other serviced equipment, including specialist equipment.

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

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In Secondary practical spaces, do pupils use any specialist equipment additional to that listed on the generic requirements in the School-specific SoA and ADS?

In which spaces is adjustable height furniture and equipment required? What range of FF&E (new and/or Legacy) need to be accommodated in the

sensory room (where required)? What FF&E (new and/or Legacy) are required in the soft play room (where

required in the School-specific SoA and ADS)? Any specific requirements for sanitaryware in toilets or hygiene rooms

additional to the generic requirements in the School-specific SoA and ADS.

3.10.4. Performance and Quality

Drafting Note: List any issues relating to performance and quality, taking account of the Pupils’ needs, the School’s educational approach and any legacy F&E being transferred (as identified in Annexes SS3 and SS4) and any risk assessments carried out by the School. For example:

In a Primary School/AP, what age range should be used for fitted furniture heights in shared spaces to match to the size or age or the pupils using them?

Any specific requirements for furniture materials or finishes, for example visual contrast, sensitivity to colour or texture.

Any specific requirements for furniture construction or design, for example more rounded corners for VI pupils, higher level of fitted furniture in schools with pupils with behavioural issues.

The extent of wireless used in the School which will determine the need for cable management on desks and benching.

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4. ICT Design Requirements4.1. The Contractor shall ensure that the design allows for the specific circumstances

of the School, as specified in Annex SS5 ‘The School-specific ICT Equipment Summary’. This forms part of the funded Project Brief in Section 3.

Drafting Note: School-specific ICT requirements are set out in Annex SS5: ‘The School-specific ICT Equipment Summary’, including but not limited to any specific technologies such as audio systems; TV installations; electronic registration/payment systems, telephone systems, access hardware and software for pupils.

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School-specific Annexes

Annex SS1 – School-specific SoA and ADS

The School-specific schedule of accommodation and area data sheets, 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 – School-specific Refurbishment Scope of Works (RSoW) (if required)

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 – School-specific 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 – School-specific 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.

School 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 – School-specific ICT Equipment Summary

The School-specific ICT Equipment Summary should be attached to this SSB.

 

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