1-18 of 18 results for subject:Schools
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To ask the Secretary of State for Education, what plans her Department has to permit more flexibility in the rules governing the design and size of new schools to allow for the best possible use of resources as a result of the findings of the report from the Royal Institute...
To ask the Secretary of State for Education, what plans her Department has to permit more flexibility in the rules governing the design and size of new schools to allow for the best possible use of resources as a result of the findings of the report from the Royal Institute...
The size of a school is determined by the age, number and type of pupil. Our standards show that within these areas we can provide good quality learning spaces. There is flexibility in how schools are designed. It is important we do not build schools larger than necessary to maximise spending efficiencies.
To ask the Secretary of State for Education, what plans her Department has to improve communications between schools, the Education Funding Agency and contractors as a result of the findings of the report from the Royal Institute of British Architects, Better Spaces for Learning Report, published in May 2016.
To ask the Secretary of State for Education, what plans her Department has to improve communications between schools, the Education Funding Agency and contractors as a result of the findings of the report from the Royal Institute of British Architects, Better Spaces for Learning Report, published in May 2016.
The Education Funding Agency has two frameworks of contractors which are used for procuring the vast majority of school building projects. These are currently under review and as part of this process we are reviewing the information exchanged at key points throughout the process between all parties to improve communication. We are also undertaking stakeholder engagement surveys with schools to establish where communication can be further improved.
To ask the Secretary of State for Education, what plans her Department has to monitor the quality of new Education Funding Agency-funded school building stock in relation to (a) the health and wellbeing of end-users and (b) its running and maintenance costs; and if she will take steps to ensure...
To ask the Secretary of State for Education, what plans her Department has to monitor the quality of new Education Funding Agency-funded school building stock in relation to (a) the health and wellbeing of end-users and (b) its running and maintenance costs; and if she will take steps to ensure...
My department is currently developing a strategy to extend its post-occupancy evaluation programme to include all Education Funding Agency funded building stock.
Post-occupancy evaluation, which includes assessment of recognised measures of health and wellbeing such as daylight, air quality and ventilation, is already being undertaken on new schools opened under the Priority School Building Programme (PSBP). We are also looking at the running cost of the new buildings and how we could assess maintenance costs going forward. Where appropriate, lessons learnt will be incorporated on PSBP phase 2 and other EFA-funded building programmes.
To ask the Secretary of State for Education, what plans her Department has to adopt a smarter approach to the use of building management equipment that controls the internal environment of modern school buildings as a result of the findings of the report from the Royal Institute of British Architects,...
To ask the Secretary of State for Education, what plans her Department has to adopt a smarter approach to the use of building management equipment that controls the internal environment of modern school buildings as a result of the findings of the report from the Royal Institute of British Architects,...
We already recognise the issues raised with regards over complex building management systems and had significantly revised our standards prior to the publication of the report. Our current standards already encourage the use of simple building management systems that can be easily monitored and controlled by school staff.
To ask the Secretary of State for Education, how many school fires have been reported in each year since 2005; and what the cost has been of replacing or repairing the buildings affected by such fires in each such year.
To ask the Secretary of State for Education, how many school fires have been reported in each year since 2005; and what the cost has been of replacing or repairing the buildings affected by such fires in each such year.
The numbers of reported school fires in Great Britain are as follows:
2005/06: 1,400
2006/07: 1,200
2007/08: 1,000
2008/09: 1,000
2009/10: -----
2010/11: 800
2011/12: 700
2012/13: 600
2013/14: 600
These are National Statistics’ figures published on GOV.UK and are rounded[1].
There are no statistics for 2009/10 as none were published for that year due to an incomplete data set. Since 2014/15 fire statistics are published as England only, with data on ‘educational premises’ including other institutions such as colleges and universities, alongside schools, which is not consistent with the data above. These England only statistics are available on GOV.UK: https://www.gov.uk/government/collections/fire-statistics
The Government does not hold data centrally on the annual cost of replacing or repairing school buildings following damage by fire. However, the Department is currently collecting data on both the capital costs resulting from fire damage and the costs of providing alternative accommodation.
[1] https://www.gov.uk/government/statistics/fire-statistics-great-britain-2013-to-2014
To ask the Secretary of State for Education, what steps her Department is taking to remove the presence of asbestos on school sites in (a) England and Wales and (b) Derby North constituency.
To ask the Secretary of State for Education, what steps her Department is taking to remove the presence of asbestos on school sites in (a) England and Wales and (b) Derby North constituency.
The issue of asbestos in schools is a serious one. Policy on the effective management and removal of asbestos at Welsh school sites is devolved to the Welsh Government, but in England it is one of the department’s priorities in order to ensure that our schools are safe for children and teachers.
The Health and Safety Executive (HSE), which is the lead regulator on managing asbestos, advise that as long as asbestos is in good condition and unlikely to be damaged or disturbed, it is not a significant risk to health.
The Department directly funds the removal of asbestos through schemes such as the Priority Schools Building Programme and provides capital funding for asbestos management and removal where appropriate for those schools that have identified that asbestos is in poor condition or poses a high risk of deterioration.
We also provide support to those who are legally responsible for managing asbestos in schools by providing targeted guidance to schools on the effective management of asbestos in their schools.
The duty holder has the legal responsibility of effectively managing asbestos in schools. In schools where asbestos poses a high risk of disturbance or is deteriorating, the duty holder should remove asbestos using capital funding that has been provided by the Department.
The Department is not committing to the removal of asbestos in all schools, as blanket and accelerated removal of asbestos in schools is potentially more dangerous and may involve greater risk to school children and staff.
It is, however, the aim of the government that, over time, as more school buildings are replaced and refurbished, all asbestos will be removed from schools.
To ask the Secretary of State for Education, how much the Education Funding Agency has spent to date on refurbishing the former East Ham Police Station; and how much of that sum was spent on demolition of the former accommodation for police officers.
To ask the Secretary of State for Education, how much the Education Funding Agency has spent to date on refurbishing the former East Ham Police Station; and how much of that sum was spent on demolition of the former accommodation for police officers.
The Department approved £599,470 for works to the East Ham Former Police Station of which £476,947 was for the demolition of the accommodation building at the rear of the site and the remainder was used for essential maintenance works to the Grade II listed building to ensure it was safe. The purchase of East Ham Former Police Station was completed on 4th February 2014.
To ask the Secretary of State for Education, on what date the Education Funding Agency applied to Christchurch Borough Council for planning permission to erect temporary classrooms for Parkfield School at Hurn; and on what date that application was withdrawn.
To ask the Secretary of State for Education, on what date the Education Funding Agency applied to Christchurch Borough Council for planning permission to erect temporary classrooms for Parkfield School at Hurn; and on what date that application was withdrawn.
The planning application for temporary accommodation for Parkfield School at Hurn was made on 9 May 2016 and withdrawn on 1 July 2016.
To ask the Secretary of State for Education, what estimate she has made of the average cost to the public purse of an additional (a) school place and (b) classroom in each of the next three years.
To ask the Secretary of State for Education, what estimate she has made of the average cost to the public purse of an additional (a) school place and (b) classroom in each of the next three years.
New school places and classrooms are delivered through a variety of programmes across England. The Department does not centrally collect data on the cost of building primary or secondary schools across all local authorities. The cost of building new places and classrooms varies significantly depending on local factors including: the size of the project; forecasts of construction inflation; and regional variations in the cost of construction. All of these are subject to change over time.
Local authorities report the cost per place of providing new school places through the annual School Capacity data collection. For primary schools this data has been used to produce basic need scorecards. The scorecards detail the cost per place, including for new schools, for each local authority. The latest published scorecards are for the academic year 2013/14 and can be accessed on GOV.UK at: www.gov.uk/government/publications/primary-school-places-local-authority-basic-need-scorecards-2014.
My Lords, this clause is effectively about brownfield registers and we have already covered some of the points I will make in moving Amendment 96B and speaking to the other amendments in my name.
Amendment 96B probes whether other registers are being considered and, if so, what they are and whether...
My Lords, this clause is effectively about brownfield registers and we have already covered some of the points I will make in moving Amendment 96B and speaking to the other amendments in my name.
Amendment 96B probes whether other registers are being considered and, if so, what they are and whether...
To ask the Secretary of State for Education, what assessment her Department has made of the potential benefits of using adjustable furniture in schools to improve the classroom learning environment.
To ask the Secretary of State for Education, what assessment her Department has made of the potential benefits of using adjustable furniture in schools to improve the classroom learning environment.
The Department has not undertaken its own assessment of the potential benefits of using adjustable furniture in schools.
The Department recognises the advantages and disadvantages of using adjustable height furniture detailed in research carried out by appropriate professionals and through working jointly with organisations such as the Furniture Industry Research Association.
Our jointly produced website on ergonomics highlights the option of using adjustable chairs and tables for effective management of the classroom environment.
To ask the Secretary of State for Education, whether she has discussed the study, The impact of classroom design on pupils' learning, by Professor Barrett of Salford University, with her counterparts in the devolved administrations; and if she will make a statement.
To ask the Secretary of State for Education, whether she has discussed the study, The impact of classroom design on pupils' learning, by Professor Barrett of Salford University, with her counterparts in the devolved administrations; and if she will make a statement.
The Secretary of State has not discussed the study, The Impact of Classroom Design on Pupils' Learning, by Professor Barrett of Salford University, with her counterparts in the devolved administrations.
To ask the Secretary of State for Education, what assessment she has made of the implications for her Department's policies on the design of new schools of the study entitled, The impact of classroom design on pupils' learning, by Professor Barrett of Salford University, published in July 2015.
To ask the Secretary of State for Education, what assessment she has made of the implications for her Department's policies on the design of new schools of the study entitled, The impact of classroom design on pupils' learning, by Professor Barrett of Salford University, published in July 2015.
The Department continuously monitors literature published on the built environment as it relates to schools. Where relevant, the findings from this literature inform the development of the Department’s guidance on design and maintenance[1]. The Department uses this guidance to communicate with contractors, designers, schools and sixth form colleges about the standards in class room design.
Professor Barrett has met with officials from the department to discuss the findings of his research. Professor Barrett’s recommendations regarding daylight, temperature and air-quality in schools reinforce those already made in the Education Funding Agency’s (EFA) Building Bulletins and the requirements in EFA’s Facilities Output Specification, used in procuring many new school buildings.
[1] https://www.gov.uk/government/collections/school-building-design-and-maintenance
To ask the Secretary of State for Education, whether her Department has taken steps to disseminate the findings of the study, The impact of classroom design on pupils' learning, by Professor Barrett of Salford University, published in July 2015, to (a) primary schools, (b) secondary schools and (c) sixth form...
To ask the Secretary of State for Education, whether her Department has taken steps to disseminate the findings of the study, The impact of classroom design on pupils' learning, by Professor Barrett of Salford University, published in July 2015, to (a) primary schools, (b) secondary schools and (c) sixth form...
The Department continuously monitors literature published on the built environment as it relates to schools. Where relevant, the findings from this literature inform the development of the Department’s guidance on design and maintenance[1]. The Department uses this guidance to communicate with contractors, designers, schools and sixth form colleges about the standards in class room design.
Professor Barrett has met with officials from the department to discuss the findings of his research. Professor Barrett’s recommendations regarding daylight, temperature and air-quality in schools reinforce those already made in the Education Funding Agency’s (EFA) Building Bulletins and the requirements in EFA’s Facilities Output Specification, used in procuring many new school buildings.
[1] https://www.gov.uk/government/collections/school-building-design-and-maintenance
To ask the Secretary of State for Education, what assessment her Department has made of the effect of the built environment on learning progress in schools.
To ask the Secretary of State for Education, what assessment her Department has made of the effect of the built environment on learning progress in schools.
The Department’s approach to the built environment is informed by a range of expert research.
The James Review of Education Capital, published in 2011 recommended the implementation of standardised designs for schools that could be continually improved upon and deliver buildings that ‘act as manageable tools for those delivering outstanding education to our children.’ In response to this the Education Funding Agency (EFA) developed ‘Baseline Designs’, which help to ensure that the Department’s funding goes further and that as many pupils as possible benefit from improved school buildings.
Alongside this, the Department recognises the importance of factors such as daylight, temperature and air-quality and offers guidance to schools, contractors and designers through EFA Building Bulletins and the requirements in EFA’s Facilities Output Specification, used in procuring new school buildings.