Annex A

HALTON BOROUGH COUNCIL

ASSET MANAGEMENT PLAN

LOCAL POLICY STATEMENT

1.0 Introduction 1.1 The Local Policy Statement will establish a framework and context for

development of an Asset Management Plan (AMP) for Halton Education and Social Inclusion Service. It will outline the contribution each partner must make in the planning process and demonstrate the LEA’s and its partners commitment to more effective and rational decisions on expenditure on premises and also the contribution that this will make to the raising of educational standards within the Borough.

2.0 Aims and Objectives 2.1 The main objectives of the Halton Asset Management Plan are to:-

• establish an agreed basis for effective and joined up local decisions on spending priorities on school premises;

• link spending decisions to key plans in Halton e.g. The Corporate Plan for Halton, Capital Strategy and Asset Management Plan, The Halton Strategic Plan for Learning, the Education Development Plan, The School Organisation Plan, the Early Years and Childcare Development Plan, Neighbourhood Nurseries Initiative, The ICT Development Plan, the Infant Class Size Plan. See Annex A for glossary of terms;

• provide an effective framework for working in partnership with schools, diocesan authorities and early years providers and ensuring fair and equitable treatment;

• assist schools’ premises and budget planning process through sharing details of the funding priorities across the LEA;

• use three year budget allocations to encourage longer term planning at LEA and school level;

• collect and disseminate property data on all Halton schools;

• increase community use of school facilities;

• ensure best value is provided in services delivered by the LEA;

• ensure better value for money through achieving a balance between capital and recurrent expenditure which has a greater focus on long term strategies, based on lifetime costs

• provide sustainable and energy-efficient buildings;

• identify and prioritise the most serious and urgent needs across the LEA by condition, suitability and sufficiency;

• all capital allocations formulated using investment appraisal techniques (see Capital Strategy and Asset Management Plan)

• provide the basis for evaluation, justification and prioritisation of property development;

• demonstrate good practice in effective management of new and existing education assets.

3.0 Scope of the AMP 3.1 Halton’s AMP will cover all community, foundation and voluntary

schools, providing nursery, primary, secondary and special education.

COMMUNITY VA R.C.

VA C.E.

TOTAL

Nursery Schools 4 4

Infant Schools 2 1 3

Junior Schools 2 1 3

Primary Schools 33 10 3 44

Special Schools 4 4

High Schools 6 2 8

Total 51 14 3 68

• 11 of the primary schools have nursery units,

• 10 of the primary schools have special units

• 3 of the secondary schools have special units

• 4 of the high schools currently have sixth forms* *[From September 2002 it is proposed to transfer 16-19 provision to the Tertiary Sector, leaving Sixth Forms only in two R.C. High Schools.]

3.2 The Asset Management Plan will cover all the property within the site (permanent and temporary; owned and leased, education and residential) swimming pools, roads and paving and playing fields.

Detached playing fields and other off site facilities provided for schools will also be included.

3.3 Details of both capital expenditure managed by the LEA and that

managed by schools funded by formula capital and seed capital will be included in the AMP, along with any major projects funded through schools’ delegated formula revenue allocation. (tenants maintenance allocation through the ISB). Grant funding from other sources, such as the lottery, Excellence in Cities, Neighbourhood Nurseries Initiative, Standards Funds and School Access Funds will be recorded.

3.4 The AMP will cover all the running costs of school premises e.g.

expenditure on lighting, heating, water and sewerage. 3.5 The AMP will not cover loose furniture and fittings, nor will it include

details of minor day to day repairs at schools. 4.0 Roles and Responsibilities 4.1 The AMP will be developed in partnership with Halton Headteachers,

Governors, the Early Years and Childcare Partnership and the Diocesan Authorities.

4.2 Schools (Governors and Headteachers) will:-

• identify in consultation (where relevant) with diocesan bodies, school priorities in the context of their School Development Plan, and make clear what outputs, either physical, educational or financial, will be achieved in meeting those priorities and communicate these priorities annually to the LEA through completion and return of Annex C;

• identify in consultation with the Authority and Diocesan Boards (where relevant) any proposals for replacement, re-modelling, extensions or improvement schemes in order that comprehensive records may be maintained and communicate these priorities annually to the LEA through completion and return of Annex C;

• maintain and provide the LEA with accurate information on accommodation usage, pupil data, and the costs of work carried out from devolved capital, seed capital and school delegated budget shares. Details of major work carried out from budgets managed by schools must be communicated annually to the LEA through completion and return of Annex B;

• contribute to the development of LEA-wide priorities;

• act as responsible custodians of the premises;

• plan, budget and manage budgets for which they are responsible (including those in VA schools, those covered by devolved or formula funding and those which are self financed) in line with agreed AMPs;

• co-operate in the preparation of the AMP; 4.3 The LEA will:-

• develop policies, priorities and action plans as part of its statutory role in supplying school places, creating specialist unit and planning and delivering the annual capital programme;

• manage and co-ordinate the AMP including the preparation, update and agreement of the Local Policy Statement;

• maintain a dialogue with schools and other partners about the link between investment and outputs, both physical and educational and how this will inform priorities;

• treat all schools fairly;

• ensure the same formula allocation is used for tenants maintenance for community and voluntary aided schools;

• collect and disseminate information relating to schools buildings and update the property database accordingly;

• promote local partnerships;

• where applicable, integrate plans for schools with those of other LEA and Local Authority services;

• explore the potential of different funding mechanisms;

• develop systems to monitor that governing body responsibilities are carried out;

• promote good stewardship by governing bodies;

• involve schools, governing bodies, the Early Years and Childcare Partnership and diocesan boards, through the AMP Steering Group, in determining criteria for LEA-wide priorities;

• promote openness and consultation across all schools;

• strive to ensure consistency in the assessments of suitability, sufficiency and condition;

• provide the relevant information to the DfES on the AMP. 4.4 Dioceses will:-

• share their plans for denominational education and their premises development aspirations with the LEA for incorporation into the AMP;

• contribute to the development of LEA-wide priorities, in particular, as they affect denominational schools;

• co-operate in the preparation of the AMP; and provide regular information to the LEA on the work undertaken in schools to ensure that the AMP is updated;

• where working on behalf of governors in Voluntary Aided School building projects, to plan and budget in line with agreed AMPs.

4.5 DfES will:-

• support development of AMP;

• provide policy framework and context;

• set priorities and criteria at national level;

• provide guidance on potential funding support and centrally driven initiatives;

• assess the quality of LEAs AMP. 5.0 Consultation Arrangements 5.1 The consultation process on the AMP began through seminars at the

November Consultation Conference 1998 which included Headteacher, Chair of Governors and voluntary sector representatives. Headteacher and Governor training continued in Spring 1999. The first draft Local Policy Statement was then approved by Education Committee, as a basis for consultation with schools and dioceses in June 1999.

5.2 All Headteachers, Chairs of Governors, Diocesan representatives and

officers from other authority departments were consulted on the draft policy. Detailed discussions were held with representative Headteachers and Officers through the Property Liaison Working

Group. The final plan was approved by the Education Committee in November 1999 and submitted to the DfEE.

5.3 In February 2000 a seminar was held for Headteachers or Building

Managers on the Halton AMP and Devolved Capital. A similar session was held in March 2000 for Governors. Other Governing training sessions have been held through the Halton Association of Governors. Separate discussions were held with the Diocesan representatives at the Diocesan Liaison meeting.

5.4 To ensure full consultation was undertaken on the 2000-2001 AMP, a

copy of the draft Statement was provided for comments to the Asset Management Local Policy Steering Group, the headteacher of each school and the Chair of Governors. It was then submitted to the Policy and Performance Board for consideration in November 2000. The Local Policy Statement was then revised in line with the suggested revisions.

5.5 In October 2000 the membership of the Asset Management Steering

Group was reviewed and the roles and responsibilities agreed. Since October the membership has included representatives from the

• the Church of England and the two Catholic dioceses;

• a headteacher from a secondary community school;

• a headteacher from a voluntary aided secondary school;

• a headteacher from a primary community school;

• a headteacher from a voluntary aided primary school;

• a headteacher from a special community school;

• a governor ;

• authority representatives on Landscape, Estates, Property, Catering and Cleaning.

From September 2001 the membership has been further expanded to include a representative from the Early Years and Childcare Partnership.

5.6 The Asset Management Steering Group have a central role to play in

decisions related to the Asset Management Plan. This group have the role of advising, analysing, assessing and evaluating the data provided to ensure they meet the prioritisation criteria for capital schemes. Where the projects appear to have similar ranking, it may be necessary for representatives from this group to visit the sites in question before reaching a final decision. The headteachers on the group are representatives of their sector and are expected to regularly update and disseminate information to their colleagues.

5.7 Since October 2000 detailed discussions have been undertaken with

the Asset Management Steering Group on the Local Policy Statement. Revisions were proposed to Annex B, C, G and at a later date the group suggested that Annex F, the Matrix of Needs and Priorities, be

further refined. Condition, sufficiency and suitability have each been allocated with a weighting. The weighting is then multiplied by the score given to each project depending on its urgency. This is illustrated in Annex F table 3. The Asset Management Group have agreed that this weighting system is clear and easy to follow and gives them more information and explanation as to the prioritisation process for projects. The revised Asset Management Plan Local Policy Statement incorporating the comments from the DfEE , the schools and the suggested alterations to Annex B, C and G was approved by the Executive Board in February 2001 and redistributed.

5.8 Six meetings have been held of the Asset Management Steering Group

from October 2000 to June 2001. Minutes are taken of each of these meetings. To ensure all schools are fully informed on Asset Management issues the minutes are then sent out to every school in the Authority as well as the members of the Steering Group.

5.9 Outside the AMP Steering Group, consultation on how to improve the

Asset Management process continued throughout 2000-2001. As part of the Best Value Review of the work of the Education Capital Team, fifteen schools were visited and interviewed. This represents over twenty per cent of Halton’s schools. The schools were chosen to represent each sector i.e. nursery, infant, junior, primary, secondary, special and aided. In determing the list of schools consideration was given to picking a mix of schools who had had a number of capital schemes and those who had had very little capital work undertaken. In addition to the fifteen schools interviewed, a copy of the questionnaire was issued to each headteacher in Halton along with a list of the schools to be interviewed. Each Head was given the opportunity to complete the questionnaire on behalf of their school or pass any other comments on to the Capital Team. Three further schools completed the questionnaire.

5.10 As part of the survey headteachers were asked whether they

understood the Asset Management process, how satisfied they were with the information they received in October 2000 on Asset Management Planning and whether they would like more information on the Asset Management process in Halton.

5.11 It was clear following the consultation with schools that more training

was needed on the AMP process, all documentation needed simplifying and that more effective communications with schools could be undertaken through a minimum of an annual visit to each school.

5.12 Recommendations for improvement in the Best Value Report of the

Capital Team include the following:-

• To maintain close links and knowledge of all schools, contact all schools at least once per annum and review the service through the AMP Steering Group;

• Annually update guidance on school building responsibilities and establish performance standards for responding to school queries;

• Organise training for Members, Local Authority Staff, Governors and schools staff on the Asset Management process;

• Produce a summary of the Asset Management Local Policy Statement

• Complete the Asset Management Plan so that it is able to drive the operational activities of the team effectively.

5.13 The Best Value Action Plan provides a timetable for completion of each

of the above tasks and identifies whose responsibility it is for implementation.

5.14 To ensure full consultation is undertaken on the 2002-2003 Local

Policy Statement a copy will be provided to the following from September 2001 and their comments sought:-

• the Asset Management Steering Group;

• the Policy and Performance Board, which includes membership from each school sector, elected members, early years, the diocesan authorities, governors and parents.

• the headteachers and Governors of each school; and 5.15 A full copy will be placed on the Authorities Intranet to provide the

opportunity for other partners to comment. 6.0 Schools Information 6.1 As part of the Governing Body agenda in the summer term 1999, all

schools were invited to consider whether they wished to submit a bid to the Authority for New Deal for Schools for April 2000/2001. During the autumn term a further letter was sent detailing for schools the New Deal criteria. Schools were reminded that all bids would be prioritised on the basis of those schools with the most urgent condition issues, as identified through the condition surveys or the most urgent suitability problems. In April as part of the feedback on New Deal for Schools a letter was sent to each school, providing a full list of the bids received and specifying the successful projects with the reasons these bids had been approved. A full list of approved bids was placed on Members Bulletin Board on the intranet.

6.2 All bids for capital funding are being discussed through the Asset

Management Steering Group. As each school receives a copy of the minutes of the group and the attachments it gives them all an opportunity to comment on property issues either directly to the Resources and Planning Manager or through their named representative to the Steering Group. Each school also receives a

copy of the approved capital projects with a commentary. This will be placed on the Intranet from September 2001.

6.3 Condition surveys have been completed for all schools. Each school

has now received a hard copy of its condition survey. Following feedback on the first round of condition surveys undertaken in Halton, a timetable to re-survey each school has been agreed and commenced. It is planned that once the necessary systems are in place, all this information will be put on the Intranet for each school to access.

6.4 On an annual basis each school is now required to complete the form

in Annex B, notifying the Authority of any major premises work that has undertaken in the previous financial year.

6.5 Following the seminars in February and March, all schools were asked

to complete a return, detailing their priorities for the next three years in terms of capital repairs, the capital improvements they would like to see and the major projects they were intending to fund from their delegated budget. This form has now been revised, following the comments by the AMP Steering Group, to remind schools of the need to link priorities to their School Development Plan, specify the most appropriate source of funding and provide details of the expected outputs. This form, Annex C, was issued to all schools with their budget allocation in March 2001, to be returned with their planned budget statement by 30th June 2001 and their Best Value Statement.

6.6 Initially a letter was sent to all schools in June 2000 giving them the

opportunity to indicate whether they had any urgent suitability issues. Those who indicated they had were provided with a suitability assessment pack and guidance on how this should be completed. Twelve of these packs were sent out, however, only five were returned completed. As a consequence it was considered more appropriate for the Education Capital Development Officer to visit as many school sites as possible to undertake a survey accompanied by a member of school staff.

6.6 Most of the funding for property maintenance is delegated directly to

schools through the ISB, under the heading tenants maintenance. To assist schools to manage these funds the Local Authority offer a buy back scheme, inviting schools to pool their funding to cover structural repairs for which they have the delegated responsibility. See Annex D for details of the split of responsibilities. The condition surveys are automatically updated for any major repair work undertaken as a result of this buy-back. To ensure the data on the AMP is as accurate and up to date as possible, schools will be required to complete Annex B on an annual basis. This form will notify the Authority of any major building projects they have undertook and funded.

6.7 The Education Best Value Review Team consisted of representatives nominated by the headteachers associations for primary, secondary and special sectors.

6.8 The AMP requires a range of information both in relation to property

and pupil numbers. Schools may be required to provide additional information on lighting, heating, water and sewerage cost, alongside pupil data and details on improved educational outputs.

7.0 Premises Assessment 7.1 (i) Condition

The condition of school buildings can have a direct impact on educational standards:-

• children are likely to work better in a safe, warm and dry buildings;

• staff moral can focus on pupil needs rather than building problems;

• inefficient buildings with high running costs and low levels of environmental comfort may have reached the end of their useful lives and require replacement;

• legislative change and rising safety standards need to be considered.

7.2 Initial condition surveys were undertaken of all community schools in

Halton in summer 1998. In 1999/2000 surveys were subsequently undertaken on all the Aided schools. At the same time a more comprehensive survey was undertaken on the community schools. In addition, a separate Risk Survey and Asbestos Survey was carried out for each school.

7.3 Each school has received a hard copy of its survey. Details of the

condition surveys and the plans with the layout of each school building are maintained on the Local Authorities premises database (Establish Enterprise).

7.4 Each element under consideration within the condition survey is

marked according to its condition. There is a note of its expected life and a note where urgent attention is required. The system is updated following any capital work or major maintenance project. On an annual basis schools will be asked to provide the Local Authority with details of any projects funded and undertaken within the school, so that the survey can be kept up to date.(Annex B).

7.5 Condition information will be then be assessed using the following

DfEE grades:

GRADE A Good. Performing as intended and operating efficiently.

GRADE B

Satisfactory. Performing as intended but exhibiting minor deterioration.

GRADE C

Poor. Exhibiting major defects and/or not operating as intended.

GRADE D

Bad. Life expired and/or serious risk of imminent failure.

7.6 Each element will then be assigned one of the following priority gradings.

Category 1 Urgent work that will prevent closure of premises; and/or address an immediate high risk to the health and safety of occupants; and/or remedy a serious breach of legislation. Category 2 Essential work required within two years that will prevent serious deterioration of the fabric or services; and/or address a medium risk to health and safety of occupants; and/or remedy a less serious breach of legislation. Category 3 Necessary work required within five years that will prevent deterioration of the fabric or services; and/or address a low risk to the health and safety of occupants; and/or remedy a minor breach of legislation. Category 4 Desirable work required within five years that will prevent possible deterioration of the fabric or services.

7.7 In March 2001 following a review commissioned by the DfEE on

condition data, Halton undertook to reblock all its education buildings. The entire property portfolio for Halton has also been categorised in accordance with DfEE guidance in terms of A, B, C and D to ensure consistency is maintained. More detailed comments are now being included in the condition survey information. Annex H provides details of the re-survey timetable for the schools.

7.8 Guidance has now been produced on procedures to follow when undertaking condition surveys, making alterations to element details and in undertaking DfEE/DTER downloads.

8.0 (ii) Suitability 8.1 A four part suitability assessment pack was developed using the DfEE

Suitability Guidance. A letter was then sent to all schools asking them to indicate if they had urgent suitability issues. Those who indicated they had urgent suitability issues were advised to request a suitability assessment pack and were provided with guidance on how this should be completed.

8.2 Twelve forms were requested and of these five returned completed. 8.3 All schools who had not recently been visited by the Capital

Development Officer were then listed. A timetable was then drawn up for the Capital Development Officer to visit each of these schools. Letters of explanation were sent to all schools due to receive a visit, with a draft timetable.

8.4 All secondary schools were visited in August and September 2000, with

the exception of Norton Priory, as this schools site will be vacated in 2002.

8.5 Of the nursery, primary and special schools, all except fifteen schools

were visited. Many of the schools not visited had current capital projects i.e. Surplus Place Removal and New Deal for Schools. Desktop surveys were undertaken where schools had not been visited. The knowledge of the Capital Development Officer from recent visits was used to inform the survey

8.6 The same officer, the Education Capital Development Officer,

undertook all visits. A representative from the school staff accompanied the Capital Development Officer on each suitability visit. During the suitability visit, recently produced CAD drawings were shared with the school to check their accuracy.

8.7 The Capital Development Officer used the CAD drawings to identify

needs on the drawing. In addition, each school was asked to identify their top three priorities and rank these in priority order.

8.8 The hand-written reports were then input into the Establish Enterprise

system by the Capital Team. Random checks were made on five of the first fifteen surveys for errors against the manual reports from each visit.

8.9 The quality assurance and moderation of the suitability surveys will be

provided by each school’s Link Adviser. Link Advisers receive a copy of the detailed suitability sheet, CAD drawing and a full description of

the suitability categories. Link Advisers are then invited to comment on the findings for the school. In addition, the Operational Director School Support and Advisory Services will select a small number of schools each year for visits. During these visits, he will review the main suitability issues of the school.

8.10 It is intended to carry out a programme of re-surveying schools on

suitability but to time these to coincide with the next round of condition surveys.

8.11 Once a suitability survey has been undertaken of a school, a copy of

the findings will be provided to the Headteacher for comments. 9.0 (iii) Sufficiency 9.1 In April 1998 Halton became a unitary authority. One of the key

characteristics was its number of surplus places. This was highlighted in a District Audit report prepared prior to April 1998. In the DfEE published statistics for 2000 Halton was listed as having over 26% unfilled places in the primary sector. Through the School Organisation Plan and the Infant Class Size Plan, the authority sought to rationalise school places in 1999/2000. A number of reports were presented to Committee/Executive Board, public meetings were held in schools in different areas throughout the Authority, all schools, members of the community, union representatives and governors associations were consulted on the position of Halton and the proposed options.

9.2 Since September 2000 there have been two amalgamations of

community infant and junior schools in the primary sector and one amalgamation of a catholic infant and junior school. Work has been undertaken on two primary schools which had separate infant and junior blocks to reduce each school to one building. In addition, reductions have been made to a further twelve primary schools.

9.3 Although the rationalisation in 2000 significantly reduced the surplus

places in the community sector, pupil numbers have continued to decline. The Authority’s statistics on births show that the cohort is likely to reduce from the current 1600 pupils in the reception year to 1400 in four to five years time. It is now planned to undertake a further rationalisation of primary school provision in Halton.

9.4 In addition, there are significant unfilled places in the Roman Catholic

Aided sector primary schools. The LEA will continue to work with the Shrewsbury Diocese for the Runcorn schools and the Liverpool Archdiocese for the Widnes schools to address these surpluses.

9.5 From 2001 two secondary Halton secondary schools have

amalgamated to form one high school. There will no longer be significant surplus places in the secondary sector following this amalgamation.

9.6 In Widnes there is no sixth form provision within the community

schools. The School Organisation Committee has approved the removal of sixth form provision from Runcorn Community Secondary SchoolsAuthority is currently consulting on removing the sixth form provision from the Runcorn community schools. Alternative places will be available for students within the Halton tertiary system operational at Halton College, Kingsway, Widnes, Widnes Sixth Form College, Cronton Lane, Widnes and from September 2002 on the Bridgewater Site in Runcorn.

9.7 To ensure there are sufficient nursery education places for every three

year and that there is a childcare place in the most disadvantaged wards for every lone parent entering employment the Neighbourhood Initiative Plan will support an additional 320 places by March 2004.

9.8 Planning is currently been undertaken to ensure there is adequate

support for the surveyors measuring the capacity of each school and that revised sufficiency assessments can be completed for all schools.

10.0 Prioritising Projects 10.1 It is recognised that prioritising need is the most important and

sensitive task within the AMP. Halton LEA is committed to working with schools, the Early Year and Childcare Partnership and diocesan authorities to develop authority-wide views on premises priorities. These views can be used as the basis for identifying and prioritising the most serious and urgent needs of specific establishments. Prioritisation will clearly reflect the main aims and objectives of the AMP.

10.2 Prioritisation will be informed by the data gathered on condition,

suitability and sufficiency. Prioritisation will reflect the Authority’s statutory responsibilities to secure the health and safety of learners and teachers and the provision of appropriate number and quality of places in establishments to facilitate the effective and efficient delivery of education for learners to secure continuous school improvement and raise standards of attainment.

10.3 Prioritisation will reflect the requirements of a number of the LEAs key

plans. The Corporate Plan, The Halton Strategic Plan for Learning, the Education Development Plan, The School Organisation Plan, the Early Years and Childcare Development Plan, The ICT Development Plan, the Infant Class Size Plan. See Annex A for a glossary of terms.

10.4 Any prioritisation of funding available for centrally held capital will take

into consideration how the different sources of funding available to the schools have been used. Schools should be encouraged to demonstrate that they have effectively managed the resources available to them for delegated maintenance items and devolved

capital schemes through an annual return submitted to the Authority. See Annex B.

10.5 The level of work which can be undertaken will depend on the

resources available. Prioritisation will need to take into account that there is not one funding pot.

10.6 Consideration will be given to capital schemes where schools are

prepared to make a contribution from their delegated/devolved budget. 10.7 The matrix of needs in Annex F sets out in tabular form the broad basis

for prioritisation across the three key factors, condition, suitability and sufficiency. The balance of needs and priorities will change annually in response to work completed, developing needs and changing priorities. It will, therefore, be important that the schools submit annually the detailed statement of their identified building needs reflecting their School Development Plan priorities and the anticipated educational outputs of proposed projects. These will be analysed and will provide data for the annual prioritisation exercise. (see Annex B for an example of school audit of premises expenditure and Annex C for SDP premises priorities).

10.8 The Asset Management Plan Steering Group will keep under review

the updated data available from schools AMPs and contained within the Authority’s AMP. They will seek additional information where appropriate, and using the checklist in Annex G and moderate the priorities recommended by the Authority’s Resources and Planning Manager.

10.9 The proposed priorities will be published and circulated to all schools.

In addition a paper outlining the proposals will be submitted for scrutiny to the Policy and Performance Board which includes membership from each school sector, early years, the diocesan authorities, governors and parents.

10.10 Any actions or comments raised by the Policy and Performance Board

or by individual schools will be discussed by the Steering Group who will, where appropriate, seek further information and/or visit a school before making a final decision on the recommended proposals.

10.11 Proposals for the Authority’s capital maintenance programme, minor

works programme and in response to individual DfEE initiatives and funding sources such as the Access Initiative and Schools Security (Standards Fund) will be agreed by the Council’s Executive Board. The Executive Board demonstrated their willingness to accept the role of the Asset Management Steering Group in prioritising projects at their meeting in May 2001. At this meeting they agreed that projects funded through the Access Initiative, Standards Fund Security Grant, NDS Condition and the Local Authority’s Capital Repairs budget can all be

prioritised by the Asset Management Steering Group in consultation with the Executive Board Member for Education.

11.0 Securing Value for Money 11.1 The capital investment programme is determined by analysis of

perceived needs balanced against the overall Educational Assets of the Borough. In particular the sizing, suiting and disposition of individual schools are matched against the long-term policy for the delivery of education including the possible siting of centres of excellence.

11.2 The approved LEA design criteria compare favourably with the average

DFES cost, area and planning solutions. 11.3 The nature of capital investment in the Borough, which is primarily

aimed at rationalisation, does not favour the establishment of demonstration projects. However, the Council is committed to the introduction of Constructionline. Wherever possible costs are optimised by multi-project procurement options, which include performance specifications relating to improved site safety, equal opportunities, environmental impact and cost/time parameters.

11.4 Since obtaining Unitary Status, the Council examines completed

projects to check for suitability, value for money, revenue costs and enhancement of educational experience. This is undertaken by the Headteacher, the LEA, the Design Team and the Maintenance Team. These reviews are fed back to the briefing process.

11.5 The dedicated Project Manager assigned to individual projects will

prepare Project Execution Plans covering the brief, the timescales, costs and quality which can be monitored and reported with divergences at key stages. Information will be fed through a database and results compared with DfES and other data.

11.6 Regular training for both nominated school representatives and

Governors will continue to be offered as will regular updates on the progress of the Asset Management Process. Financial benchmarking information has been issued to all schools in since 1999/2000 detailing how each school plans to expend each aspect of its budget including their tenants maintenance allowance and the progress it has made towards achieving this at the end of the financial year. All schools are being asked to complete Annex B which details their major expenditure on their premises. Annex C then asks schools to identify their major priorities for the following year. Following the Best Value Reviews of both the Education Capital Team and the Property Services Section and through the use of the data on the Establish Enterprise database a range of performance indicators and benchmarks will be developed. Schools will be consulted on any targets before they are agreed.

11.7 For April 2000 all community schools were given training, notified of their notional allocation and asked to complete an LEA form identifying eligible capital projects. Through the training and subsequent guidance schools were advised as to what was eligible under the devolved/seed capital budget. Each project and the level of funding was agreed with the individual schools and formal notification was issued by the LEA. To assist schools in monitoring their expenditure separate cost codes were established. Queries on the most appropriate use of the fund have been handled though visits to individual schools. This process has continued in 2001 with the training extended to cover the nursery schools.

11.8 The Authority is committed to maximising the long term return on

investment on its assets. In pursuit of this aim when capital projects are being assessed the Steering Group will be using both the matrix in Annex F and the checklist in Annex G. Factors for consideration in Annex G are that the project that it support Halton’s Key Plans, the school demonstrates commitment to improvement of learning outcomes, the school is willing to make a financial commitment, there is evidence of good stewardship and the anticipated value for money of the project.

11.9 The Authority continue to explore the possibility of securing additional

sources of funding through lottery bids, examining public private partnerships and securing accessing Seed Capital where appropriate.

11.10 As has been demonstrated in the design of the new primary school at

Ditton, Halton is committed to providing innovative and high quality building design solutions that reflect the future needs of ICT-based education.

11.11 As an Authority with a significant number of surplus places, Halton is

committed to ensuring that community use of school facilities is maximised. Many primary schools with surplus places are now leasing areas of the school to nursery providers.

11.12 The Authority is committed to providing sustainable and energy-

efficient buildings consistent with the Governments strategy for sustainable development for the United Kingdom. Capital projects will be assessed and monitored to ensure that they contribute to the effective protection of the environment and the prudent use of natural resources.

11.13 The Council are currently working with UPG Consultants on both an

energy procurement review and on utilising the existing software to provide relevant and timely energy management information.

12.0 Timescale 12.1 Halton’s AMP will cover a five year period with a strategic review in the

fifth year. It is planned to re-survey all schools to assess their condition and suitability needs over the next four years. Surveys will also be updated following the completion of major maintenance work.

13.0 Maintaining and Reviewing the Asset Management Plan 13.1 The AMP will be dynamic and will, therefore, continue to be reviewed

annually. There may need to be reprioritisation of projects and identification of new needs. In this annual review consideration will need to be given to how successful its application has been; whether there is any scope for new or improved data and usage; whether amendments to existing or new strategic plans will effect the plan and the action required to implement the results of the review.

13.2 The LEA’s Education Department will maintain the Asset Management

Plan with support on the condition of its buildings from Property Services.

Annex A

GLOSSARY OF TERMS Key Halton Plans (The Plans included below are for 2001-2002. These will need to be reviewed to incorporate the updated plans from 2002 and to include the Community Plan from April 2002, the new Education Development Plan and the Service Plans from 2002) The Halton Corporate Plan – provides a mandate and strategic direction for the activities of the Council and a framework for service and resource planning. Its focus is on five key priorities:-

• Improving health standards

• Promoting urban renewal

• Enhancing life chances and employment

• Tackling poverty and deprivation

• Ensuring safe and attractive neighbourhoods

The Halton Strategic Plan for Learning – draws together the a number of plans and initiatives which the Education Directorate is leading, developing or contributing towards. One of the key plans is that of the Education Development Plan, which sets out Halton’s challenging targets to raise standards for children across the borough. It outlines that the vision in Halton to:-

• Strive to foster the very highest levels of achievement in both the young people in our Borough and those adults seeking to improve their skills and to enrich their lives.

• Work towards achieving the very highest reputation for the education services in Halton.

• Strive to encourage a sense of pride in the local community and build a sense of purpose for the vulnerable and disadvantaged leading to greater self-esteem and an enriched quality of life for all.

• Aim for true community education.

• Encourage high quality open communication between the Local Education Authority, schools and parents, defining the principles and values of this service.

The Education Development Plan – addresses how standards can be raised in schools through its six key priorities:-

• Raising standards in literacy

• Raising standards in numeracy

• Raise educational standards through the effective use of ICT

• Improve the quality of leadership, management and governance

• Promote social inclusion

• Support and challenge all schools including schools causing concern.

School Organisation Plan – provides and overview of the needs in Halton over the next five years and considers the issues for Halton in terms of school places. Early Years and Childcare Development Plan - describes how the LEA as part of the Early Years Development and Childcare Partnership will :-

• Maintain an overview of provision and resources

• Ensure sufficient good quality free early education for all 4 year olds and the appropriate number of 3 year olds

• Ensure equal focus in the provision of childcare places across the range of 0-14 years

Infant Class Size Plan – This is an annually updated statement demonstrating how the authority intends to meet the requirement that no pupil of infant age is taught in a class of over 30 for ordinary teaching lessons. This plan includes details of the relevant schools standard number, admission number and the funding arrangements. The ICT Development Plan – Describes how the LEA and its schools will focus on the innovative use of ICT in the delivery of the curriculum, teachers' professional development, management and administration.

Annex B PREMISES WORK UNDERTAKEN IN 2001/2002 School Name………………………………………………………..

This form must be completed detailing any major premises work undertaken.

Description of Work

Outputs Achieved

Funding Source

Date

Completed

Continuation sheet

Description of Work

Outputs Achieved

Funding Source

Date

Completed

Signature …………………………………….. Designation …………………………….. Date: ………………………………………….. Please return to Mrs E Lee, Administrative Officer, Education and Social Inclusion Directorate, Grosvenor House, Halton Lea, Runcorn, Cheshire, WA7 2WD

Annex C

SCHOOL DEVELOPMENT PLAN

PREMISES PROFORMA 2002/2003 School Name:- ………………………………………………

Please summarise the major targets from the premises section of your School Development Plan

for 2002/2003

Priority 1……………………………………………………………………

Priority 2…………………………………………………………………………………

Priority 3…………………………………………………………………………

Priority 4…………………………………………………………………………………

Priority 5………………………………………………………………………………

For each of the above priorities please provide the following details on the attached form:-

1. Premises problem;

2. Proposed solution;

3. Why the project is high priority?

4. The consequences of not implementing your proposal;

5. What outputs your proposal will deliver in terms of higher standards?

6. How these proposals will be measures?

7. Estimated cost of the project

8. Proposed source of funding for the project (e.g. schools tenants maintenance

budget, devolved or seed capital, other grant funding, or bid to local authority)

Priority 1

Continuation sheet

Priority 2

Priority 3

Please photocopy extra copies of this sheet if necessary

Signature ……………………………………. Date………………………………………………….

Designation…………………………………………

(Headteacher/Chair of Governors)

Please return to Elaine Lee, Administrative Officer, Education and Social Inclusion Directorate,

Grosvenor House, Halton Lea, Runcorn, Cheshire, WA7 2WD.

Annex D

SPLIT OF RESPONSIBILITY FOR REPAIRS AND MAINTENANCE

Governing Bodies are responsible for ALL, non-capital building repairs and

maintenance. The attached schedule illustrates the split between capital and repairs

and maintenance work.

Reference in the attached table to substantial/substantially shall be defined as, an area

in excess of fifty percent of the whole element under consideration, subject to the

integrity of the building not being threatened prior to this percentage being reached.

In all matters of dispute, the professional view of the Consultants will take

precedence.

The LEA will accept no responsibility for work occasioned by neglect or regular

maintenance.

All work undertaken must comply fully with Health and Safety requirements, building

regulations and all current legislation. Work adjudged to be required under Health

and Safety, must take priority, with the work instigated as a matter of urgency.

Governors must be able to demonstrate that work undertaken has been subject to the

Principles of ‘Best Value’ and shows active and effective stewardship of school

property. School compliance with this process will be monitored by Halton Borough

Council.

Halton Borough Council has a Statutory Duty to monitor all work undertaken and to

institute work where Governors have failed in their responsibilities or duty. The full

cost of this remedial work will be charged to the school’s budget.

Annex D

CAPITAL /REVENUE SPLIT

ILLUSTRATIVE EXAMPLES IN LINE WITH DfEE INTERPRETATION OF THE CIPFA

CODE OF PRACTICE

ELEMENT CAPITAL: AS CIPFA

CODE OF PRACTICE

REVENUE: REPAIRS &

MAINTENANCE

Roofs

Flat Structure. New (not

replacement) structure

Repair/replacement of small

parts of an existing structure

Structure. Replacement of all

or substantial part of an

existing structure to prevent

imminent or correct actual

major failure of the structure

Replace small areas of rotten

or defective timber, make

good minor areas of spalling

concrete where reinforcing

bars exposed

Screed / insulation in a new

building/extension

Repair/replacement of screed/

insulation where defective.

Screed / insulation.

Replacement/repair of

substantially all. Improve

effectiveness of insulation

Work to improve insulation

standards, during work to

repair/ replace small areas of

roof.

Finish on new build.

Replacement of

all/substantially all on existing

roof

Replacement of roof finish on

existing building. Re-coating

chippings to improve life

expectancy

Edge Trim/ Fascia on new

build

Repairs/ replacement. (uPVC)

Repainting.

Edge Trim/ Fascia,

Replacement of

all/substantially all on existing

roof

Repairs/ replacement. (uPVC)

Repainting.

Drainage on new build

Clearing out gutters and

downpipes.

Replacement/repair/ repainting

of/ individual gutters/pipes

Other e.g. Flashings,

Rooflights on new build

Replacement of

all/substantially all on existing

roof

Repair/ Replacement/

cleaning of individual items

Pitched Structure. New (not

replacement) structure

Repair/replacement of small

parts of an existing structure

Structure. Replacement of all

or substantial part of an

existing structure to prevent

imminent or correct actual

major failure of the structure

Replace/ repair small areas of

rotten/ defective joists, rafters,

purlins etc.

Not complete trusses

Insulation in a new

building/extension

Repair/replacement/

increasing thickness of

insulation in an existing roof

Insulation. Replacement

/repair of substantially all.

Improve insulation to current

standards

Roof finish in a new

building/extension,

replacement of

all/substantially all on existing

roof

Replace missing/ damaged

small parts

Bargeboards/ Fascias in a new

building/extension,

replacement of

all/substantially all on existing

roof

Repairs/ replacement/

Repainting

Drainage in a new

building/extension

Clearing out gutters and

downpipes.

Replacement/repairs of

individual pipes/gutters

Drainage. Replacement of

all/substantially all on existing

roof

Other e.g. Flashings,

Roof windows in a new

building/extension,

replacement of

all/substantially all on existing

roof

Repair/ Replacement

/cleaning

Other Provide new covered link etc.

between existing buildings

Minor repairs, maintenance to

existing covered link

Rebuild or substantially repair

structure of existing covered

link

Add porch etc. to existing

building

Minor repairs, maintenance to

existing

structure

Rebuild or substantially repair

structure of existing porch

Floors

Ground Floor Structure and dpc in new

building

Repair/replacement of small

parts of an existing structure

Structure and dpc -

Replacement of all or

substantial part of an existing

structure to prevent imminent

or correct actual major failure

of the structure

Screed and finish in new

build, replacement of

all/substantially all on existing

floor - e.g. replacement of

most carpets/ tiles in a room

Replacement and repair of

screed and finishes/

Replacement of

mats/ matwells. Maintenance

e.g. revarnishing wooden

floors.

Upper Floor

Structure - as ground floor

As ground floor

Screed and Finish - as ground

floor

Repairs of finishes/

Replacement - as ground floor

Ceilings

Top/ only

storey

Suspension Repair/ replacement

incl. From water damage, &

necessary decoration

Membrane

Fixed

Repair/ replacement

inc. from water damage

Access panels

Repair/ replacement

Lower storeys

Suspension Repair/ replacement

Membrane

Fixed Repair/ replacement

All Specialist removal/

replacement of damaged/

disturbed Asbestos based

materials, planned or

emergency

Inspection/ air testing

Applying sealant coats to

asbestos surfaces for

protection

External walls

Masonry/ cladding

Structure

Underpinning/ propping for new build

Repairs

Preventive measures e.g. tree removal

External Finish on new build

Repair/replacement of small parts of an

existing structure. e.g. repointing/

recladding a proportion of a wall where

failure has occurred.

External Finish on existing build where

needed to prevent imminent or correct

actual major failure of the structure.

e.g. repointing/recladding work

affecting most of a building

/replacement build

Windows and

Doors

Framing - new build

Repair/ replacement of individual

frames. Repainting frames

Framing - structural replacement

programme

Repair/ replacement of individual

windows. Repainting frames

Glazing - new build

Replacing broken glass

Glazing

Upgrading existing glazing

Ironmongery

Improved security

Repair/ replacement, upgrading locks

etc.

Jointing including mastic joints

Internal and external decorations to

new build

Internal and external decoration to

include cleaning down and preparation.

Masonry chimneys

Structure

Jointing including expansion and

mortar joints/ pointing/ DPC

Repair/ re-pointing

Internal walls

Solid Complete including various internal

finishes, linings and decorations

Repairs and redecoration to internal

plaster/ linings tiles, pin boards etc.

Refurbishment and alterations

Minor alterations

Partitions Complete structure including linings,

framing, glazing, decoration etc.

Repairs and redecoration.

Refurbishment and alterations

Minor alterations

Doors & Screens

Framing/ Screens/ Doors to new

buildings including glazing,

ironmongery, jointing and internal

decorations

Internal maintenance and redecoration.

Repair/ replacement of defective doors

and screens

All Glazing to meet statutory Health &

Safety requirements

Replacement of broken glass

Sanitary Services

Lavatories

In new buildings provision of all toilet

fittings, waste plumbing and internal

drainage.

Repair/ replacement of damaged

sanitary ware, fittings, waste plumbing

etc.

Large scale toilet refurbishment

Small areas of refurbishment

Provision of disabled facilities, and

specialist facilities related to pupils

with statements

Repair/ replacement of damaged

fittings, waste plumbing etc.

Kitchens

Kitchens in new buildings, complete

with fittings, equipment, waste

plumbing and internal drainage.

Internal finishes and decorations.

Maintain kitchen to requirements of

LA

Cleaning out drainage systems

Redecoration

General refurbishment

Repairs

Large and costly items of equipment Repairs/ replacement parts

Mechanical

services

Heating/ hot water Complete heating and hot water

systems to new projects, including fuel,

storage, controls, distribution, flues etc.

General maintenance of all boiler

house plant including replacement of

defective parts.

Regular cleaning.

Energy saving projects

Safe removal of old/ damaged asbestos

boiler and pipework insulation, where

risk to Health & Safety.

Monitoring systems

Health & safety issues

Planned replacement of old boiler/

controls systems past the end of their

useful life

Replacement of defective parts

Emergency replacement of boiler plant/

systems

Cold water

Provision of cold water

services, storage tanks,

distribution, boosters,

hose reels etc. in major

projects

Maintenance and repair/

replacement of defective parts

such as servicing pipes.

Annual servicing of cold water

tanks.

Gas

Distribution on new and

major refurbishment's,

terminal units

Repairs, maintenance and gas

safety

All servicing

Ventilation

Mechanical ventilation/

air conditioning to major

projects

Provision of local ventilation.

Repair/ replacement of

defective systems and units

Other

Swimming pool plant and

its complete installation,

including heat recovery

systems

Repair/ replacement of parts to

plant, pumps and controls.

Water treatment equipment

and all distribution pipework.

Simple heat recovery systems.

Solar heating plant and

equipment.

Electrical services

General

Main switchgear and

distribution in major

projects.

Testing/ replacement of

distribution boards. The repair

and maintenance of all

switchgear and

interconnecting cables

including that in temporary

buildings.

Replacement of obsolete

and dangerous wiring

systems, including

distribution boards

All testing, earthing and

bonding to meet Health &

Safety. All servicing.

Power

Control gear, distribution,

fixed equipment,

protection etc.

All testing, repair and

replacement of small items of

equipment

Lighting

Provision of luminaires

and emergency

Replacement of luminaires, all

testing, adjustments and

improvements to emergency

Other

Lightning protection in

new build

Repair/ replacement

Alarm systems, CCTV,

lifts/ hoists etc.,

Repair and maintenance

New installation of

communication systems,

radio/ TV, call, telephone,

data transmission, IT etc.

and provision in new

build.

Repair/ replacement/

maintenance, including all

door access systems

External Works

Pavings

Provision of new roads,

car parks, paths, court,

terraces, play pitches,

steps and handrails, as

part of major project,

including disabled access

Maintenance and repair

Car park and playground

markings.

Miscellaneous

Provision of walls,

fencing, gates and

ancillary buildings as part

of major project

Maintenance and repair of all

perimeter/ boundary/ retaining

walls, fencing and gates.

Drainage

Drains, soakaways,

inspection chambers and

sewage plant as part of

new projects

Maintenance and repair of

drains, gullies, grease traps

and manholes between

buildings and main sewers.

Cleaning of the above and

unblocking as necessary.

Open air pools

Structure, Hygiene/ safety

in new build

Hygiene, cleaning,

maintenance and repairs,

including replacement parts.

Simple energy saving systems.

Services

distribution

Heating mains

gas mains

water mains

electricity mains,

renewal of any above.

Annual servicing

Annex E

REVISED STANDARD NUMBERS

Primary Schools Original Revised

Standard Standard

Number Numbers

All Saints Upton Church of England Voluntary Controlled

60 45

Beechwood 41 15

Brookvale Infants and Juniors – now amalgamated

93 50

Castle View 45 30

Ditton 53 60

Ditton Church of England Voluntary Controlled

37 38

Fairfield Infants 79 80

Murdishaw Gorsewood 50 35

The Grange Infants 72 75

Halebank Church of England Voluntary Controlled

25 20

Hallwood Park Primary and Nursery 64 30

Halton Lodge 65 45

Hill View 40 30

Moorfield 42 45

Murdishaw West Community 58 30

Oakfield Infant and Juniors ( now amalgamated )

76 60

Palacefields 60 45

Simms Cross 55 55

The Brow Community 15 20

The Park 34 30

West Bank 36 30

Westfield 49 25

Weston 30 15

Windmill Hill 40 20

R.C. Aided

Our Lady of PS Infant and Juniors (now amalgamated)

60 30

Our Ladys Mother of the Saviour 44 40

St BedesCatholic Infants 77 70

St Martins Catholic 54 45

St. Gerards Catholic 22 25

The Holy Spirit Catholic 32 30

CE Aided

Runcorn All Saints Church of England 32 25

St Bertelines Church of England 46 45

Secondary Schools

Norton Priory and Brookvale High Schools (amalgamated to Halton High)

365 180

Annex F

MATRIX OF NEEDS AND PRIORITIES – Table 1

CONDITION

SUFFICIENCY

SUITABILITY

Priority (I) (II) (III)

UW

URGENT WORK To prevent immediate closure

of premises; and/or address an

immediate high risk to the

health and safety of occupants;

and/or remedy a serious

breach of legislation.

BASIC NEED Pupil place deficit

UNABLE TO TEACH

CURRICULUM

Relates to numbers and sizes

of teaching spaces. Should be

enough appropriate spaces to

accommodate all pupils for the

whole curriculum.

EW

ESSENTIAL WORK Required within two years to

prevent serious deterioration

of the fabric or services;

and/or address a medium risk

to the health and safety of

occupants; and/or remedy a

less serious breach of

legislation

AREA ORGANISATION Extent of mismatch in

premises location and size

measured against pupil

location and quantity;

resulting from formal

Authority Rationalisation

process and publication of

statutory notices.

TEACHING Unsuitability of spaces may

mean the school’s preferred

teaching methods are

inhibited. May relate to

numbers and types of teaching

spaces, or with the size and

other aspects of spaces.

DW

DESIRABLE WORK

Required within three to five

years to prevent deterioration

of the fabric or services;

and/or address a low risk to

the health and safety of

occupants; and/or remedy a

minor breach of legislation.

SCHOOL ORGANISATION

Extent of mismatch in

classroom sizes measured

against class sizes

MANAGEMENT OR ORGANISATION OF SCHOOL AFFECTED

ADVERSELY Unsuitability of spaces and/or

the way they relate to each

other may affect the

organisation or management

of the school.

LWT

LONG TERM WORK Required outside the five

years planning period for

AMP to prevent deterioration

of the fabric or services.

SURPLUS SPACE Premises, both teaching

and non-teaching, that

exceed pupil need, which

have not been included

within the Review of

Surplus Places.

PUPIL OR STAFF MORALE OR PUPIL

BEHAVIOUR AFFECTED ADVERSELY

Unsuitability of spaces may

affect pupil or staff morale or

pupil behaviour.

MATRIX OF NEEDS AND PRIORITIES: EXAMPLES OF WORK – Table 2

CONDITION

SUFFICIENCY

SUITABILITY

Priority (i) (ii) (iii) UW URGENT WORK

Unsafe premises, or parts of premises that are cordoned

off or shored up and require urgent attention;

accommodation already out of use or likely to be soon

out of use. Ground problems e.g. mine shafts, wells,

major faults in ground; buildings shored up; external

areas cordoned off, accommodation already out of use or

likely to be soon out of use. Condemned temporary

buildings already out of use or likely to be soon out of

use. Obsolete heating boilers that have failed or which

are likely to fail and for which no components are

available. Removal of friable asbestos.

BASIC NEED New School;

Extension(s) or

adaptation(s) providing

additional classroom(s).

UNABLE TO TEACH CURRICULUM

Too few teaching spaces – pupil

numbers cannot be

accommodated within preferred

group sizes.

Too few science laboratories –

science element of the National

Curriculum cannot be taught to

some pupils.

Inadequate playing field – PE

curriculum restricted.

EW ESSENTIAL WORK Urgent means of escape requirements, e.g. additional

stairs, fire doors, lobbies, provision of fire doors to

enclose escape staircases – usually substantiated by Fire

Officer’s report. Roof repairs where patching is no

longer possible; windows, doors, curtain walling which

are prone to severe water penetration and have severe

rot, decay or rusting. Less urgent problems with the

mechanical and electrical services, e.g. lead drinking

water pipework; corroded water tanks; electrical

installations with vulcanised india rubber VIR cabling;

unearthed systems where test period has been reduced

because of previous failures (one year or less). Work

will require an Engineer’s or Health and Safety

Inspector’s report as evidence of risk. Playgrounds that

pose health and safety risks, especially at primary

schools; defective floor finishes in high-risk areas such

as gymnasia or staircases.

AREA ORGANISATION School Closure.

Changes to school

standard numbers (pupil

admissions); school

amalgamations and

federations; changes to

school age ranges.

TEACHING METHODS INHIBITED

Too few drama spaces – some

drama taught in unsuitable small

spaces.

Music space too small – cannot

accommodate instruments needed

for preferred activities.

Science laboratories lack

ventilation – range of experiments

restricted.

DW DESIRABLE WORK Fire compartmentation and other work required for the

protection of buildings and to improve protection of

escape routes. Defective mechanical and electrical

services, e.g. inefficient boilers towards the end of their

expected lives; replacement of old lighting circuits that

are no longer suitable and provide poor task lighting;

works to resolve fire alarm deficiencies. Repairs within

the life of the AMP, including works to defective

playgrounds, tennis courts and floor finishes that remain

a health and safety issue.

SCHOOL ORGANISATION

Changes to school

standard number;

extension to

classroom/specialist/

common areas; provision

of shared work areas and

withdrawal spaces.

MANAGEMENT OR ORGANISATION OF

SCHOOL ADVERSELY AFFECTED

Single science laboratory in isolated

location – preparation room isolated

from laboratory.

Too few offices – school

administration inhibited.

LTW LONG TERM WORK Minor re-pointing works to masonry or where there is

limited erosion to the face of brickwork that is unlikely

to deteriorate further over the life of the AMP. Minor

damage or decay to timber and metal surfaces. Repairs

or decorations that are likely to be carried out beyond the

time-scale of the AMP, the priority and condition of

which will be considered at the review dates.

SURPLUS PLACE Demolition of sub-

standard buildings;

removal of re-locatable

buildings; conversion of

premises for other school/community uses

e.g. nursery places, out of hours clubs etc; sale of

surplus land and/or

buildings.

PUPIL OR STAFF MORALE ADVERSELY

AFFECTED ETC. Inadequate acoustic separation

between music space and adjacent

classroom – pupil concentration

affected.

Staff room too small –

uncomfortable working

conditions.

Annex F

MATRIX OF NEEDS AND PRIORITIES Key and Weightings – Table 3

CODE DESCRIPTION WEIGHTING

I Condition X 2

II Sufficiency X 1

III Suitability X 1

CODE DESCRIPTION CONDITION SUFFICIENCY SUITABILITY

UW Urgent Work 7 4 4

EW Essential Work 6/5 3 3

DW Desirable Work 4/3/2 2 2

LTW Long Term Work

1 1 1

N/A Not Applicable 0 0 0

A score of 7 on condition indicated immediate replacement is necessary A score of 6 indicates within one year A score of 5 indicate within two years A score of 4 indicates within three years A score of 3 indicates within four years A score of 2 indicates within five years A score of 1 indicates it is outside the five years of the AMP planning meeting.

Annex G

CHECKLIST

Factors for Consideration

Comment

Complies with Health & Safety Policy

Supports Halton’s Key Plans

Commitment by school to improvement to learning outcomes

Percentage of pupil roll benefitting from project

Financial contribution of school

Anticipated Value for Money of Project

Evidence of good stewardship

Re-survey for Condition – Timetable Annex H 0 No Building HB

C Year 1

Year 2

Year 3

Year 4 Notes

NURSERY

1 82105 Birchfield Nursery School

N Y 1

1 82106 Ditton Nursery School, Widnes

N Y 2

1 82104 The Grange Nursery School

N Y 3

1 82103 Warrington Road Nursery School

N Y 4

SPECIAL

2 82352 Ashley School S Y 1

2 82351 Brookfields School S N 3

2 82354 Cavendish School Runcorn

S Y 4

2 82353 Chesnut Lodge School

S Y 2

INFANT

3 82212 Fairfield Infant School

C I N 1

3 82187 St Bedes catholic Infants School

R C A I Y 4

3 82155 The Grange Infant School

C I N 2

JUNIOR

4 82211 Fairfield Junior School

C J N 3

4 82186 St Bedes Catholic Junior School

R C A J N 2

4 82154 The Grange Junior School

C J N 1

PRIMARY

5 82210 All Saints Upton CE Primary School

C E C P Y 4

5 82164 Astmoor Primary School

C P N 3

5 82177 Beechwood Primary School

C P Y 3

5 82217 Brookvale Primary School

C P N 1

5 82163 Castle View Primary School

C P N 4

5 82183 Daresbury Primary School

C P Y 2

5 82188 Ditton CE Controlled Primary School

C E C P N 1

5 82355 Ditton Primary School

C P Y 4

5 82191 Farnworth CE Controlled Primary

C E C P Y 1

School

5 82181 Gorsewood Primary School

C P N 3

5 82185 Hale CE Controlled Primary School

C E C P N 4

5 82193 Halebank CE Controlled Primary School

C E C P Y 2

5 82173 Hallwood Park Primary School

C P N 1

5 82161 Halton Lodge Primary School

C P N 2

5 82218 Hillview Primary School

C P N 2

5 82213 Lunts Heath Primary School

C P N 3

5 82184 Moore Primary School

C P N 1

5 82205 Moorfield Primary School

C P Y 2

5 82180 Murdishaw West Community Primary School

C P N 4

5 82220 Oakfield Community Primary School

C Y 3

5 82206 Our Lady of Perpetual Succour Catholic Primary

R C A P Y 2

5 82176 Our Lady Mother of the Saviour Catholic Primary

R C A P Y 4

5 82171 Palacefields Primary School

C P N 1

5 82170 Pewithall Primary School

C P Y 3

5 82175 Runcorn All Saints CE Primary School

C E A P Y 2

5 82199 Simms Cross Primary School

C P N 1

5 82174 St Augustines Catholic Primary School

R C A P Y 3

5 82208 St Basils Catholic Primary School

R C A P Y 3

5 82219 St Bertelines CE Primary School

C E A P Y 1

5 82158 St Clements Catholic Primary School

R C A P Y 2

5 82152 St Edwards Catholic Primary School

R C A P Y 3

5 82194 St Gerards Catholic Primary School

R C A P Y 1

5 82215 St John Fisher Catholic Primary School

R C A P Y 2

5 82179 St Martin's Catholic Primary School

R C A P N 3

5 82151 St Mary's Halton CE Primary School

C E A P Y 4

5 82189 St Michaels Catholic Primary School

R C A P Y 2

5 82166 The Brow Community Primary School

C P N 4

5 82168 The Holy Spirit Catholic Primary School

R C A P N 4

5 82169 The Park Primary School

C P Y 1

5 82156 Victoria Road Primary School

C P N 3

5 82202 West Bank Primary School

C P Y 1

5 82159 Westfield Primary School

C P N 2

5 82153 Weston Point Primary School

C P N 3

5 82157 Weston Primary School

C P N 3

5 82182 Windmill Hill Primary School

C P N 1

5 82167 Woodside Primary School

C P N 2

SECONDARY

6 82312 Halton High School C C Y 4

6 82304 Fairfield High School

C C N 3

6 82302 St Chads RC Comprehensive School

R C A H N 3

6 82305 St Peter & Paul High School

R C A H Y 2

6 10161 The Bankfield School

C S N 1

6 82307 The Grange Comprehensive School

C C N 2

6 82306 The Heath Comprehensive School

C C Y 1

6 82311 Wade Deacon High School

C H Y 4

Note: The above timetable is subject to change should a school become vacant, surplus, or amalgamate with another.