SECONDARY SCHOOL DESIGNBRIEF

SPRING 2006

Authors

Veronica Bushell – Capital Projects Development Officer, Children, Families & EducationPeter G Guise – Income & Value Coordinator, KCC Property GroupJohn Lattimore – Capital Projects Development Manager, Children, Families & Education

Contributors

Peter Banbury & Chris Shaw – ISG, Chief Executive’s DepartmentAlan Day – Senior Policy Officer (Digital Curriculum), Children, Families & EducationColin Godfrey – Biodiversity Officer, Strategic PlanningKaren Mills – Policy Officer, Children, Families & EducationVal Markley & Keith Macey – Access Officers, KCC Property GroupCarolyn McKenzie - Economic Development, Environment & RegenerationDiana Robinson – SEN Advisor, Children, Families & EducationMark Sleep - Client Services Manager, Children, Families & EducationDarryl Mattingly – Corporate Risk & Insurance Manager, Chief Executive’s Department

Photographs on front Page

Top left Invicta Grammar School – New teaching extensionTop right The Towers School – New teaching blockCentre Tunbridge Wells Girls’ Grammar School – New teaching blockBottom left Homewood School and Sixth Form Centre – New communications blockBottom right Homewood School and Sixth Form Centre – Dining extension

Secondary School Design Brief

Contents

1. General Principles and Considerations

2. BB98 ‘Headline’ Summary

3. Summary of Overall Minimum Formulae for both Building and Site Areas

4. School Premises Regulations 1999

5. Other Important Reference Documents

Appendices

Appendix A: Schedule of Recommended Rooms for each Form of Entry(Ranges from 4FE to12FE with additional rooms for post 16 pupils)

Appendix B: Room Data Sheet

Appendix C: Disability Discrimination Act (DDA)

Appendix D: Hearing Enhancement Systems (HES)

Appendix E: Biodiversity & Ecology

Appendix F: Environmental Management

Appendix G: Community Use of Schools - The 24 / 7 School

Appendix H: Schedule of suggested Furniture & Equipment

Appendix I: ICT in Secondary Schools

Kent County Council

Children, Families & Education Directorate+

Design of Mainstream Secondary Schools for pupils aged 11-18

1. General Principles and Considerations

Kent County Council recognises the important role that school accommodation plays inproviding appropriate learning environments conducive to enhancing learning experiencesand raising educational standards.

As the largest Local Education Authority (LEA) Kent is at the forefront of major initiatives -PFI, Academies and Building Schools for the Future (BSF). These are exciting times forKent Secondary Schools. Kent County Council has the opportunity to influence andimprove school designs for the benefit of secondary school children, the teaching professionand the wider community. We intend to meet the challenge of the information age. Inbringing forward secondary school design solutions the council will encourage designconsultants to be mindful of:

• Innovation – promoting refreshing design solutions that are radical and a visionaryeducational approach whilst achieving functionality and fitness for purpose.

• Inclusion – taking full account of the needs of pupils, staff and visitors who may, forexample, require reasonable special design aspects i.e. hearing and sight impairments,mobility needs etc.

• Flexibility – incorporating design aspects and features that will enable the builtaccommodation to be used for a range of activities, not only by the school, but also forthe benefit of the community.

• Adaptability – the design solution should encompass the ability to enable some futureadaptations to meet changing needs and developments particularly in ICT.

• Sustainability – the design and infrastructure should address the current needs and futurerequirements. The new Kent Design Guide will assist the design consultant. Currentlyavailable from http://www.kent.gov.uk/publications/council-and-democracy/kent-design-guide.htm

• Environmental Performance – acoustics, ventilation, heating and daylight plus the designof outdoor environmental areas. The Building Research Establish EnvironmentalAssessment Method (BREEAM) for schools will assist in guiding the design consultantand will become mandatory for school projects from 2007.

• Technology – recognising the part that Information Technology plays, not only ineveryday life, but also in the life of a school. ICT is now an essential tool in all subjects.

• Consultation – the council’s property and project professionals will provide substantialassistance to consultants, however, account needs to be taken of the aspirations of allstakeholders including teachers, governors, parents and other interested parties e.g.neighbours, Parish and District Councils, Diocesan/church authorities.

• Procurement – consideration should be given to the best procurement route to matchdesign, time and budget issues, taking into account that higher specification andsustainable and better quality materials may significantly reduce future maintenanceliabilities.

• Energy Efficiency – heating & lighting installations (as well as appropriate ventilation)needs careful consideration in order to reduce CO2 emissions and to optimise runningcosts.

• Safety and security – consideration should be given to the design and siting of thebuilding to ensure that unwanted visitors cannot enter the building without permission,along with clear defined site boundaries using appropriate fencing and/or planting, ifnecessary intruder alarms. www.securedbydesign.com is a useful website for adviceincluding the local police.

• Biodiversity – at feasibility stage consideration needs to be given to how a design mayadversely affect any wildlife or habitat in the area, and suitable steps should be taken toavoid or limit any disturbance.

This design brief has been developed to identify the provision required for secondaryschools. It is not considered to be prescriptive in so far as the individual design of secondaryschools will be a matter for each project design team. Resultant design solutions will beexpected to incorporate the elements and considerations contained within this brief.

The variety and complexity of secondary schools coupled with the level of detail contained

in DfES Building Bulletin 98, has led us to adopt BB98 standards and guidance rather thanproduce a “Kent specific” brief. This document highlights the major principles withinBB98, and puts a “Kent gloss” on certain aspects.

Designers should use their best endeavours to be creative within the overall parameters set

out in this brief and other guidance, and should be aware that additional funding resourcesare not readily available.

The brief has been developed mainly with the provision of new whole schools and new

extensions in mind although it may also be used in considering the suitability andadaptability of existing premises. When existing premises are being considered forexpansion, extension or adaptation, it will be appropriate to consider suchexpansion/extension/adaptation in relation to the whole school provision. Special careshould be taken when phased development is planned for operational reasons to ensure thephases provide the necessary accommodation in the correct order for teaching purposes andthat minimum disruption is caused to the school.

Secondary schools provide statutory education facilities for pupils between the ages of

eleven and sixteen, although many secondary schools provide a range of academic andvocational courses for pupils up to the age of nineteen. Schools of the future will need tooperate within a more flexible teaching environment as the learning day increasingly extendsfrom the “normal 9am to 3pm day”. Teachers in secondary schools take considerable timeand effort to create an atmosphere within the school that seeks to bring out the best in pupilsand enhance the learning experience. The school building and the surrounding area mustsupport this ethos and its design should promote opportunities to support teachers’ efforts toprovide stimulation in learning.

A variety of finishes and textures should be used, both internally and externally, which are

aesthetically pleasing whilst taking into account the Disability Discrimination Act (DDA)regulations. External brickwork, especially at a lower level, should have sharp edgeseliminated. Wherever possible, pitched roofs should be used. Throughout the school,appropriate variation in floor, wall, ceiling and other finishes including colours should bedeployed in order to both match the varied use of internal areas and to encourage pupils tobehave appropriately in different areas and as they move round the building. The treatmentof finishes should be such as to minimise noise transmission between areas of the building.Corridors in secondary schools have to facilitate the efficient and safe movement of largenumbers of students, and they must be adequate for this purpose. This does not mean thatthey should not, where possible, be incorporated in other areas or promote imaginativefunctional use. Care should be taken regarding the inter-relationship of spaces.

Access to natural light is a factor in pupils’ achievement as insufficient light can reduce

attention span and encourage lethargy. Special attention should be given to the following:

• disturbance factors• distance between class bases, toilets and central resource areas• circulation – especially width of corridors to accommodate the movement of large

numbers of pupils• ease of supervision between internal spaces• routes/access into the school building - DDA regulations• perception of visitors entering the school • teaching areas planned to allow for subjects to be appropriately suited with relevant

storage and resources• teaching areas and open spaces to be appropriately arranged to support curriculum needs • position of toilets and changing rooms in relation to external spaces and ease of access

from within the building• external and internal recreational areas to provide a rich variety of spacious play areas• ease of supervision at break times• outdoor spaces to enhance curriculum activities• out-of-hours use – zoning heating systems, for example

The design of the building should take into account relevant legislative requirements andminimise the risk of crime, especially vandalism and arson. Appropriate fire precautionmeasures must be integral to the design. In the event of fire the building must be able to bevacated easily, speedily and safely with clear fire assembly points.

2. BB98 ‘Headline’ Summary

The basis for planning secondary school accommodation is contained within the DfESpublication Building Bulletin 98 (BB98) “Briefing Framework for Secondary SchoolPlaces”.

The document promotes a structured approach to design in the context of a strategicpremises development plan. This is an approach which the authority endorses. Designteams will need to have regard to the advice within the document which sets out in detail, inPart C, recommended minimum room sizes for each curriculum area. Kent generally acceptsthe guideline within BB98 but considers that 60m² is a more “comfortable” size for non-specialist classrooms, than the 56m² minimum recommended. Flexible teaching areas couldalso be considered by creating double class size areas with partitions, for larger class sizes,for practical subjects or mock exams, see examples shown in illustrations 1 and 2.

BB98 also recommends the minimum size for a four-court sports hall of 594m² (18 x 33 x7.6h). Consideration will need to be given to whether the sports hall will be used for justbadminton or for other activities which require wider run-off areas. If this is the case SportEngland recommends a larger hall of 646m² (34 x 19 x 7.6h).

Additionally, it is recommended that each project design team consider the advice containedwithin the DfES publication Building Bulletin 95 “Schools For The Future”.

Illustration 1Double class space with partition to create two classes when necessary

Illustration 2Lecture theatre with folding seating to allow for dual use

BB98 is set out in four main sections. The contents and main headings of each section aresummarised overleaf.

Part A – The Briefing Process

• The client team• Outcome – based approach• Strategic Premises Development Plan developed through options appraisal• Objective comparison of future premises needs with current buildings

Capacity/site area/curriculum analysis AMP condition and suitability data Options Feasibility study

• Single project or phased solution

Part B – Design Criteria

• Vision Education performance Staff satisfaction Pupil satisfaction Community involvement

• Design Implications Organisation – departmental; year groupings Resources – central or dispersed locations Timetabling Technology Furniture and equipment Extended school facilities; flexibility; multi-use; community use

• Key Design Requirements Flexibility and adaptability Access and inclusion Safety and security Environmental performance – BREEAM

Part C – The Buildings

• Gross area = • Net or useable area

Basic teaching area (general and specialist) Halls Learning resources Staff and administration Storage Dining and social Supplementary net area (requires additional funding) Enhancements beyond recommendations Extra support Non-school provision

• Non-net area Toilets and personal care Kitchen

Circulation Plant Walls

• Schedules of accommodation Recommended min/max areas per room and per subject area “Ready reckoner” formulae

Part D – The Site

• Gross site area = Net site area (playing fields) Pitches Courts Social (soft) Social (hard) Habitat

• Buildings and access area Footprint Delivery access Refuse Paths Parking Drop off Cycle storage

• Supplementary site area (requires additional funding)

In addition to the advice in BB98, there are a number of other Building Bulletins which offeradvice on specialist subjects, see Section 5 ‘Other Important Reference Documents’.

3. Summary of Overall Minimum Formulae for both Building and Site Areas

BB98 appendices show options and example schedules of accommodation for various sizesof schools and curricula needs including key formulae for minimum building and site areasas shown in the examples overleaf.

The recommended net areas are in the form of formulae, based on a constant figure plus afurther figure per pupil place. In all formulae: ‘N’ is the total number of pupil places theschool is planning to accommodate, including post 16. The areas calculated are in squaremetres - m².

BB98 Key Formulae for Floor Areas

Floor Areas 11 – 16 Secondary 11-18 SecondaryBasic teaching 50 + 3N 200 + 3.06NHalls 600 + 0.3N 600 + 0.3NTotal teaching area 650 + 3.3N 800 + 3.36N

Learning resource areas 75 + 0.25N 125 + 0.29NStaff & Administration 125 + 0.3N 125 + 0.31NStorage 175 + 0.35N 200 + 0.36NDining & Social 25 + 0.2N 100 + 0.26NFloat 250 + 0.3N 250 + 0.32N

Total Net Building Area 1300 + 4.7N 1600 + 4.9NLikely Gross Building Area 1850 + 6.7N 2250 + 7N

The recommended schedule of accommodation for each Form of Entry (FE) is shown inAppendix A.

BB98 Key Formulae for External Play and Gross Site Areas

External Play Areas For Each

SecondarySchool

Pupils11-18

N =number of

pupil places

5FE 750 + 100

(16+)

6FE 900 + 250

(16+)

7FE 1050 +

300(16+)

8FE 1200 +350

(16+)

Number of pupils 850 1150 1350 1550 m² m² m² M² Pitches – team game area 10000 35N 39750 50250 57250 64250 Soft play (informal & social) 800 2.5N 2925 3675 4175 4675 Games courts (hard surfaces) 600 2N 2300 2900 3300 3700 Hard play (informal & social) 400 1.5N 1675 2125 2425 2725 Habitat 200 1N 1050 1350 1550 1750 Float 1000 5N 5250 6750 7750 8750 Total External Net Area 13000 47N 52950 67050 76450 85850 Likely Site Area: from 14000 52N 58200 73800 84200 94600 to 16000 59N 66150 83850 95650 107450

4. School Premises Regulations 1999

Design teams should also take into account ‘The Education (School Premises) Regulations1999’ (Statutory Instrument 1999 No.2) that refers to premises standards for schools. Thedocument relates to the following minimum standards;

• Washrooms for pupils and staff the recommended provision for pupils is – one per 20 pupils ages 5+, one per 10

for pupils under the age of 5 the recommended provision for staff is – one per 10 full time equivalent member

of staff (see BB98, page 46)• Medical accommodation• Staff accommodation • Ancillary facilities

• Health, safety and welfare• Acoustics• Lighting• Heating• Ventilation• Water Supplies and drainage• Playing fields

5. Other Important Reference Documents Other literature that project managers / design teams will need to refer to are:

• Building Biodiversity in Kent - a supplement to Kent Design

• Disability Discrimination Act 1995 and BS8300:2001

• DfES Building Bulletin 80: Science Accommodation in Secondary Schools: A DesignGuide

• DfES Building Bulletin 81: Design and Technology Accommodation in SecondarySchools: A Design Guide

• DfES Building Bulletin 85: School Grounds - A Guide to Good Practice

• DfES Building Bulletin 86: Music Accommodation in Secondary Schools

• DfES Building Bulletin 89: Art Accommodation in Secondary Schools

• DfES Building Bulletin 95: Schools For The Future, Designs for Learning Communities

• DfES Building Bulletin 91: Access for Disabled People to School Buildings

• Other appropriate DfES Building Bulletins e.g. Acoustic, Building Regulations &Environment Design in Schools.

• DfES ‘Furniture and Equipment in Schools: A Purchasing Guide’ Managing SchoolFacilities Guide 7

• English Nature Leaflets & Research Reports

• Kent Association of Local Authorities: Kent Design CD-Rom –www.kent.gov.uk/NR/rdonlyres/73C435B8-24CA-43A5-B250-F1FF1C8CC1B1/625/KDtechap.pdf

• Kent County Council Vehicle Parking Standards –http://www.kmsp.org.uk/pdfs/draft/SPG4VPSSep03.pdf

• KCC_TEMPLATE_01 School for the Future –http://www.kent.gov.uk/publications/education-and-learning/bsf-school-future.htm

• Sixth Form Colleges – see Learning and Skills Council –http://www.lsc.gov.uk/National/default.htm

• Sport England – Guidance Note on the Provision of Sports Facilities for SecondarySchools –http://www.sportscotland.org.uk/ChannelNavigation/Resource+Library/Publications/Design+Guidance+for+Secondary+School+Sports+Facilities.htm

• The Education (Schools Premises) Regulation, 1999

• Workplace (Health, Safety & Welfare) Regulations, 1992

A p p e n d i x A

Schedule of Recommended Rooms

For each Form of Entry

(Ranges from 4FE to 12FE, with additionalrooms for post 16 pupils)

A p p e n d i x B

Room Data Sheet

(Example)

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Room Name Space Ref. Space Use

Size Mechanical Services

Room Relationships Heating

Access Mech. Vent

Special Environmental Factors HWS / CWS

Finishes:

Floor Ceiling Elec. Water Saver

Walls Skirting

Other

Doors: Fire Rating Vision Panel Fan Light Glazed Panel Electrical Services Ironmongery: Lock Handles Lighting Latch Closer Emergency Lighting Suite Sign/Other Power Fittings Telephone Hand Dryer Sanitary Fittings: Computer Points WC Drink. Fountain Fire Alarm LB Cleaners Sink Intruder Shower Sink TV Outlet Disabled WC Urinal Other Items supplied &fixed by GC

Other

Fire Extinguishers H & S Signs Others

A p p e n d i x C

Disability Discrimination Act (DDA)

The Disability Discrimination Act (DDA) The Disability Discrimination Act 1995 (DDA) places a duty on employers and serviceproviders not to treat people with disabilities less favourably than others. The Actencompasses employment provisions; public access to goods, facilities and services;education and transport. Within the secondary school environment all of these areas of the Act are relevant. Part I -defines the term disability, which includes ambulant disabled; people with a sensory loss;wheelchair users; people who have mental health issues and people with a literacy orlearning difficulty. The employment of staff with disabilities is covered by Part II. Use ofschool facilities by the general public and activities that bring parents into the school iscovered by Part III. Meeting Additional Education Needs and Resources is covered byPart IV. This section is split into pre and post 16 provision, so if the school also has adulteducation on site then different responsibilities in relation to the removal of physicalbarriers apply. A school sixth form provision is however covered by Part IV. Transport isan ongoing issue for schools and meeting the transport needs of disabled people is coveredby Part V. When designing secondary schools all of these issues need to be considered and a fullyinclusive design drawn up. A fully inclusive design means that the building will workwell for everyone and eliminates the need to make separate provision for disabled people.Minimum standards have been developed to assist with this process in the form ofBS8300:2001 ‘Design of buildings and their approaches to meet the needs of disabledpeople’ (amended 2005) This gives guidance on design to meet the wide range ofdisabilities within Part I of the Act. The revised (May 2004) Approved Document M ofthe building regulations also demands inclusive environment for new buildings in linewith the British Standards (BS). There are a few basic principles of design for new build:

• All designs must comply or go beyond the BS8300:2001 and Approved DocumentM.

• All approaches, entrances and fire exits to have level access or if unachievablethen provide fully compliant ramps, steps and/or lifts.

• Internal changes of level on any storey of a building are not acceptable. If theycannot be achieved, seek advice from the KCC Access Officers.

• Use of stair lifts is not acceptable.• If the building has more than one floor, ensure there is provision of lift and stair

access to all areas. • Hearing enhancement systems to be installed in areas where information is

exchanged, e.g. the visitor reception area, classrooms, reading areas in nurseryrooms and main halls.

• Fire alarm systems to have visual and audio indicators.• Ensure colour contrast throughout the building. Where glazing is used, ensure

daylight glare is manageable, either by carefully selection of internal surfaces orprovision of blinds.

The above list is not exhaustive and full reference should be made to BS8300: 2001.Further advice is given in KCC’s Guidance to Technical References; copies are availableby calling the KCC Inclusive Access & Design team on 01622 696023 or emailinginclusiveaccess.enquiries@kent.gov.uk.

A p p e n d i x D

Hearing Enhancement Systems (HES)

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Guidance Note Hearing Enhancement Systems

IntroductionHearing enhancement systems (HES) is the generic name used to describe a range ofequipment aimed to minimise unnecessary background noise to benefit people withhearing impairments. Generally they will not benefit people who are profoundly deaf.

Application of hearing enhancements systems Generally HES should be provided wherever information is given out, for example, reception counters, meeting rooms, conference rooms, classrooms, halls, interview rooms.

Fixed systems are preferred to portable units, however where there are a large number ofrooms infrequently used, portable units may be better.

SchoolsAll new and existing buildings should have fixed systems to reception counters, mainhalls/theatres, meeting/conference rooms, Headteachers office, or any other room whereinformation is regularly given out.

Classrooms in - Primary Schools Secondary Schools

Existing buildings Portable systems until nextrefurbishment then install fixedsystems.

Portable systems until nextrefurbishment, then install fixedsystems to a percentage of rooms,depending on use of classrooms

New buildings Fixed systems designed andbuilt into every classroom. e.g. soundfield systems.

Fixed systems are not expected inevery single classroom of newsecondary schools. Provision willdepend on use of classrooms, e.g.install to 1 of 3 English classrooms,focus on rooms for community use,disabled pupils & staff etc.

Emergency telephones within passenger lifts should have inductive couplers as perBS8300.

Access audit recommendations

Access audits will identify the need and location for hearing enhancement systems, e.g.reception counters, classrooms, halls and theatres for public services. Access audits willnot assess the individual needs of disabled people with hearing impairments, these areundertaken on an individual basis in addition to the ‘public’ needs identified above. Priorto installing equipment, suppliers and manufacturers should be consulted to recommendthe most suitable type of equipment for the needs of all the buildings users.

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Types of hearing enhancement systems

Induction loopsInduction loops convert sound via a microphone into a varying magnetic field, which isconverted back to amplified sound by an individual’s hearing aid (where a ‘T’ switch isfitted). Loops help to cut out extraneous background noise.

Induction loops should be fitted where information is given verbally, e.g. receptioncounters and meeting rooms. Care must be taken where loops are used in adjacent roomsor floors, due to overspill, this is particularly an issue for confidential meetings.

Infrared systemsInfrared systems work on different principles by converting a sound source into aninfrared light signal, and require special receiving headsets. This system is more suitablefor controlled areas such as theatres and lecture rooms, where headsets can be borrowedfrom a central source. The system is of particular value where confidentiality isimportant. As the technology is based on light, sound cannot be picked up outside theroom in which the infrared signals are generated.

FM Radio Aid Systems

These are useful for deaf students and students with auditory processing disorders. A radioaid system greatly improves the clarity of sound by allowing a human voice or anotherdesired sound source, to be fed electronically into listening devices reducing backgroundnoise and sound loss between speaker and listener. Radio aid systems work with the users'hearing aids, cochlear implant processors or headphones. A transmitter is worn by theperson speaking and a receiver by the listener. The system is wireless, can be worndiscreetly and allows for complete freedom of movement.

Sound Field Systems

A sound field system is an amplification system which provides an even spread of soundaround a room. The term 'soundfield' has been adopted to describe a sound system using anumber of speakers distributed around a classroom. A soundfield allows all the studentsto hear equally well wherever they are seated and whichever direction the teacher faces.Soundfield systems are beneficial to all students, and particularly those with attention,behavioural and processing difficulties.

Physical environment

In addition to hearing enhancement systems, consideration should also be given in the firstinstance to good building design to create a suitable acoustic environment –

Adequate sound insulation. Avoid too many hard surfaces. Use buffer zones to separate quiet and noisy areas. Heating, extract or air-conditioning equipment needs regular maintenance to minimise

excessive background noise.

3

Main power supplies in buildings create a considerable magnetic field that causes aloud hum in hearing aids. Care should be taken to route the cable away from publicspaces.

Low level lighting (less than 2.3m floor to underside of light fitting), computers andoverhead/slide projectors can create background noise and interference with hearingaids.

Reference:Descriptions of hearing enhancement systems and good acoustic design from Designingfor Accessibility 2004 Edition published by the Centre for Accessible Environments.

Further advice is also available from the KCC Inclusive Access & Design team on 01622696023 or by emailing inclusiveaccess.enquiries@kent.gov.uk.

1

A p p e n d i x E

Biodiversity

&

Ecology

2

Biodiversity & Ecology

Kent supports a diversity of habitats and species largely stemming from its varied geologyand land use history. As well as having intrinsic importance, biodiversity contributessignificantly to the people of Kent’s quality of life and wellbeing. By recognising thevalue of biodiversity in school developments, the opportunity exists to:

• Retain and encourage local wildlife• Provide an educational resource – wildlife areas can provide formal or informal

field laboratories for biological, geographical and environmental sciences• Help children relate to their natural environment through interactions with local

wildlife As well as protecting biodiversity for its own sake, there are also legal imperatives. InEngland, there are five main pieces of legislation providing statutory protection for certainspecies of animal, plant and trees. These are the Wildlife & Countryside Act 1981, TheCountryside & Rights of Way Act 2000 (CROW 2000), The Conservation (NaturalHabitats) Regulations (1994), The Protection of Badgers Act (1992) and The Town andCountry Planning (Trees) Regulations 1999. Kent also has its own Biodiversity ActionPlan, 1997 and in addition, planning authorities are required to consider ecology and theenvironment under Planning Policy Guidance 9 (Nature Conservation) 1994. As an example, species that are widely distributed in Kent, such as great crested newts,dormice and bats are European Protected Species and as such are protected against:

• Deliberate disturbance, capture or killing• Deliberate taking or destruction of their eggs• Damage or destruction of their breeding site or resting places

Any work that could potentially impact on the above species requires a licence from theDepartment of Environment, Food and Rural Affairs (Defra). Undertaking work without avalid licence, or other offences against protected species, could result in a fine of up to£5,000 or six months in prison per offence, i.e. destroying two active nests could result ina fine of up to £10,000. Further information on wildlife licensing can be found on theDefra website - http://www.defra.gov.uk/

Some species of animals, while not afforded full protection are protected against certainacts. For example, all species of reptile found in Kent are protected, under the terms of theWildlife and Countryside Act 1981, from deliberate injury or killing while the habitat ofwater voles is protected. If protected species are known to be present, or in the closevicinity of a school site, the views of English Nature should be sought at the earliestopportunity - http://www.english-nature.org.uk/ Full Schedules of protected animals andplants can be found at - http://www.naturenet.net/index.php

It is important to remember that, if protected species are found on the proposed buildingsite, it may delay the start of works, as there are limitations in terms of seasons whenspecies can be removed. Investigation works should be considered as earliest as possible,maybe when a new school or expansion is first considered.

2

As well as statutorily protected species, development should aim to avoid negativeimpacts on other rare, UK or Local Biodiversity Action Plan (BAP) habitats or species.Information on the Kent BAP can be obtained at www.kent.gov.uk/biodiversity.

To ensure that the above legislation is adhered to and maximum benefits for wildlife areachieved, ecological surveys should be undertaken prior to the commencement ofdevelopment. Surveys should identify habitats; species and features, which would be,affected either directly or indirectly by the development. They should then evaluate theimportance of the features identified and determine the type, duration and significance ofpotential effects arising from the development. Finally they should assess the overallbalance of losses and gains, taking any proposed mitigation measures into account.

Development should always aim to result in no net loss for wildlife, and where possible,produce biodiversity gains.

Reference: Further advice can be obtained from Sue Meads, Property Group on telephone number01622 696021.

A p p e n d i x F

Environmental Management

1

Environmental Management

There is a greater awareness of the environment and heightened concerns about thedamage caused to it by building developments. Designers of new schools, extensions toschools and major refurbishment must ensure that their designs and the materials used inconstruction and finishing create as little impact on the environment as possible.

KCC is committed to the principle of sustainable development and recommends takingmeasures to counteract climate change including reducing carbon dioxide emissions andother greenhouse gases.

Design choices can have a considerable effect on the environment over the life of abuilding. Orientation, positioning of the development, engineering solutions andconstruction materials chosen are all-important. Most school buildings will remain in usefor many years to come so it is vitally important that they are as environmentally friendlyas possible.

Below are some of the areas that require detailed consideration:

AsbestosClearly, asbestos-based materials should not be specified in new school designs.Whenever proposals for extensions or refurbishment are proposed designers should ensurethat an asbestos survey has been carried out and check the schools asbestos register. Anaction plan to deal with any asbestos found should be agreed with the client.

EnergyDesign solutions should promote energy efficiency. Caretakers must be instructed andtrained in the use and management of heating and other energy controls.

Harmful SubstancesCare should be taken by designers to specify alternatives to substances such as cleaningagents containing formaldehyde and phosphates.

Health & SafetyAll proposals for development must comply with CDM regulations. The buildingregulations Part B on Fire are due to be reviewed and the DfES will be re-issuing BB7(currently withdrawn) on Fire Safety Guidance for Schools which will include advice onsprinklers.

Lead-free PaintLead is an obvious poison and has been shown to cause brain damage in young children.Lead-free paint must be specified.

Lead PipeworkLead pipework in existing schools is an obvious health hazard. When refurbishing anexisting school a programme of removal and replacement should be drawn up and no leadpipework should be used in new buildings or extensions.

1

LegionellaDesigners should ensure that appropriate steps are in place to minimise the opportunity forgrowth of legionella within the water supply systems.

LightingIn new designs daylight should be the main form of lighting in a school to ensure lightsare not required to be on all day plus energy efficient lighting should be specified toreduce running costs.

MaintenanceDesign solutions should facilitate easy maintenance of buildings and plant by looking atan optimum design to balance maintenance with running costs. With the Caretakersinstructed and trained in specific maintenance requirements will also reduce costs.

Nitrogen Oxide EmissionsNitrogen Oxide is a product of combustion from power generation. The burning of fossilfuels is a high producer of Nitrogen Oxide so, for example, electricity used for spaceheating from a coal-fired power station is not particularly environmentally friendly.

Ozone Depleting ChemicalsThe principle causes of ozone depletion in construction is from CFC's and HCFC's. Careshould be taken when specifying materials such as insulation materials which use thesecarbons and alternative methods of production and, indeed alternative materials, should beused.

RecyclingRecycling waste reduces the impact on the environment, so the design of a school and theoperational use of the school should encourage the recycling of materials used in suchactivities as craft design and technology.

Site SelectionWherever possible it is preferable to select derelict land or a previously developed siteproviding it is safe and not colonised by important wildlife - please refer to Appendix EBiodiversity & Ecology for further information.

Solar PanelsSince the use of solar panels is a free energy from the sun, designers should consider theuse of solar panels in new designs to help save energy and reduce heat and lighting costs.

Sources of Hardwoods & SoftwoodsWood is the most ecologically friendly construction material, as much less energy isneeded to manufacture and construct a timber framed building than steel or concrete.However, due regard should be paid to managed forest sources.

TransportTransport is often the largest use of energy associated with a school and can have asignificant impact on the environment. Invariably, schools new and existing, are nowrequired, as a condition of planning permission, to formulate an acceptable home-to-school transport policy (travel plan).

This will include some provision for car parking and "drop off / pick up zones" but willalso need to incorporate proposals for pedestrian / cycle routes to school, cycle storage

and on site vehicular, pedestrian and cycle management. This of course will depend onthe size of the proposed and existing site. Further guidance can be obtained from KCCHighways Department.

Use of Recycled MaterialsThe use of waste or recycled materials saves both energy and raw materials. Designers areencouraged to use products manufactured from these.

VentilationThe design of a naturally ventilated building should aim to achieve a high quality ofindoor air and good control over ventilation. For example, designers should selectappropriate types of sizes of window openings, in order to produce a naturally controlledenvironment. Where air contamination may result from school activities (i.e. chemicalexperiments or wood machining) appropriate measures to meet the requirements ofCOSHH should be specified such as fume cupboards or ventilation hoods.

Volatile Organic CompoundsMany building components act as a source of volatile organic compounds. For examplewater-based paints are now more readily available as an alternative to solvent basedpaints.

Water EconomyWater is a valuable natural resource and designers should specify water conservationmeasures, e.g. the use of systemisers in toilet areas. Greywater should also be consideredeven though the engineering of systems are still a relatively young technology, it ishowever making rapid progress.

Water QualityPoor maintenance of cold water systems can lead to contamination of water supplies.Designers should ensure that water tanks are not oversized, are properly insulated andpermit easy maintenance.

At present the Environmental and Sustainable Construction Code of Practice for KCCNew Build and Refurbishment works is currently under review. The Code of Practice willbe consistent with Technical Annexes being developed under Kent Design andforthcoming Government Guidance. The Code of Practice and any related TechnicalAnnexes will be incorporated into this document at a later date, whilst minimumperformance standards will also be applied to ensure that environmentally responsibledevelopment is encouraged across all divisions. These standards will need to be met inorder to satisfy planning policy guidance.

Reference: Further advice and guidance on the review of the Code of Practice for KCC can beobtained from Carolyn McKenzie, KCC Economic Development Team on 01622 221916.

A p p e n d i x G

Community Use of Schools

The 24 / 7 School

Community Use of Schools

Schools do not exist in a vacuum. The circumstances and needs of the local community -whether that is the community of parents, or the immediate local population - has a directinfluence on the way in which a school operates.

As set out in Kent County Council’s ‘The next Four Years’, KCC is committed tosupporting and developing schools in their role at heart of the community. Schoolscontain a valuable concentration of facilities and expertise. These resources are not beingused to their full potential if the community beyond its own pupils cannot access them, ifthey are not combined with other services when appropriate, and if a school remainsclosed in the evenings and at weekends.

Becoming a Kent Community School is a way for a school to maximise its potential,positively influence its environment and provide an essential community learningresource.

What is an extended / community school? The simplest description is a school that goesbeyond the normal functions of a school i.e. lessons, meetings with parents and out-of-school activities.

Extended use might include dual use of its facilities, e.g. sports hall community use ormeeting rooms utilised by local groups. It can also be a community base for other agenciessuch as the health service and the voluntary sector.

Schools that qualify as a Community School are a focal point for a range of educational,cultural, family, community and health services for pupils, staff, families and the widerpopulation. This might mean basing teams of multi-agency professionals on the schoolsite, or locating services there, working in partnership with private providers, thevoluntary or community sector or parents’ groups. The aim is to make a range of servicesmore accessible, better co-ordinated, and driven by the needs of those they serve, withschools possibly open all the year round including school holidays.

There may be opportunities for new, integrated approaches (among other things) like theintroduction of “Children’s Centres” that would offer early education and childcare,family support health services, employment advice and specialist support on a single site.Plus adult education linked to the 14-19 curriculum and business-based vocationaltraining. The intention is to involve the community more in the life of the school, and theschool in the life of the community. Many schools will be already be doing elements ofthis e.g. breakfast clubs, after-school clubs, holiday play schemes (clubs), literacy or ICTclasses for parents and sharing specialist facilities.

When designing new schools or extensions to schools, design teams should take theseissues into consideration to ensure we meet the “Governments Five Year Plan” that waspublished in July 2004.

Where to find out more:KCC – Children, Families & Education - Community Schools Development Teamwww.teachernet.gov.uk/educationoverview/briefing/extendedschools/

A p p e n d i x H

Schedule of Suggested

Furniture & Equipment

14

Schedule of Suggested Fixed and Loose Furniture and Equipment

All pinboards & Tamperproof display boards to comply with European StandardsBS EN 13823:2002 and BS EN 11925 - 2 Fire Safety & Noticeboards requirements ApprovedDocument B to be met.

No. of Items Specification

General Classrooms including 6th form 15 Tables – 1200L x 600W x 710H mm30 Stacking Chairs - Polyprop Chair stacking 430mm high1 Book Trolley1 Wastebin1 Clock - 12" Diameter, Battery Operated8 Lockers with 4 lockable areas1 Whiteboard - 1800 x 1200mm1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard to fit available wall space2 Tamperproof Display Boards1 Teachers Table with locking drawers – 1200L x 800W x 710H mm1 Teachers Chair - VDU Chair no arms high back1 Tall Locking storage Cupboard – Metal two doors – 915W x 458D x 1830H mm1 Four drawer filing cabinet – 458W x 622D x 1320H mm1 Low Level Cupboard – 1000W x 500D x 710H mm1 Height Adjustable Shelves – 25mm, 4 Tier 400mm deep shelving with brackets1 Paper Towel Dispenser1 Soap DispenserServices for Interactive WhiteboardServices for Data Projector

ICT Classrooms15 Tables – 1500L x 7500W x 710H mm30 Stacking Chairs - Polyprop Chair - 430mm high1 Teachers Table with locking drawers – 1200L x 800W x 710H mm1 High Back Operator Chair - VDU Chair no arms high back1 Printer Table – 800L x 800W x 710H mm1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep shelving with brackets1 Wastebin - Plastic - 14 litre1 Clock - 12" Diameter, Battery Operated 1 Whiteboard - 1800 x 1200mm1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboard1 CD/DVD playerServices for Interactive WhiteboardServices for Data Projector

Science Laboratories - 30 Students30 Stools - Student – 620mm high with back1 Draughtsman chair High Back, Height Adjustable, 5 Star base with footring1 Teachers Bench – 1850L x 1500W x 800H mm15 Tables – 1200L x 600W x 850H mm6 Under bench Tray Units/Locking cupboards to fit beneath all Perimeter Benching –

1000W x 450D x 820H mm2 Swing Bin - 45 litres1 Clock - 12" Diameter, Battery Operated6 Tall locking storage cupboards Metal Two Door Cupboard – 1830H x 458D x 915W mm6 Perimeter benching to include sinks – 1600D x 850H mm 4 Pedestal with gas & electric services – 600L x 600W x 850H mm, 2 Double Gas and 2

Double Electric1 Wall Mounted Eyewash Station – 150W x 250H mm4 Coat & bag storage – 1250H x 400D x 300W mm (4 Slots)1 Wall Cupboards - 1000W x 300D x 660H mm 1 Pinboard to wall 400 - 500mm high, fabric covered pinboard to fit available wall space1 First Aid Box - 50 Person First Aid Case1 Goggle Rack for 30 sets of Goggles1 Metre Rule Rack – 300D x 1200H x 600W mm2 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm

Science Prep Room 1 Undercounter Fridge with freezer box - 4.9cu.ft –500W x 500D x 850H mm1 12 Place Dishwasher – 600W x 600D x 850H mm1 Mobile Re-circulatory Fume Cupboard 1000W mm8 Table – 1200L x 600W x 850H mm9 Draughtsman chair High Back, Height Adjustable, 5 Star base with footring4 Prep table –1600L x 800W x 850H mm4 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm1 Clock - 12" Diameter, Battery Operated4 Mobile Tray racks - 60 Tray – 1056W x 435D x 1725H mm2 Metal bin 1 Eyewash Station - Wall Mounted 1 Fixed Shelves 1 Large Belfast type sink with cupboards 1 Perimeter Benching with cupboards below – 600D x 850H mm1 Pinboard to wall - 400 - 500mm high, fabric covered to fit available wall space1 Whiteboard - 1200 x 1200mm1 Requisition Board 6 hooks to hold A4 sheet - 1200 x 1200mm with hooks3 Tool Boards to be fixed to wall - 1200 x 1200mm8 Equipment trolley – 1000W x 750H x 450D mm5 Coat Hooks Double on backing board3 Two Shelf Trolley for Power packs – 1000W x 750H x 450D mm4 Gas - Double - Flip/Turn1 Paper Towel Dispenser

Chemical Store 1 Flammable Cupboard - small - 712H x 915L x 459D mm1 Poisons Cupboard – 1006W x 465D x 1800H mm1 Acids Cupboard / Alkaline Store – 1006W x 465D x 1800H mm1 Radioactive Cupboard Material Storage – 458W x 458D x 762H mm1 Workbench - 1200L x 600W x 710H mm1 Stainless Steel Sink with cupboards below - Single Drainer Inset into Worktop1 Tall Metal Cupboards open with lipped shelves – 1800H x 400D x 1000W mm

Graphics Room1 Tables – 1200L x 600W x 850H mm8 Tables – 1600L x 800W x 850H mm30 Stools - Student 1 Teachers Table with locking drawers – 1200L x 800W x 710H mm1 Teachers chair - VDU Chair no arms high back1 Wastebin - Plastic - 14 litre1 Clock - 12" Diameter, Battery Operated 1 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm3 Tall locking storage cupboard – Metal Two Door –1830H x 458D x 915W mm1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep spur shelving with adjustable

brackets1 Whiteboard - 1800 x 1200mm1 Inboard to wall - 400 - 500mm high fabric covered inboard to fit available wall space1 Sink with cupboards below - Stainless Steel Single Drained Inset into Worktop1 Etching Bath1 Air Compressor - PortableServices for Interactive WhiteboardServices for Data Projector

Resistant Materials Classroom – 27 Students3 Floor Cupboards with 3 shelves - 900mm 6 Heavy Duty Steel Frame Workbench with 2 door cupboards fitted with Well Top type –

1200L x 1200W x 850H mm27 Wood Work Vice fitted to Bench - 7"27 Metal Work Vice on Tray - 3"1 Variable Height Bench Fitted Wood Work Vice1 Mechanics Vice Including Fitting 2 Floor Fixed Footstep Model Drill - Medians Bench Drill 13mm 3 Phase2 Floor Fixed Task Light for Medians Drill - The unit comprises a heat resistant shade with

on/off switch. 1 Floor Fixed Antelope Bandfacer AN2 3 Phase (Sander) - Vertical Bandfacer with

standard tilting table 226L x 278D mm and indexed 135-90°. Integral dust extractor andthe added safety feature of an emergency stop bar.

1 Floor Fixed Bandsaw Basato 5.2 - 3 Phase Specifications: Throat: 440mm. Depth of cut300mm. Table. No volt release switch. Emergency foot switch and key switch.

1 Cross/Mitre Gauge Basato 5.2 - As Above1 Floor Fixed Wood Lathe Scheppach DMS 1100. 2 Bench Mounted Hegner Multicut 1 EDU - Fret Saw1 Vacuum Forming Machine

1 Reducing Frame 10" x 9" 1 Flange Cutter TC1 Strip Heater 1 Hot Wire Cutter 280-240V1 Convection Oven Model 200FD with Stand – 1760L x 406W x 460H mm external.

13amp plug1 Dip Coating Equipment Set 1 Mercury 25W Laser Cutter 1 CAD/CAM Printer 1 Local Dust extraction for all equipment 30 Stools - Student 620h with back1 Clock - 12" Diameter, Battery Operated 2 Dustbins 80 Litre Twist Locking lid 1 Equipment Trolley Three column 1 Pinboard to wall 400 - 500mm high, fabric covered pinboard to fit available wall space1 Whiteboard 1800 x 1200mm1 Draughtsman chair - High Back, Height Adjustable, 5 Star base with footring1 Four Drawer Filing Cabinet - 458W x 622D x 1320H mm1 Workbench with sink and cupboards below 2 Coat & bag storage - 2 x 4 Bays – 1250H x 400D x 300W mm (4 Slots)

Textiles12 Sewing Machines 1 Overlocker1 Clock - 12" Diameter, Battery Operated 1 Drying Rack - 30 Shelf Dryer 51W x 122D x 99H mm8 Lockers with 4 lockable areas1 Tall mobile Trolley with trays of various sizes – 1055W x 420D x 1500H mm1 Bin - Plastic - 14 litre 2 Large swing bin - 45 Litre - Plastic24 Stacking Chairs - Polyprop - 430mm high9 Pupil Table – 1500L x 750W x 710H mm1 Teachers Table with locking drawers – 1200L x 800W x 710H mm1 Teachers Chair - VDU Chair no arms high back1 Large Print Table – 1500L x 1000W mm2 Ironing Boards - Foldaway Height Adjustable 1 Tall Cupboard with hanging rail – 1800L x 458W x 915H mm1 Tall locking storage cupboard – Metal Two Door – 1830H x 458W x 915L mm2 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm1 Tamperproof Display Boards 1 Sink with cupboards below - Stainless Steel Single Drainer Inset into Worktop1 Perimeter Benching for Sewing Machines - cupboards below – 600D x 850H mm1 Whiteboard - 1800 X 1200mm1 Pinboard to wall - 400 - 500mm high, fabric covered pinboardServices for Data ProjectorServices for Interactive Whiteboard

Textiles Store 1 Height Adjustable Shelving - Lipped 25mm, 4 Tier 400mm deep shelving with brackets -

lipped edge

Food Technology2 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm1 Teachers Table with locking drawers – 1200L x 800W x 710H mm1 TeachersCchair - VDU Chair no arms high back10 Tables – 1200L x 600W x 710H mm1 Table Height Adjustable – 1200L x 600W x 650 – 850H mm3 Tables – 1500L x 750W x 710H mm20 Stacking Chairs - Polyprop Chair stacking 430 mm high1 Wastebin - Plastic - 14 litre1 Clock - 12" Diameter, Battery Operated 6 Large Pedal Bin - 30 Litre - Stainless Steel2 Tall locking storage cupboard – Metal Two Door – 1830H x 458D x 915W mm2 Large Swing Bin – 1000W x 420D x1500H mm5 Electric Cooker - 1 Halogen - Four Ring Electric Cooker 5 Gas Cooker - Four Burner Hob, 1 Multi Fuel Range1 Tall Freezer 2 Undercounter Fridge -No Freezer Box, 4.9cu.ft 1 Washing Machine -11Ib Wash load, 1300 rpm spin speed1 Tumble Dryer - 12Ib Drying Load (140 minute timer) 1 Dishwasher - 12 Place Dishwasher 4 Microwave 1 Paper Towel Dispenser1 Soap Dispenser1 Wash Hand Basin6 Sink with cupboards below - Stainless Steel Single Drainer Inset into Worktop.1 Height Adjustable Shelves -25mm, 4 Tier 300mm deep shelving with brackets1 Wall Cupboards – 1000W x 300D x 660H mm 1 Underbench storage with drawer units – 1000W x 450D x 820H mm3 Coat & Bag Storage - 12 slots – 1250H x 400D x 300W mm (4 Slots in each)1 Whiteboard - 1800 x 1200mm1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard to fit available wall space1 Hand Dryer1 Wash hand basinServices for Interactive WhiteboardServices for Data Projector

Food Storeroom1 Height Adjustable Shelves - 25mm, 4 Tier 400mm deep shelving with brackets

Technology Prep room1 Dust Extraction 1 Tilt Arbor Saw TA315-3 with Extension/Rear - Phase 3 kW. With thermal overload no

volt release and lock off emergency stop switch. Foot operated stop switch.1 Planer Thicknesser MB 308 three phase - Key switch1 Tormek Wet Grinding Machine 1 Gryphon Bench Grinder - Dust Extractor three phase. The wheel size is 200 x 25mm.1 Metal Chopsaw with Pedestal1 Racking-Horizontal Bar /5 Arm1 Vertical Racking1 Sheet Metal Racking2 Cupboards with Roller Shutters – 1830H x 500D x 915W mm1 Flammables Cupboard - 712H x 915L x 459D mm1 Bench with Shelves above - 600D x 850H mm2 Equipment Trolley Three column – 850H mm)1 Gabro Sheet Folder - Aluminum 1.25mm & 2.00mm1 Draughtsman chair High Back, Height Adjustable, 5 Star base with footring1 Clock - 12" Diameter, Battery Operated 1 Dustbins - 80 Litre Twist Locking lid1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard to fit available wall space1 Whiteboard - 1200 x 1200mm2 Coat Hooks Double on Backboard

Art Classrooms (Not all items necessarily required for each art room)1 Teachers Table with locking drawers – 1200L x 800W x 710H mm1 Teachers Chair - VDU Chair no arms high back13 Tables - 1600L x 800W x 710H mm2 Table Height Adjustable - 650 – 850H x 1200L x 600W mm30 Stacking Chairs - Polyprop - 430 mm high or Stools Student – 620H mm with back1 Clock - 12" Diameter, Battery Operated2 Large Swing Bin - 45 Litre - Plastic4 A1 Plan Chest - Wood 6 Drawer 1000L x 700W x710H mm2 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm2 Tall Locking Metal storage cupboard - Two Door Cupboard 1830H x 458D x 915W mm2 Storage Cupboards – 1250H x 400D x 300W (4 Slots)1 Perimeter Benching with mobile storage below – 600D x 850H mm1 Bench Mounted Drying Rack - 40 Wire Shelves 39L x 50W x 60H mm2 Print Table - 2000 x 1000mm1 Portable Light Box1 Table for Pugmill – 1600L x 800W x 710H mm1 Pugmill with an electronic overload starter and stop button fitted as standard. Dimensions

800L x 280W x 500H mm15 Coat Hooks - double on backing board2 Sinks - large silkwash type 2 Sinks with cupboards below – Stainless Steel Single Drainer Inset into Worktop.1 Whiteboard - 1800 x 1200mm1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep shelving with brackets1 Paper Towel Dispenser 1 Hand Dryer

1 Soap DispenserServices for Interactive WhiteboardServices for Data Projector

Kiln Room1 Kiln – Front Loading 1 Lockable Store Cupboard for Chemicals & Glazes - Metal Two Door – 1800H x 915W x

458D mm1 Slotted Racks – minimum depth 500mm Metal Shelves

Dance 1 Clock - 12" Diameter, Battery Operated 1 Cupboard for Sound System - Locking – 725W x 450D x 725H mm1 Curtain to cover mirror - Full length curtain on track1 Mirror to one wall - Full Length Mirror 1 Barre - to one wall 48mm Diameter mounted on brackets1 Wastebin - Plastic - 14 litre1 Whiteboard - 1800 x 1200mm1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboardServices for Interactive WhiteboardServices for Data Projector

Drama Studio1 Clock - 12" Diameter, Battery Operated 1 Curtain to cover wall track to allow door to open - Full length curtain on track1 Whiteboard - 1800 x 1200mm1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard1 Wastebin - Plastic - 14 litre4 Tables – 600L x 600W x 400H mm30 Stacking Chairs - Polyprop - 430mm highServices for Interactive WhiteboardServices for Data Projector

Audio Room 1 Table – 1200L x 600W x 710H mm2 Stacking Chairs - Polyprop - 430mm high1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep shelving with brackets2 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm1 Clock - 12" Diameter, Battery Operated1 Wastebin - Plastic - 14 litre1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboard1 Whiteboard - 1200 x 1200mm

Music Classroom30 Stacking Chairs - Polyprop - 430mm high

17 Tables – 1200L x 600W x 710H mm1 Teachers Table with locking drawers – 1200L x 800W x 710H mm1 Teachers Chair - VDU - no arms high back1 Clock - 12" Diameter, Battery Operated1 Wastebin - Plastic - 14 litre1 ½ Staved Whiteboard - 1800 x 1200mm1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard5 Coat Hooks, Double on backing board1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep shelving with brackets1 Four Drawer Filing Cabinet – 458W x 622D x 1320H mmServices for Interactive WhiteboardServices for Data Projector

Music Practice Rooms6 Stacking Chairs Polyprop - 430mm high1 Clock - 12" Diameter, Battery Operated1 Wastebin - Plastic - 14 litre2 Tables – 1200L x 600W x 710H mm1 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard

Music Group Room 30 Stacking Chairs - Polyprop - 430mm high3 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm1 Wastebin - Plastic - 14 litre1 Clock - 12" Diameter, Battery Operated1 ½ Staved Whiteboard 1800 x 1200mm 1 Teachers Table with locking drawers – 1200L x 800W x 710H mm1 Teachers Chair - VDU - no arms high back1 Pinboard to wall - 400 - 500mm high, fabric covered pinboardServices for Interactive WhiteboardServices for Data Projector

Recording Studio2 Tables – 1200L x 600W x 710H mm1 Clock - 12" Diameter, Battery Operated 1 Wastebin - Plastic - 14 litre4 Stacking Chairs - Polyprop - 430mm high1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard1 Shelving at one end - 25mm, 4 Tier 400mm deep shelving with brackets2 2 height adjustable high shelves 1 ½ Staved Whiteboard - 1800 x 1200mm

GymWall BarsRope SetsBeamsFixed Basket Ball Goals at either end25 Floor Mats - 2m x 1m Chipfoam mats1 Whiteboard - 1800 x 1200mm3 Vaulting Horses 3 Boxes - 1.4m x 1.25m high2 Trampettes - Frame Size 1.1m x 1.1m, Bed Size 0.6 x 0.6m3 Springboard - Competition Spring Board FIG Approved4 Crash Mats 10 BenchesServices for interactive whiteboard

Sports Hall2 Cricket Nets - Astro Floor for nets mats1 Dividing Net - Retractable 1 Volley Ball Net & Posts - Club Standard 1 Badminton Nets & Posts - integral transport wheels2 Fixed Basket Ball Goals at either end1 5 -a-Side Football nets - 4.9m x 1.2m high1 Netball Posts - Height Adjustable. Complete with integral wheeling system and nets -

Adjusts 1.9m to 3.05m1 Whiteboard - 1800 x 1200mm1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard

Changing RoomsSlatted Benches with Coat hooks – 1825H x 1500W x 300D mm

Fitness Room2 Rowing machine 2 Upright Bikes 2 Sit down Bikes 2 Treadmill 2 Cross Trainer 1 Clock - 12" Diameter, Battery Operated 1 Mirror to one wall - Full Length6 Mats - 2m x 1m1 Whiteboard - 1800 x 1200mm1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboard

Assembly HallCurtains180 Exam Tables10 Exam Table Trolleys with Shelves200 Stacking Chairs - Polyprop - 430mm high10 Chair Trolleys1 Clock - 12" Diameter, Battery Operated1 Pinboard to wall

Dining12 Bench Seating - 3.6m6 Bench Tables - 3.6m1 Dining Bench to wall – 6m1 Clock - 12" Diameter, Battery Operated 1 Pinboard to wall

Kitchen (minimum requirement)2 6 Burner Gas Oven Range – ¾" 42.8KW 2 Twin Basket Deep Fat Fryer – ¾" 35.8KW 1 Atmospheric Steaming Oven – ½" 13.3KW 1 Convection Oven – ¾" 7.8KW 2 Fridge 2 Freezer 1 Food Mixer1 Meat Slicer1 Potato Peeler1 Dishwasher – pass through 1 Table for Dishwasher – to suit site and space1 Dishwasher Rinse Sink & Spray – to fit table1 Water Softener2 Wash Hand Basin1 Bucket Sink3 Hot Cupboard – 1200 x 800mm3 Tables – Stainless Steel – 650 x 1800mm1 Ventilation Canopy4 Racking – 1200 x 400mm1 Cleaning Store with Shelving – 2m² minimum1 Staff Accommodation – approximately 10m²1 Insect Killer

Library & CareersStorage for 10,000 booksLibrary reception desk1 Tall Locking Metal Storage Cupboard - Two Door 1830H x 458D x 915W mm1 Clock - 12" Diameter, Battery Operated 1 Wastebin - Plastic - 14 litre3 Tables – 1200L x 600W x 710H mm5 Tables - Round 1200 Diameter 10 PC Tables - 1600L x 800W x 710H mm

2 PC Corner Tables - 1500 x 1500mm36 Stacking Chairs - Polyprop - 430mm high1 Modular reception unit with storage1 High Back Operator Chair - VDU Chair no arms high back4 Coffee Table – 600L x 600W x 400H mm12 Easy Chairs - upholstered no arms, 600W x 600D x 410H mm2 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm5 Coat & bag storage - 20 slots – 1250H x 400D x 300W mm (4 Slots in each)1 Pinboard to wall – 400 - 500mm high, fabric covered pinboard1 Tamperproof Display Boards26 Single sided book shelves - 1200mm high1 Magazine Rack 2 Spinners Services for Interactive Whiteboard Services for Data Projector

6th Form Study11 Tables – 1200L x 600W x 710H mm4 Tables – 1500L x 750W x 710H mm28 Stacking Chairs - Polyprop - 430mm high 1 Wastebin - Plastic - 14 litre1 Clock - 12" Diameter, Battery Operated2 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep shelving with brackets1 Whiteboard - 1800 x 1200mm1 Pinboard to wall - 400 - 500mm high, fabric covered pinboardServices for Interactive WhiteboardServices for Data Projector

Student Common Room1 Sink with cupboards below - Stainless Steel Single Drainer Inset into Worktop1 Breakfast bar benching – 600D x 850H mm1 Electric Cooker - Four Ring 1 Microwave 1 Fridge 4 Stools – Student 620mm high with back6 Stacking Chairs - Polyprop - 430mm high24 Upholstered Stacking chairs 4 legged 1 Round table – 710h x 700mm Diameter3 Hard type Floor Cushions 1 A1 Plan chest - mobile Wood 6 Drawer 1000L x 700W x710H mm1 Full height Deep Tray unit 18 deep trays – 1800H x 1055W x 420D mm1 Bookcase - 900W x 300D x 1500H mm1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep shelving with brackets1 Clock - 12" Diameter, Battery Operated 1 Wastebin - Plastic - 14 litre1 Large swing bin - 45 Litre - Plastic7 Tables – 1200L x 600W x 710H mm5 Tables – 1500L x 750W x 710H mm1 Triple Screen - 1.8m x 1.2m Triple Screen

2 Coat & Bag Storage - 8 slots – 1250H x 400D x 300W mm (4 Slots in each)1 Pinboard to wall - 400 - 500mm high, fabric covered pinboardServices for Interactive WhiteboardServices for Data Projector

Tutorial Rooms 1 Clock - 12" Diameter, Battery Operated1 Wastebin - Plastic - 14 litre2 Stacking Chairs - Polyprop - 430mm high1 Tables – 1200L x 600W x 710H mm1 Whiteboard - 1200 x 1200mm2 Four Drawer Filing Cabinet – 458W x 622D x 1320H1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboard

Resource Rooms12 Stacking Chairs – Polyprop - 430mm high3 Tables – 1600L x 800W x 710H mm2 Tables – 1200L x 600W x 710H mm4 Tables – 600L x 600W x 710H mm2 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm1 Tall Locking Storage Cupboard - Metal Two Door – 1830H x 458D x 915W1 Full Height Tray Unit - 18 trays – 1800H x 1055W x 420D mm1 Full Height Tray Unit - 27 trays – 1800H x 1055W x 420D mm1 Clock - 12" Diameter, Battery Operated1 Wastebin - Plastic - 14 litre1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboard1 Whiteboard - 1200 x 1200mm6 Coat Hooks Double on backing boardServices for Interactive WhiteboardServices for Data Projector

Resource Areas 1 Tamperproof Display Board

Pinboard to wall - 400 - 500mm high - fabric covered pinboard to fit available wall space

Speech Therapy 1 Teachers Table with locking drawers – 1200L x 800W x 710H mm1 Teachers Chair - VDU Chair no arms high back1 Clock - 12" Diameter, Battery Operated 1 Wastebin - Plastic - 14 litre4 Tables –1200L x 600W x 710H mm8 Stacking Chairs - Polyprop Chair - 430mm high6 Easy Chairs - upholstered no arms 1 Coffee Table – 600L x 600W x 400H mm4 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm1 Whiteboard - 1800 x 1200mm1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard 2 Coat Hooks Double on backing board

1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep shelving with bracketsServices for Interactive Whiteboard Services for Data Projector

Medical Room 1 Folding Bed – 1850L x 800W mm2 Stacking Chairs - Polyprop - 430mm high1 Clock - 12" Diameter, Battery Operated1 Screen – Folding floor standing 1 Tall Locking Storage Cupboard – 1830H x 458D x 915W mm1 Four Drawer Filing Cabinet - 458W x 622D x 1320H1 Fridge with Freezer Box - 4.9cu.ft 1 Eyewash Station - Wall Mounted 1 Tables – 800L x 800W x 710H mm1 Hand Dryer 1 Evac Chair1 High Shelf1 Sink with cupboards below - Stainless Steel Single Drainer Inset into Worktop1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard1 Whiteboard - 1200 x 900mm

Head Teachers Office 1 Managers Chair - high back swivel chair, 5 star base, height adjustable, upholstered2 Upholstered Stacking chairs - 4 legged 4 Easy Chairs - upholstered no arms 1 Coffee Table – 600L x 600W x 400H mm1 Clock - 12" Diameter, Battery Operated1 Wastebin - Plastic - 14 litre1 Tambour Cupboards – 951W x 532D x 1100H mm1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep shelving with brackets1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboard1 Whiteboard 1200 x 900mm

Head of Unit Offices1 Desk with locking drawers – 1600L x 800W x 710H mm1 Upholstered Stacking chairs - 4 legged 1 Round table – 710H x 700mm Diameter4 Upholstered Stacking chairs - 4 legged 2 Easy Chairs upholstered no arms 1 Wastebin - Plastic - 14 litre1 Coffee table – 600L x 600W x 400H mm1 Clock - 12" Diameter, Battery Operated1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboard2 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm1 Tall locking storage cupboard - Metal Two Door - 458D x 915W x 1830H mm2 Coat Hooks Double on backing board

Offices 1 Desk with locking drawers – 1600L x 800W x 710H mm1 High Back Operator Chair VDU Chair no arms high back1 Clock - 12" Diameter, Battery Operated1 Wastebin - Plastic - 14 litre2 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm

Height Adjustable Shelves 25mm, 4 Tier 300mm deep shelving with bracketsPinboard to wall - 400 - 500mm high, fabric covered pinboard to fit available wall space

1 Upholstered Stacking Chair1 Table – 1200L x 600W x 710H mm1 Tamperproof Display Board 1 Safe (possibly Bursar’s Office)1 Key Cupboard (possibly Bursar’s Office)

Staff Room 1 Sink with cupboards below - Stainless Steel Single Drainer Inset into Worktop1 Fridge No Freezer Box, 4.9cu.ft 1 Dishwasher - 12 Place Dishwasher 1 Microwave 1 Bookcase – 900W x 300D x 1500H mm75-100 Easy Chairs upholstered no arms 10 Coffee Table – 600L x 600W x 400H mm1 Clock - 12" Diameter, Battery Operated 1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard10 Pigeon Holes - 100 50 Coat Hooks, Double on backing board2 Swing Bins1 Whiteboard - 1200 x 1200mm

Staff Workrooms6 Tables – 1200L x 600W x 710H mm4 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm2 Tall locking storage cupboard – Metal Two Door – 1830H x 458D x 915W mm1 High Shelf 25mm, 1 Tier 300mm deep spur shelving with adjustable brackets1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard to fit available wall space1 Clock - 12" Diameter, Battery Operated3 Wastebin - Plastic - 14 litre6 Upholstered Stacking chairs - 4 legged stacking chair

Meeting or Conference Room 1 Meeting table - to seat 1212 Meeting Chairs - Upholstered1 Clock - 12" Diameter, Battery Operated 1 Wastebin - Plastic - 14 litre1 Low Level Cupboard – 1000W x 500D x 710H mm1 Bookcase – 900W x 300D x 1200H mm1 Whiteboard - 1800 x 1200mm1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboard

1 Tamperproof Display boards

Reprographics Room1 Clock - 12" Diameter, Battery Operated2 Tables – 1600L x 800W x 710H mm1 Wastebin - Plastic - 14 litre1 Bench to one wall – 600D x 850H mm1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard1 High Level Shelving - 2 x height adjustable - 25mm, 1 Tier 400mm deep spur with

adjustable brackets1 Vertical dividers for shelves adjustable

Server/Technicians Room 1 Table – 1500L x 750W x 850H mm1 Draughtsman Chair - High Back, Height Adjustable, 5 Star base with footring1 Wastebin - Plastic - 14 litre1 Clock - 12" Diameter, Battery Operated 1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep shelving with brackets

Reception Crescent Desk or similar with locking drawers – 1600L x 1200W x 800H mm1 Return table – 4800L x 600W x 800H mm1 Tables – 1200L x 600W x 710H mm2 High Back Operator Chair - VDU Chair no arms high back2 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm2 Tall Locking Storage Cupboard – Metal Two Door – 1830H x 458D x 915W mm1 Box File Cupboard - Metal Two Door – 1830H x 458D x 915W mm1 Clock - 12" Diameter, Battery Operated1 Wastebin - Plastic - 14 litre1 Key Cabinet - 20 keys wall mounted1 Pinboard to wall – to fit wall space1 Register Shelves - Foyer - 40 open slots – 800H x 740W x 300D mm

Waiting area 1 Coffee Table – 600L x 600W x 400H mm4 Easy Chairs - upholstered no arms 1 Tamperproof Display Board1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboard

Entrance LobbyTamperproof Display boardsPinboard to Wall - 400 - 500mm high, fabric covered pinboardTrophy Cabinet Stores – Standard1 Height Adjustable Shelves - 25mm, 4 Tier 400mm deep shelving with brackets

Stationery Store Four Drawer Filing Cabinet - 458W x 622D x 1320H mmHeight Adjustable Shelves - 25mm, 4 Tier 400mm deep shelving with brackets

Exam Store 1 Exam Security Cupboard - Metal Two door double locking 1830H x 458D x 915W mm

WC’s1 Hand Dryers to suit No. of Toilets1 Toilet Roll Dispenser to suit No. of Toilets1 Soap Dispensers to suit No. of Toilets1 Mirror to wall to suit No. of Toilets1 Personal Hygiene Dispenser – If Female Toilets – Minimum one per female block.

Disabled Shower/WC’s 1 Hand Dryers to suit No. of Toilets1 Toilet Roll Dispenser to suit No. of Toilets1 Soap Dispenser to suit No. of Toilets1 Mirror to wall to suit toilet1 Personal Hygiene Dispenser – If Female Toilets - appropriate No. for Female Toilets1 Shower Curtain

Cleaner Cupboards 1 Cleaners Sink 1 Shelves

CorridorsTamperproof Display Boards Pinboard to wall - 400 - 500mm high, fabric covered pinboard

External 6 External Litter Bins Fixed to floor 90 Litre Capacity

A p p e n d i x I

ICT in Secondary School

Objective

Provide advice and guidance to project managers and consultants on aspects ofICT in the design of Secondary Schools in Kent.

Date: 25th January 2006

Peter Banbury, ICT Projects Officer, The EIS Centre, Oxford Road, Maidstone, Kent ME158AW – Tel No. 01622 683708Chris Shaw, Network Development Manager, The EIS Centre (as above)Alan Day, Snr Policy Officer (Digital Curriculum) – Sessions House, Maidstone Kent ME141XQ

CONTENTS

IntroductionPurpose of Design BriefPrinciples

1.0 From Vision to RealityMain Output Documents

2.0 Key Considerations3.0 General Guidance4.0 School Specialism5.0 System Architecture6.0 System Integration7.0 Operational Considerations8.0 Classroom ICT Environments

References

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Introduction

Purpose of Design Brief

To provide guidance for project managers and consultants on aspects of ICT that needs tobe considered when building or refurbishing secondary schools. Principles

The design of ICT systems must follow institutional and educational functionalrequirements not dictate them. The requirements of educators and learners are paramount.School leaders, educators and managers require advice and guidance to interpret what isfeasible within technical and budget constraints during the life-cycle of a major project, andthe potential benefits to teaching and learning.

The purpose of this design brief is to provide guidance on the drafting of a detailedfunctional specification from the school’s educational vision and ICT vision.

A detailed technical specification and appendix schedules will be drafted from thefunctional specification.

Many of the concepts in this Design Brief have been drawn from the KCC Education andLibraries Directorate Secondary Strategy1.This is a working document and will be revised2 as issues are raised by schools and fromBuilding Schools for the Future (BSF)3 and other projects.

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1.0 From Vision to Reality

The ICT infrastructure in a new school, refurbishment or extension is a substantial financialinvestment. Currently the guidance for BSF is that 10% of a new-build budget is typicallyallocated to ICT. Strategies are required to ensure best value and that the resulting systemdelivers the school’s requirements. There are requirements under European Union law thatcompetition and openness are observed. The following stages in design and procurement aretypical and each requires the right approach and type of documentation.

Main Output Documents

1.1 ICT Vision – Defines the role that ICT will play in delivering and supporting the school’svision for learning, management and administration. It should examine the key functionsthat the school will perform and sets out the role that ICT will play in transforming andsupporting each of these. It may form part of a larger vision of how the schoolenvironment as a whole will empower and motivate students and staff. It should focus onthe needs of the school’s learners and educators, whether as students or as part of thewider community.

1.2 Functional Specification - The purpose of the Functional Specification is to develop amore detailed statement of the functionality and outputs that will be required of the ICTsystem, in order that a Technical ICT Specialist may develop these into a ContractSpecification. Keeping the requirements in functional terms, rather than technical terms,ensures that educationalists, managers and administrators are able to define what theywant from the system in their own terms. These should be based on Becta Standarddocuments4.

1.3 Technical Specification - an interpretation of the requirements of the FunctionalSpecification prepared by the Educational ICT Specialist, and the production of a detailedschedule of equipment, infrastructure and services required. Where a specific technologyis suggested, e.g. wireless networking, it will often be necessary to specify standardsand/or other details. e.g. that encryption is used, or the number of workstations on onechannel. A technical specification is complex to write and requires specific expertise, butprovides a basis on which to monitor delivery to ensure adequate services are provided.

1.4 Operational Requirement for Procurement - The requirements of European law withrespect to procurement must be met where the purchase exceeds €200k. A “Europeanprocurement” through the Journal (OJEU) may be required, or an appropriate existingprocurement or framework contract may be used.

1.5 Contract - Once the prime contractor has been selected, a contract can be drafted basedon the functional and technical requirements incorporated in the procurement operationalrequirement. This stage is vital as the firm will supply against this contract, not againstwhat the schools might later wish it had asked for in the light of experience. Changes willbe subject to a ‘change request’ process.

1.6 The SEGfL document “Broadband Best Value” covers procurement of broadband forschools and has sections relevant to networking procurement. (www.segfl.org.uk)

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2.0 Key ConsiderationsThis section provides a concise outline of the key information required in order that ICT canmeet the requirements of the educational vision. All stages of design must involve the school’sSenior Management Team (SMT) to ensure that learning and teaching is leading the ICT designprocess. Where this is not possible, for instance when the school is new and no appointmentshave been made, assumptions should be drawn from the latest revision of the secondarystrategy document. It is not reasonable to expect architects and engineers, however expert intheir fields, to know what they are looking for in terms of pupil grouping, supervision andteaching styles.

2.1 The forecast number of pupils in each year group when the school is at maximumcapacity will have an impact in the infrastructure specification, and will need to bemodeled as accurately as possible. The numbers of computing devices and peripheralsshould reflect the actual pupil and staff numbers year on year, and be based on anagreed ratio.

2.2 Secondary schools typically operate to a timetable, therefore it is important to produce amodel timetable for the proposed subjects, rooms and pupil numbers. This will provide anessential profile of numbers and locations of staff and pupils, which in turn will ensurethat there is sufficient data points and bandwidth. For example, vocational subjects oftenhave smaller classes and greater access to ICT; this may require a greater number ofsmaller classrooms with higher levels of ICT to be considered, or open areas with mixedclasses. Flexible spaces are a key requirement at the design stage.

2.3 Most Secondary Schools have specialisms in particular curriculum areas which will needto be supported by appropriate ICT applications and systems. Advice should be soughtfrom either subject advisors, or the Specialist Schools and Academies Trust (SSAT)5 asto the most appropriate provision. The SSAT operates an ICT register giving examples ofeffective practice and consultant contacts.

2.4 Learning and teaching styles will affect the type of ICT provision. For instance a decisionthat every pupil will use a laptop or portable device changes the wireless networkrequirement. A discussion on this fundamental issue must start early in the designprocess, although the ideas will develop over time.

2.5 A review of administration objectives and processes, both ICT and manual, may revealthat changes need to be made before the new ICT systems are designed. Schooladministrative functions will become more sophisticated and will be carried out byvirtually all staff, for instance on-line lessons attendance. The integration of systems atschool, LA and central government levels will increase.

2.6 Extended and community use of school buildings and particularly the ICT facilities isbeing developed. Requirements for access, security and robustness must be resolvedfor each.

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General Guidance

2.7 The use of ICT in the school should be inclusive, accessible, intuitive, consistent,effective and motivational. Schools require flexible access to ICT in order to facilitate arange of learning and teaching styles. Regular changes to the curriculum are a feature ofeducation, and this will require a robust infrastructure with sufficient capacity andflexibility to develop over time.

2.8 It is essential that ICT systems are integrated. In addition to curriculum requirements, theICT infrastructure design must consider building facilities; such as heating and ventilation,CCTV, boiler monitoring, access control, telephony, as well as home-school access andadministration. This Systems Integration may require specialist consultancy, but shouldbe considered essential.

2.9 Extended school use beyond traditional teaching times is an expectation, andconsideration must be given to physical and logical access control. Tight but transparentsecurity of learners, ICT systems and estate must be maintained. Conflicts between therequirements for openness of access and good security must be resolved in the design.ICT systems must be accessible within a clear security policy. Specific ICT systemsintended for shared community use such as publishing and performance spaces will bedesigned to ensure that configurations can be easily created, stored and retrieved.

2.10 A rich multimedia experience must be available to all users. Network design should bebased on an assumption that all pupils will expect high bandwidth applications such asvideo and audio on-demand. This may be created at home, in school or in locations in thecommunity.

2.11 The range of technologies will increase over time requiring that core network serviceshave sufficient power, physical space and bandwidth for growth.

2.12 The initial provision for hard-wired data outlets should be based on a minimum ratio of 1outlet for every 4 users in teaching and learning, and 1:1 in administration areas. Wherepossible this ratio should be improved, as the additional cost of cabling duringconstruction is insignificant.

2.13 There is an expectation that there will be a gradual growth in the use of mobile computingdevices, with an eventual 1:1 ratio. As the standards for wireless connection are evolvingrapidly, the design of wireless networks for schools requires great care and currentadvice must be sought.

2.14 The majority of classrooms will require a data projector and interactive display device(usually a whiteboard), with sufficient data outlets for other technologies such as videoconferencing if required.

2.15 A Learning Platform is likely to be considered to facilitate personalised learning, contentcreation and delivery, administration, and communication.

2.16 This must wherever possible combine with initiatives at County and Cluster levelto ensure that the school is able to operate collaboratively with other schools inKent and maximise economies of scale.

2.17 The School will maintain a public facing web site6 that will provide important Schoolinformation as well as promoting community activities and providing an environment forthe communications and exchange of information between community groups and otherstakeholders.

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2.18 Parents will be encouraged to provide access to Internet connected computing at home.Where this is not possible the School will facilitate access through a range of meanswhich may include a loan pool of mobile computers, USB memory sticks, and extendedopening of computer facilities.

2.19 The relationship between the school and suppliers is particularly important and needs tobe written into the ICT requirement. Wherever possible, a managed service approachshould be adopted, with clear service level agreements in place for support. (Thisrelationship may be defined or constrained by projects within PFI/BSF programmes).

2.20 The choice of network operating system will profoundly affect the design of the datainfrastructure, and should be considered at the design stage. In particular, there arechoices to be made between thick and thin client, and proprietary or open sourceoperating systems. The educational requirements should determine the approach.

2.21 The Additional Educational Needs (AEN) profile of the school may affect the ICTprovision with respect to access specialist peripherals and assistive technologies.

2.22 Finance is always an issue and a model of the financial implications for capital, revenuecosts should be started early. Total Cost of Ownership is equally an important factor.The school’s ICT vision may be constrained by finance, or could be expanded if financepermits; in either case knowledge of the financial implications will enable decisions to bemade.

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3.0 School Specialism3.1 The use of ICT has the potential to motivate, engage and excite students, as well as

being an organising and enabling tool for learning. Each of the specialisms beingdeveloped in schools has a strong requirement for ICT that will need to be establishedwith the lead subject staff and KCC advisers early in the design process.

3.2 A particular difficulty is that such specialist use is frequently leading-edge and willdevelop quickly over time. Maintaining the school in this leadership position requirescontinual technical development and sustainable financing. It is therefore essential thatschools have robust change review procedures in place.

3.3 The ability for specialist staff to network with others across the country is important andshould be an expectation on all staff and be supported by ICT facilities such as livecommunications and videoconferencing.

3.4 Cultural and vocational links are important, and already being developed between KentCounty Council and regions within Europe and across the world. These provideopportunities for cultural exchanges, and the use of live communications such asvideoconferencing, audio conferencing and instant messaging.

3.5 The specialism of a school is likely to have been developed through discussion with thelocal community, the District Council and KCC. Opportunities for students to experiencethe use of ICT in work experience or by the discussion of projects with local expertsshould be sought during the design stage to identify additional ICT requirements.

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4.0 System ArchitectureICT provision can be divided into the following areas:

• Facilities: accommodation; mechanical & electrical.

• WAN connectivity and Services

• Data and e-Learning Services (may be WAN or LAN located).

• Network: data cabling and switching.

• Network: servers and storage and operating systems.

• User Devices and peripherals

• Application Software

4.1 Facilities: Accommodation; mechanical & electrical

Guidance is available for architects, however the following are particular areas related toICT.

Heat is generated by all electrical equipment, and care must be taken to ensure thatwhere large numbers of devices are located there is sufficient ventilation and cooling.

Sufficient mains power should be provided to meet predicted future needs.

Floor mounted power and data boxes should be avoided wherever possible.

Sufficient work areas should be provided to ensure that technical support can beprovided.

It is likely that users will bring portable devices to the ICT Support Desk and theability to separate the visitor’s area from the secure area is important.

Suitably located secure accommodation is required for network servers and coreequipment needs to be provided with appropriate levels of physical security,environmental management and room for maintenance and support operations. Thisgenerally needs to be located adjacent to incoming data services.

4.2 WAN connectivity and Services

There will be a high-speed broadband connection into the School which will beprovided by the Kent Community Network (KCN). This provides access to the localauthority and national education networks. The specified capacity of the connection tothe KCN will need to be established.

Voice Over IP (VoIP) telephony will be sufficiently mature to allow full integration ofvoice and data throughout the ICT infrastructure. A contingency would be theprovision of ISDN telephony.

A filtering system should be provided for Internet access. Filtering is a serviceprovided by the Kent Community Network. For secondary schools, a filtering serverin the school is currently required which is integrated with the school LAN. Theschool has local fine control over filtering. The interaction of content delivery serviceswith filtering should be considered.

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4.3 Data and e-Learning Services

Common data services must meet the requirements of teaching, learning andadministration through a single sign-on (SSO).

Common data services and provisioning should be able to flexibly capture, evolveand integrate processes across organisational boundaries based around the schoolmanagement information system as the prime trusted source of user data andinformation.

Data and Learning services must be based around open or de facto standardsdetermined by Becta.

The student should be presented with a consistent, personalised user interface whenaccessing any computer on the premises. Standard cross-curricular software tools,such as an office suite must be available from any computer.

A Learning Platform is an important part of the ICT environment, for both studentsand teachers, and should be accessible from any Internet connected computer.

Consideration should be given to the provision of a parent /student notificationsystem for managing pupil absences that is linked to the electronic registrationsystem and should incorporate SMS and email.

A suitable Management MIS system which best supports the needs of the school andwhich conforms to the requirements of the Local Authority and DfES InformationManagement Strategies. Ideally this should be web-accessible.

Where a school requires, Freeview digital TV output could be stored forasynchronous retrieval at any data point on the network. This system will alsoprovide a storage and retrieval resource for other video based content.

4.4 Network: data cabling and switching.

ICT needs to be consolidated around a resilient, integrated and adaptiveinfrastructure that has sufficient capacity for growth and flexibility to accommodatechanging requirements.

The systems deployed should be compatible with the BECTA networking standardsfor security and design.

Two logically separated internal IP networks should be considered, one for buildingfacilities management managed remotely and a combined administration/curricularnetwork to be managed locally.

The admin/curricular network will need to cope with a variety of applications. The useof rich media content such as digital video, media streaming and video conferencingis a core requirement which require a high bandwidth and appropriate quality ofservice. Headroom to accommodate later additions to services and applications isessential.

Currently all client computing devices should be ‘fat client’ to ensure they can copewith the high level of multi-media that students will be able to access. The potentialof ‘thin client’ will be kept under review, but is not currently considered appropriate ina rich media learning environment. Thin client is however appropriate foradministration and data warehousing use.

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The network will consist of a high-capacity copper or fibre-optic cable to connectswitches in key buildings to the central switch. All cabling and switches must besecurely located, but accessible for maintenance without a requirement to work atheights. The ability to draw in additional cabling into planned space in cable waysand trays is essential.

Structured twisted pair cabling should be provided, compliant with the IEA Category 6standard or fibre standards if appropriate.

In general classrooms there should be a minimum of one network port, hard wired,for every four students. In specified areas this will rise to a port for every student.The number of wireless devices may affect this requirement.

Mobile devices should be connected to a structured cabling infrastructure overlaid bya ‘switch’ managed wireless network. Wireless standards are evolving rapidly; it istherefore recommended that specialist advice be sought at the time of specification.In almost all cases a wireless network will complement a wired network, and mayinclude mobile wireless access points attached to storage / charging trolleys forspecific curriculum areas.

Where a large population of wireless devices is required, a centrally managedwireless system that allows for automated load balancing and central managementshould be specified (or provided centrally as an infrastructure service from the KentCommunity Network).

4.5 Network: servers, storage and operating systems.

These should be specified by a specialist consultant able to translate functionalrequirements into a technical specification.

There are a number of considerations which are dependent on the choice ofinfrastructure design. Thin client systems have different server requirements to richclient systems. The other main choice is between open source software andMicrosoft operating systems.

In all cases, there will be a need to address supporting back-up regimes, disasterrecovery, virus protection, user account management, and security.

4.6 User Devices and peripherals

There is an expectation that the ratio of computers to pupils will move to 1:1 overtime, with a high population of mobile computing devices. These devices may beowned or managed by the school, by students or by community users.

Portable devices are becoming smaller, cheaper, and battery life is improving rapidly,as are the wireless networking standards. Due to the relative speed of improvements,decisions as to the best devices to serve the needs of users will be madeoperationally during the life of the School, but the initial numbers to be supplied willbe specified.

The life cycle for mobile devices should typically not exceed 3 years. This is due tobattery life, and general increased wear and tear.

The life cycle for desktop systems should typically not exceed 4 years, except wherethin client devices have been specified.

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Peripherals have varying life-cycles; however care should be given to ensuring thatprinters in particular are fit for purpose. Careful consideration will need to be given tothe cost of consumables and the number of copies before major components willrequire replacement.

4.7 Application Software

Each computer will have available an ‘Office’ suite of programs that includes word-processing, spreadsheet, database, Internet browser, email, live communications anda range of standard utilities.

Wherever possible, subject specific content and applications should be deliveredthrough a browser, and be located on institution based servers or local authorityservices using the national education network.

Consideration MUST be given to ensuring that proprietary file formats are avoided,as this prevents home access in many cases.

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5.0 Systems Integration5.1 The Schools ICT systems must provide exceptional functionality, maintain flexibility and

operate flawlessly. Systems integration is the key to meeting these goals. Systemsintegration is the process of bringing together technology components to support theorganisational processes of staff, learners, parents and the wider community, andensuring that the components work in a unified way. It is essential that it includesbusiness process, such as transition and change management.

5.2 The school will review its management processes and systems, both formal and informal,before the design of any new ICT system. This will be an opportunity to identifyweaknesses, confirm strengths and make improvements to gain as much advantage aspossible from the use of ICT.

5.3 Coherent and clear work processes will enable the design of ICT administrative systems.Staff roles including typically office manager, administration system manager and bursarmay need to be reviewed plus their management by SMT.

5.4 The chosen ICT main contractor will need to have demonstrable experience ininterpreting the needs of the School and integrating and optimising diverse ICT servicesand applications. Front and back-office functions will integrate around a commondatabase infrastructure based on the school MIS system, and will include the following.

Single Sign-On identity management.

User interfaces.

Storage management, backup and recovery strategies.

Configuration Support.

Performance Monitoring.

Capacity Planning.

Resilient design and Disaster Recovery Planning.

Server and network configuration and installation.

Systems, network, database and application management.

Web applications and transactions.

Access Control and Security.

Registration (optional), linked to the School’s MIS.

Library Management.

Photocopier and printing.

Cashless Catering.

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6.0 Operational Considerations6.1 The conventional model of system ownership is that ICT systems are owned by the

school. This approach has the advantage of simplicity, the title is clear and there is nofinancial implication for later years. The disadvantage may be the financial outlay in oneyear, that all risk is taken by the school and that a technical support team is required.

6.2 Leasing is discouraged, and shouldn’t be considered without consulting the localauthority finance section for guidance, as there are alternatives available that offer bettervalue for money.

6.3 Managed services are where external agencies supply specified ICT services and and/orequipment to agreed service levels. The essence of the managed service is the transferof an assessed risk to a provider, taking account of product life-cycle and total cost ofownership (TCO). This approach places the least technical demand on the school,reduces the employment cost of technical staff and provides a single point of contact forcommunications. Managed services are perceived to be expensive; however, in totalcost of ownership terms, a managed service may be comparable with ownership andleasing.

6.4 Most schools use external agencies for some aspects of ICT support. Often hardwaremaintenance is externalised, with few schools building or repairing their own. Themanagement of the wide area network is an external responsibility and often the schoolsadministration system, except for user management, is often maintained by the LocalAuthority staff.

6.5 Most schools employ their own technical staff. Good staff are difficult to appoint andretain and there is a realisation that rates of pay must match the job descriptions andcompete with industry and commerce. This approach, where successful, can providegood flexibility and speed of response.

6.6 Contracts for system support are available through EIS, the Local Authority ICT businessunit, or a number of commercial firms. Such contracts may vary from part-time techniciansupport to a contract covering complete systems. It is also possible to engage expertconsultancy for complex network issues, new system design or procurement.

6.7 All maintenance and technical Support must be based on the BECTA Framework for ITSupport (FITS). The emphasis is on proactive tasks as well as reactive ones. Technicalsupport is not just a function responsible for resolving incidents, but a service providerwhose main objective is incident prevention. It offers the following advantages:

• Tried and tested processes designed for a school environment. • Separated administrative and technical tasks to ensure the assignment of the most appropriate

resources.• Teaching staff protected from becoming involved in technical issues.• Capture of service level and performance data.• The training needs of network managers and technical support staff will be identified and

addressed as part of a regular review process.

6.8 Printing Management should be proactive with automatic advance warning of possibleproblems, and the ability to solve the problems from a desk through a simple web-basedmanagement tool. This will make it easier to prevent problems before they occur and totroubleshoot quickly.

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The printer management system should aim to provide the following facilities.

• Installation, configuration and management of printers remotely and easily.• Viewing the complete printing system through one management console – device groupings,

customisable maps, status pages, troubleshooting and consumables information. • Administrator control with customised user profiles integrated with the schools MIS with printing

credits and charging facilities. • Instant notification of printer issues, supply alerts and real-time status reports.• Printers should connect directly to the network in all cases, allowing them to be managed

effectively.

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7.0 Classroom ICT Environments7.1 Typical components of an interactive classroom environment can be one or more of the

following:

• Interactive Whiteboards• Teacher desktop computer / laptop docking station or lectern.• Wireless connectivity.• Tablet PC’s• Data projector• CD/DVD players• Media storage and retrieval

7.2 Typical scenarios

We have followed best practice and suggest that all spaces be identified and categorised according tosubject and/or function as part of the architects brief. This will best be determined by modelling thepredicted timetable and student/staff movements.

Spaces can be divided into broad classifications:

Standard Teaching Room: those rooms not identified as having a particular requirement for ICT. Extended ICT teaching room: where there is likely to be a need for additional numbers of desktop

computers. Typically these can be vocational teaching areas. ICT Suites: where there are fixed computers for whole class use. Administration Areas Specialist teaching spaces: where there are special requirements or considerations, e.g. design

and technology, performing arts, graphic design etc.

Teacher Tablet PC / laptop delivering content and resources through a data projector and/or interactivewhiteboard, from network, DVD or Internet.

The teacher multimedia lectern should be considered to ensure that teachers have a practical, secureand well organised station for their equipment. This will typically provide cable and connectionmanagement and security; allowing the laptop to connect to the other interactive elements in oneoperation, and ensure that their devices do not run out of battery power during a session. Ideally thisshould be usable in more than one location within the room to allow for different teaching styles.

It is important that ICT resources are available at the point of learning need, creating a virtual 1:1 ratio inany lesson. This is typically achieved by the use of trolleys to create a mobile ICT suite. Each trolley cantypically provide either 15 or 30 No. laptops / Tablet PC’s, a networked managed wireless access point,and a mono A4 laser printer. Storage areas would need to be provided within each classroom for thesighting of the trolleys, with adjacent power outlets and data points. This will enable them to be moved torooms in preparation of a lesson.

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7.3 Standard Teaching Room

In order to provide flexible access to ICT facilities in any teaching room, consideration should be given toaccommodating up to 2 No. laptop trolleys, each with a recommended capacity of 15 laptops/tablets.Data point and power outlet should be provided adjacent to the space. Each mobile trolley should befitted with a managed wireless access point, built-in charging system and networked A4 mono laserprinter. Using this method, computers can be wheeled into place, and plugged into the network forimmediate use in teaching rooms.

A minimum of 4 No. data points should be provided at waist height at the front of the classroom, mountedin pairs either side of the interactive whiteboard. This is to accommodate the teacher lectern(recommended), or desk, allowing it to be located either side of the interactive whiteboard.

2 No. high level data points should be provided during building or refurbishment for wireless accesspoints to be fitted when required.

Each room should be equipped with a ceiling mounted data projector and either an interactivewhiteboard, or other interactive presentation system, with audio system, DVD player.

A moveable lectern equipped with network data point and power for teacher laptop / tablet can provide aneffective means of ensuring that teachers have secure access to laptop docking facilities in the teachingroom.

7.4 ‘Extended ICT’ Teaching Room

Consideration should be given to providing higher levels of access to ICT resources in certain subjectareas. Typical examples are in vocational subjects such as business studies.

Specification should be as for the ‘standard teaching room’ with the addition of 5 No. fixed hard-wiredcomputers distributed within the room.

7.5 ICT Suite

Room / Space is equipped as a ‘standard teaching room’ but fully populated with 1:1 ratio of hard-wireddesktop computers instead of laptop trolley.

In addition, the following should be considered:

• Air conditioning provided where the room is enclosed.• A4 colour laser printer.

7.6 Administration

Administration offices and staff offices will contain a minimum of 1 No. hard-wired desktop computer peroccupant based on maximum permitted occupancy. Each office will have a networked mono A4 laserprinter. Where offices are in close proximity, a workgroup mono A4 laser printer could be provided. Eachoffice occupant should be provisioned with a telephony handset.

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References

The Becta functional and technical specifications are in development (as at October 2005). The latestversions can be downloaded from:http://www.becta.org.uk/corporate/display.cfm?section=22&id=4665

EIS is a KCC business unit that provides ICT support to schools and community projects, and offer a fullrange of services. Established for many years, with a strong reputation built on a high a level of technicalexpertise, EIS have an unrivalled understanding of educational needs in Kent schools.

As part of Kent County Council, and co-authors of this document they are ideally placed to provideimpartial and authoritative advice. If you have any queries related to this document or its content, pleasecontact EIS on 01622-683708, or by email to eis@kent.gov.uk.

1 The Secondary Strategy can be found at www.clusterweb.org.uk/Policy/keypolicy.cfm2 Always check with www.clusterweb.org.uk/Policy/keypolicy.cfm for latest version.3 BSF – Building Schools for the Future Programme. Further information can be found at www.p4s.org.uk4 Becta Functional Specification Institutional Infrastructure vA, Nov 2005.5 SSAT ICT Register can be found at www.ict-register.net6 There are various standards applicable to the use of images of children and for web-site accessibility that will needto be addressed. Please take advice.