Designing Schools For Extended Services Full

cover for PDF 26/5/06 11:17 am Page 2
schools for the
future
designing schools for
extended services
Acknowledgements
The guidance and case studies in this publication have been written and researched by the following team, under the overall project management of Lucy Watson:
Sharon Wright School Works, led on the publication
Sarah Hill School Works, provided research support
Andrew Beard Andrew Beard Architects Ltd, provided advice on school design issues
A Steering Group oversaw the publication, providing comments and support. Members were:
Mukund Patel (chair) Schools Capital, DfES
Brenda Bignold PfS
Shirley Goodwin PfS
Chris Bissell Schools Capital, DfES
Lucy Watson Schools Capital, DfES
Richard Page Extended Schools team, DfES
Stephen Stanton Extended Schools team, DfES
Helen Edmondson Sure Start Unit, DfES
Bernard Clarke Kent County Council
Julia Powar ContinYou
Debbie Sanderson Mitchell High School, Stoke-on-Trent
Ty Goddard School Works
Paul Mortimer DfES Innovation Unit
Philip Mayhew Solihull MBC
Stuart Gillies Midlothian Council
Edna Sutton Barnsley MBC
Maggie Farrar NCSL
Jill Stuart Summerhill School
Sui-Te Wu Head, Southwark Building Design Service
Steve Grainger Youth Sports Trust
Bally Mandara LSC
Mosun Adebayo Development Consultant
Chris Beales Slipstream Projects
David Redman Development Consultant
Linda Murray Birmingham Social Services
Eddie West-Burnham Sexual Health Coordinator
David Kelly NCSL
Gary Burn Learning through Landscapes
David Whittington Church of England
We are grateful to the following people who provided the case study material featured in this book:
North Tyneside Borough Council Julia Craddock
Wendy Hobson, Norham College
Devon County Council Jon Bell
Solihull Metropolitan Borough Council Philip Mayhew
St Winifred’s RC Junior School Mark Corrigan, Headteacher
Four Acres Primary School Wendy Marriott, Headteacher
Maggie Proom, Children’s Centre Manager
Peter Harding, SDA Architects
Woodlands Primary School Nic Fiddaman, Headteacher
Steve Gilberthorpe, Medway Council
Willowbrook Primary School Julie Humphreys, Headteacher
Hatchford Community Primary School Geoff Onyett, Headteacher
Coleshill Heath Primary School Dave Dunkley, Headteacher
Montagu Community Full Service Extended School Ged Bell, Management Group Chair
David Large, Newcastle City Council
Steven Conway, Newcastle City Council
Great Torrington Bluecoat CE School Mary Pearson, Headteacher
Carlton Hill Primary School Phil Smith, Headteacher
Oaks Park High School Steve Wilks, Headteacher
David Farmery,Watkins Gray International
Dyke House School Bill Jordan, Headteacher
Mitchell High School Jackie Lees, Community Officer
Shaun Morgan, Community Learning Centre Manager
Minsthorpe Community College Richard Brown, Principal
Jo Richardson Community School Andy Buck, Headteacher
Yvonne Irvine, Architecture plb
Parklands High School Alan Smithies, Headteacher
Pam Oakley, Amey Business Services
The Meadows School Angela Duncan, Headteacher
Linda Warner, Business Manager
Alison Coughlan, Sandwell Metropolitan Borough Council
Chafford Hundred Campus Chris Tomlinson, Headteacher
Lucy Britton, Nicholas Hare Architects
Also to Walters and Cohen Architects, whose Exemplar Design was used as an illustration and to Russ Currie, North Somerset Council, Helen Arvanitakis, David Morley Architects for information about
The Campus and to Kent County Council for the extract from KCC-Template-01 and Blyth Community College, Northumberland and Waring and Netts Architects for use of the Blyth school plan.
We would like to thank the following, who gave up their time to add their expertise to the publication:
Ty Goddard School Works
Allan Jarvis Buttershaw High School, Bradford
Jo DeSyllas Architecture plb
extended_services 26/5/06 10:50 am Page 1
foreword
The vital role of schools in A key success factor in delivering this I am very pleased to introduce this
implementing the Every Child Matters vision will be to make sure that where guide at a time when schools and
vision is a challenging one, but one services are provided on the school local authorities are developing
that will greatly benefit all children, site, they take place in an environment their extended school services,
young people and their families. that is safe, adaptable and welcoming. including where this forms part of
The provision of extended schools Much of this can be, and indeed Building Schools for the Future plans
can have a number of benefits already is, provided in existing and the forthcoming primary capital
including supporting improvements accommodation, most often by programme. It will be valuable both
in school standards. opening the school for longer hours. to those schools looking at expanding
In some cases, local authorities and services in their existing premises
The prospectus Extended schools: schools join with other agencies to and to those planning major
Access to opportunities and services provide specialist services such as refurbishments or new schools.
for all sets out the Government’s health clinics. However, in many
clear aim for all schools to provide cases additional investment may The guide will help to ensure that
access to a core offer of extended be needed.The Government is the most effective use is made of
services by 2010: making this available. our school sites so that they are
vibrant and welcoming places, well
• High-quality 8am-6pm Capital funding for schools has and sustainably designed for the
year-round childcare. increased dramatically in recent years, future needs of their communities.
• A range of study support activities. with a total of £17.5 billion for school
• Parenting support, including buildings and ICT between 2005 and
family learning. 2008. Much of this goes directly to
schools and authorities so that they
• Swift and easy referral to a wide
can invest in their local priorities.
range of specialist support services.
Additionally, the General Sure Start
• Wider community access to learning Grant provides £140 million capital Rt. Hon Beverley Hughes, Minister
and recreational facilities for adults. funding over the period 2006-08 to of State for Children and Families
support extended schools services.
Further funding can be secured by Department for Education and Skills
joining up with other programmes
such as children’s centres, and
agencies such as Primary Care Trusts.
foreword 1
contents
introduction 4
section one: the policy context 7
What is an extended school? 7
Why extended schools? 9
How are schools creating extended facilities? 9
section two: establishing extended facilities 11

Role of the local authority 11
Faith schools 13
Academies 14
Consultation and involvement 15
Funding for extended school buildings 15
Governance and legal issues 17
section three: developing the vision 19

section four: design 23
Why is design important? 23
A:The design and building process 24
Introduction 24
Being a good design client 25
Writing a brief 27
B: Important design issues 32
Introduction 32
Looking beyond the school 34
Site planning 36
Internal planning 39
Access and security 42
Support spaces 44
Management issues 45
C: Facilities in use 46
Facilities management of extended schools 46
D: Evaluation 47
Keeping things under review 47
Self assessment 47
section five: case studies 49

North Tyneside Borough Council 50
Devon County Council 54
Solihull Metropolitan Borough Council 58
2 designing schools for extended services

St Winifred’s RC Junior School, Lewisham 62

- Using existing facilities to engage parents
Four Acres Primary School, Bristol 66
- Shared site with new Children’s Centre
Woodlands Primary School, Medway 70
- Extension to the school, providing music and performance spaces
Willowbrook Primary School, Devon 74
- Planning and delivering multi-agency spaces
Hatchford Community Primary School, Solihull 78
- Adapting and adding to existing spaces for extended use
Coleshill Heath Primary School, Solihull 82
- Multi-agency working on an existing site
Montagu Community Full Service School, Newcastle 86
- Existing primary school combined with new community facilities
Great Torrington Bluecoat CE Infant and Nursery School, Devon 90
- Providing outreach facilities in the community
Carlton Hill Primary School, Brighton 94
- Creating a community room for a range of users
Oaks Park High School, Essex 98
- A PFI school with high-quality sports facilities for the community
Dyke House School, Hartlepool 102
- Using the existing site to create inclusive facilities
Mitchell High School, Stoke-on-Trent 106
- Converting unused spaces for multi-agency working
Minsthorpe Community College,Wakefield 110
- Adapting and building new facilities for large scale community use
Jo Richardson Community School, Barking and Dagenham 114
- A new PFI school designed to deliver extended services
Parklands High School, Liverpool 118
- The first full-service extended school in its authority
The Meadows School, Sandwell 122
- A new special school serving pupils, parents and the community
Chafford Hundred Campus,Thurrock 126
- An all-age facility providing learning and social spaces for a new estate
appendix one: self assessment 130

appendix two: resource material 134
appendix three: photography references 136
contents 3
introduction
This publication advises schools on The Children Act 2004 establishes
how best to use their buildings to new duties to ensure that child welfare
benefit their wider communities. is given priority by all relevant agencies
Whether they are making available in their own work and in the way
existing spaces to run breakfast they work together in practice locally.
and after-school clubs, looking for The Act also requires local authorities
additional funding to provide to have in place arrangements that
community spaces, or creating a produce integrated working at all
brief for a new full-service school, levels, from planning through to
we have highlighted a range of delivery, with a focus on improving
areas to consider and included a outcomes.These arrangements will
series of practical case studies to help local authorities and schools to
stimulate ideas. determine how their extended
services sit within the wider local
The Extended Schools prospectus, strategic framework. Local authorities
published in June 2005, set out the have started to anticipate the effect of
Government’s vision for all schools to these changes and are now involving
offer a core set of extended services key stakeholders in thinking about the
by 2010. Schools are uniquely placed location of facilities, as well as their
to sit at the heart of the communities design and the services they provide.
they serve. Many are already lively
and vibrant places outside school Schools cannot work alone in helping
hours, providing learning and leisure children, young people and their
opportunities for their pupils, their families to achieve their potential –
parents and the wider community. they need to work in partnership with
The challenge for all schools and their private, voluntary and community
local authorities is to consider whether sector providers and other agencies
they can also provide a focus for the such as Primary Care Trusts (PCTs)
local delivery of children’s services. and social services, which have an
interest in outcomes for children,
young people and families.

Through the Government’s Building they can use one of their main There is no one model of an
Schools for the Future programme, resources – their buildings. Schools extended school. How services look
local authorities are developing which are only open during the school and are delivered will vary from school
ambitious local plans for their day and term are a wasted resource. to school. In consultation with its
secondary schools to support the Making better use of the buildings not stakeholders, every school should
delivery of better outcomes for pupils. only serves the community, but is also assess local needs and decide what
Extended schools are a crucial part beneficial to the school. For example, part it could play in meeting them.
of these plans. Primary schools will research shows that one in eight This publication shows that schools
be an important community resource schools nationally suffers some form which have successfully extended
and children’s well-being must be at of arson attack each year. Two thirds their services to meet wider needs
the heart of any school’s capital work, of these attacks occur outside school retain a clear focus on their primary
underpinned by a clear educational hours. Many extended schools, stakeholders – the pupils in their
vision and shared outcomes across including case studies in this classrooms. In so doing they have
local services.This publication includes publication, report reductions in benefited their pupils and found
three local authority case studies, vandalism due to increased use and a richer and more productive
looking at their coordinating role ownership of the school spaces by relationship with their communities
and how they are developing a the local community. and their partners.The clear message
strategic approach to the provision is that the design of school buildings
of children’s services through their Many schools have been successfully can greatly enhance and facilitate
schools – and how this fits with their delivering extended services for community use, supporting the wide
schools’ capital strategy. some time. Others are starting to and varied set of community
think about how best to meet this relationships successful extended
This publication sets the policy challenging agenda. We have included schools have developed and nurtured.
context and provides advice on a spread of case studies to illustrate
how local authorities and schools how primary, secondary and special
can design facilities in partnership schools are using their buildings to
with their communities, other agencies deliver a wide range of extended
and the private and voluntary sectors. services – from small-scale provision
It includes key questions which all to full-service extended schools.
schools can ask themselves as they
think about the future and how best
introduction 5
section one
the policy
context
What is an extended school?
Extended schools provide a range of The core offer for mainstream and
services and activities, often beyond special schools is:
the school day, to help meet the needs • High-quality 8am-6pm
of children, their families and the year-round childcare.
wider community. The Government
• A varied menu of activities on offer
recognises that many schools are
such as homework clubs and study
providing extended services and that
support, sports, music tuition, dance
there is no one model of what an
and drama, arts and crafts, special
extended school should be like.
interest clubs.
More importantly, each school needs
to work with its local community and • Parenting support, including
partner agencies to determine what family learning.
provision is required and to plan how • Swift and easy referral to a wide
it might best be delivered. range of specialist support services
such as speech and language
The Extended Schools prospectus1,
therapy, child and adolescent
published in June 2005, sets out the
mental health services, intensive
Government’s vision for all schools
behaviour support and, for young
to offer a core set of extended
people, sexual health services.
services by 2010 with half of all
Some of these may be delivered
primary schools and a third of
on school sites.
secondary schools doing so by
2008. The prospectus also includes • Wider community access to ICT,
a number of case studies and covers sports and arts facilities, including
the key aspects of extended school adult learning.
development, and should be used
in conjunction with this guidance.
1 Extended Schools: Access to opportunities and services for all, DfES June 2005
Setting out this core offering, DfES has It also sets out the national framework • Every local authority has appointed
made clear that there is no blueprint for local change programmes to build an Extended Schools Remodelling
for an extended school – but the offer services around improving outcomes for Adviser (ESRA) to support their
ensures that all children and parents children and young people, through extended services. ESRAs will build
have access to a minimum of services Children’s Trusts. on the work done in implementing
and activities. Some of these services, the National Agreement on
such as health and social care, will be Every Child Matters sees schools as workforce reform and enable
funded by local authorities and other being the most likely bases for the schools to apply the remodelling
agencies. Some services can be co-location of services, to be the hub tools and processes they have
delivered in partnership with existing of services for children, their families developed to grow their extended
private and voluntary sector providers, and other members of the community. services. Further support and
or by clusters of local schools. The Government expects that many expertise on developing extended
schools will go beyond providing services will be provided by
Every Child Matters: Change for Children the core offer and deliver a range of The Extended School Support
sets out the Government’s aim of other services, such as hosting multi- Service delivered by ContinYou
ensuring that every child and young disciplinary teams from health, social www.continyou.org.uk and
person has the opportunity to fulfil care, the youth service and others. 4Children www.4children.org.uk
his or her potential, and that children’s Indeed, this is already happening at
• The Extended Schools website
services work better together, and with extended schools around the country.
www.teachernet.gov.uk
parents and carers, to give children
To support schools and local /extendedschools has information
more opportunities and better
authorities in developing extended and advice on extended schools,
support. It contains the five outcomes
services, the Government has put in including the Extended Schools
that children and young people have
place a package of support including: prospectus, local authority funding
said are key to childhood and later life,
allocations and ‘know how’ leaflets
which services should work towards: • Funding: a total of £680 million will
covering a range of specific issues.
being healthy; staying safe; enjoying be made available over the period
and achieving; making a positive 2006-2008 to support the
contribution; and economic well-being. development of extended schools.
Of this £680 million, £140 million
will be specifically to support capital
projects in primary schools.

Why extended How are schools creating

schools? extended facilities?
The provision of extended services While schools which are to have Many schools that have been
can have a number of benefits new buildings or undergo major delivering extended services for a
including supporting improvements in refurbishment as part of Building number of years have used several
schools standards, encouraging greater Schools for the Future (BSF) will be of these methods to upgrade
parental involvement in children’s expected to develop their extended their facilities, developing their
learning, and making better use of facilities as part of the programme, school campus as funding has
school facilities by opening up sports, our case studies prove that schools become available.
arts and ICT facilities to the community. do not need to wait for major capital
In addition, there may be opportunities spend to start delivering a wider In new-build schools, the funding offers
for school staff to develop skills in range of activities and facilities to opportunities to those developing the
areas such as childcare. their communities. Schools are: brief to create facilities that can be
used both to deliver high-quality
• Making use of existing spaces
Children’s wider needs can also be education, and to enrich the lives of
outside the school day to run
addressed through support from their wider communities. While this
breakfast and after-school clubs,
multi-agency teams working at, or may seem the ideal opportunity for
provide childcare and adult learning,
visiting, the school site. Activities schools to create the spaces they
or are offering their sports and arts
such as before- and after-school clubs need, they must work co-operatively
facilities after hours to local users.
can also help children develop new with their stakeholders and a range
interests and skills, and may support • Remodelling or extending their of partners and other service
parents by providing enhanced existing spaces to deliver additional providers if they are to take maximum
childcare options so allowing them services during the school day. benefit from their new investment.
to return to work. Schools should • Building major extensions or new
look at how they can use their facilities buildings to deliver additional Section four of this guide looks at
to add real value to their core aims services during the school day, the key design issues associated with
and to meet the identified needs of such as Sure Start or nursery creating extended schools.
their communities. provision with additional funding.
section one: the policy context 9

section two
establishing
extended facilities
Role of the local authority
The local authority role is crucial for Local authorities are also developing
extended schools to develop and Children’s Trust arrangements
maximise their potential. As part of to integrate front-line services,
the Children and Young People’s Plan, backed up by integrated processes,
from April 2006 every authority needs planning and inter-agency governance.
to show how it intends to achieve the Trusts will work together with
Government’s targets for each school local partners from the public,
providing childcare and sports private and voluntary sectors to
opportunities outside school hours. assess local needs, agree priorities
and commission local services to
meet those priorities.
Devon County Council: central resourcing for extended schools The Government expects that
Children’s Trust arrangements will
In Devon, an extended schools A short video/DVD was produced be developed in all areas by 2008.
manager, administrator and finance to help teaching staff, governors This means:
officer were appointed to a central and other interested parties
• Children’s Trust arrangements
team and extended schools familiarise themselves with the
involving schools in local
coordinators were recruited principles behind the Devon
partnerships so that they can
via regional appointment panels Extended Schools programme.
feed their views into local service
to work with local Learning An Extended Schools website,
planning and, if they wish,
Communities.These panels accessed via the Council
provide services individually or in
consisted of the Extended Schools website, has been set up and
partnership with other schools.
Manager, local headteachers and gives up-to-date information on
a representative from the area national and local developments. • Children’s Trust arrangements and
LPIG (Local Policy Implementation schools working together to find
Group). Line management of these places for hard-to-place pupils.
staff is vested in the Extended • Local authorities working closely
Schools Manager but each Learning with schools in fulfilling their duty
Community has been asked to to promote the educational
nominate one headteacher who achievement of looked-after children.
will be the local contact for the
Extended Schools Coordinator. Alongside these planning and
governance changes, the Government
has introduced Building Schools for
the Future (BSF) to help transform
secondary education through new
and remodelled schools. Each local
authority will have to set out a vision
for educational transformation that is
appropriately robust, meets Ministers’
expectations of BSF and delivers for
local children and learners.

Faith schools
Each school receiving BSF investment Faith schools play an important role in North Tyneside Borough
also has to set out its individual the community.The faiths involved in Council: multi-agency training
vision and strategy, including how running maintained schools have come
it will contribute to the authority’s together to share their stories and to In North Tyneside, the Extended
overarching vision and plans for make a joint statement of their Schools Model is focused on two
extended schools. Every LEA will work commitment. It states: “We will secondary schools with adjacent
with its BSF schools to determine work together to further our shared catchment areas, Churchill
which extended facilities and services commitments to: excellence in all Community College and Norham
they will provide.The primary capital our schools; enabling all children to Community Technology College.
programme, funding for which starts achieve their full potential; celebrating So that they could establish
in 2008, is likely to have similar achievement and valuing people; and common policy, practice and
requirements, with the aim that every developing effective partnerships procedures among key services,
child and family will have access to a between home, school, and the a training programme, funded
primary school in their locality which wider community”. through the Regional Workers’
is a focus for local services. Federation in association with
It should be remembered that there the Primary Care Trust, brought
As part of the procurement model for are different legal and governance senior managers from public
BSF, most authorities are entering into arrangements for faith schools, which health, the police, social work and
Local Education Partnerships (LEPs) need to be considered carefully in the education together to examine
with strategic partners to deliver the context of extended schools. the possibilities of multi-agency
building programmes.The strategic working. Presentations promoting
partnership and local authority sign Further details and case studies of faith the extended schools idea were
up to supporting extended schools schools that are providing extended made to a wide variety of local
developments; the LEP will therefore school services are on Teachernet at groups and partnerships.
be a key player, alongside the local www.teachernet.gov.uk/wholeschool The six-day training programme
authority, in discussions with /faithschools/ for senior managers explored
Children’s Trusts about the planning relationships, constraints,
and implementation of extended objectives and working practices.
schools provision.

Academies
Minsthorpe Community College,Wakefield: delivering services Academies form part of local
through school companies and charities provision and serve their local
communities, working with other
Minsthorpe Community College He highlights the need for schools, business and the community
has been offering a wide range checks and balances for to provide education that meets
of additional facilities and services governors in schools like his. the needs of the community.
for over 10 years in Wakefield. For example at Minsthorpe the Academies often have innovative
With 1,860 pupils aged 11-19 company Board includes the buildings with facilities that match
on roll and 3,000 adults regularly Principal, a governor and a the best in the maintained sector
involved on site, Minsthorpe finance officer in order to ensure and one of the responsibilities of
provides for a variety of local needs. propriety and accountability. an Academy is to share its facilities
with the community.
Principal Richard Brown explains that
they have adopted several models of There is more information
delivery to make sure they get the on Academies at
best from their facilities.They have www.standards.dfes.gov.uk/academies/
set up a private company to run the
conferencing and sports facilities and
a charitable trust for the childcare
provision, but Richard stresses that
the Principal and governors have
ultimate responsibility for both the
company and the trust.

Consultation and Funding for extended

involvement school buildings
Crucial to the development of Many extended schools have Any school that wants to provide
extended services is the consultation harnessed a range of different funding extended services needs to look
and involvement of children, parents streams to develop their community carefully at the full range of funding
and the wider community, including facilities.This can be a challenge and options for modifying or upgrading
private, voluntary and community schools need to link potential funding their buildings to meet additional
sector service providers.This will sources carefully to their educational need – and to think about the
help schools establish what resources vision and the range of services their maintenance and facilities management
will be needed to set up and provide local community needs.They also of community spaces. DfES and
activities, as well as making sure that have to consider the sustainability Partnerships for Schools have issued
the services they offer meet of services provided on their sites, funding guidance which covers
particular needs. including how they will be funded extended school provision.2
in the future.
There is more advice on who On the next page we have set out the
to consult and involve about the Working in partnership with other main categories of capital funding to
extended services a school should agencies means that schools can support the Extended Schools agenda.
offer in the Extended Schools develop collaborative funding streams.
prospectus (pages 17-18) and Many schools have established clear
on the Extended Schools website. business plans around their extended
provision to ensure the ongoing
Advice on how to develop a sustainability of services. Some have
consultation and involvement strategy established charities, not-for-profit
for aspects of school building design is companies or private companies to
included in section four of this guide. administer their additional services,
while others have provided services
on the basis that they pay for
themselves or generate additional
income for the school.
2 Guidance for local authorities on improved joined-up planning and funding, www.bsf.gov.uk/documents

Building Schools for the The core offer of extended services A significant part of funding for BSF
Future (BSF) (as set out in section one): including projects is through Private Finance
BSF is more than a bricks-and-mortar access to the school facilities, both Initiative (PFI) credits, so schools which
programme. It represents a once-in-a- during and outside school hours, by a are completely or substantially rebuilt
lifetime chance to drive reform of the range of stakeholders such as other are likely to be funded in this way.
secondary system and improvements young people not pupils at the school, This has particular implications for
in educational standards through parents, specialist support service out-of-hours use of a school building.
radical improvements in the quality professionals, private, voluntary and
of school buildings. BSF will in turn community sector providers and other We have provided more guidance on
contribute to the wider regeneration members of the wider community. this issue in section four.
efforts of local authorities.
Major areas of accommodation for Primary Capital Programme
Within the local authority’s dedicated non-educational services: The primary capital programme offers
educational vision, schools funded provision of these would require the the chance to design primary schools
through BSF will need to consider joining up of other funding streams such and primary-age special schools that
how they might deliver the following. as with Sure Start, Primary Care Trusts inspire. Delivering the Government’s
(PCTs), Department of Culture, Media vision of primary schools at the heart
Access to school facilities by the and Sport (DCMS) or the Office of the of the community will mean joining up
wider community: including facilities Deputy Prime Minister (ODPM).Where this new investment with capital from
such as ICT and library areas, different funding streams become a range of other sources. Projects will
drama and performance spaces, available at different times, it is important range from large-scale new build and
art, design and technology facilities, that the design of the school allows for refurbishment projects, to small
sports areas and any other areas the new facility to be added later. school-led building works.
identified at local level. Access to these
areas could be addressed through the Likely funding sources for these activities
design and management of the are set out on page 48 of the DfES’s
building with limited cost implications. Building Bulletin 98 Briefing Framework
for Secondary School Projects, at
www.teachernet.gov.uk/management
/resourcesfinanceandbuilding
/schoolbuildings/designguidance
/sbareaguidelines/

Governance
and legal issues
Single capital pot authorities, who have the flexibility to The governing body of each school
Conventional capital support, including plan their delivery of Sure Start and has ultimate responsibility for deciding
support for borrowing for capital and extended school services to achieve whether it should offer additional
capital grants, is largely being delivered targets and get the best possible value activities and services and what form
by DfES and other Government from the available resources. these should take.
departments through the single capital
pot so that resources are effectively The Children’s Service Capital Governors’ legal responsibilities
delivered in a joined-up way, enabling Grant is for the development of regarding setting up and providing
local decision making. Some capital information technology to support extended services can be found at
funding relating to children’s social the implementation of the Integrated www.governornet.co.uk under the
services has now been transferred Children’s System for children’s ‘Guide to the Law’ section.
from the Department of Health to social services.This is £5 million
DfES and is being allocated through in 2006-2007.
the single capital pot.The Department
PFI credits are available from ODPM,
of Health also distributes a parallel
DCMS and Department of Health
capital funding stream for adults’
(DH) for schemes which involve
social services, paid through the
extended schools. Funding is available
single capital pot.
for the whole range of adult social
Other funding streams services, library or sports or Joint
Capital support for the development Services Centre projects.The latter
of extended services in primary funds projects that improve access
schools is available to all local to local authority and partner agency
authorities through the General Sure services in an integrated, joined-up
Start Grant.The General Sure Start way. DCMS expects to allocate all
Grant also makes provision of capital of its available PFI credits for
funding to support the creation and 2006-2007 and 2007-2008 and
expansion of Children’s Centres, does not expect to invite further
out-of-school childcare, early bids during the current spending
education and childcare services. review (SR04) period.
Funding is allocated to local

section three
developing
the vision
In section one we set out the policy • The local context, including wider
context for the Extended Schools plans for Children’s Trusts and
agenda. There is a clear focus on local integrated service delivery.
authorities as the strategic lead on • The aspirations of the local
developing the educational vision for community in terms of education
their areas and this should be and wider service provision.
underpinned by:
• The full range of Government policy
and its likely implications for schools
now and in the future.
Four Acres Primary School, Bristol: shared visioning Every Child Matters and the Building
Schools for the Future programme
Four Acres Primary works closely The primary school further mean local authorities are working
with the Children’s Centre on its encourages a close working with their schools to determine how
site, using a Foundation Stage relationship by including the they can support the delivery of local
coordinator, who is an Advisory Children’s Centre development services. It will be important that each
Teacher, to link between the two. plan objectives in the school school understands how it will work
The Children’s Centre Manager, development plan. Both the with the local authority, other schools,
Maggie Proom, is a governor at the Children’s Centre and the local agencies and the voluntary and
primary school. She has responsibility primary school are looking private sectors to ensure it is providing
for child protection issues on the forward to a shared ‘Vision’ a range of extended services and
governing body and this is proving to day where staff can discuss facilities which meet identified needs.
be a very valuable source of how best to continue to work
expertise to governors.While the together in future. This will inform each school’s own
Four Acres site provision is adding vision for the future and, in turn, the
value to the work of both the brief it creates for extended facilities.
Children’s Centre and the primary It will also help schools determine
school, both recognise that they need who to involve in the creation of that
to develop protocols for sharing brief, as both service providers and
information and this is an area for users will need an opportunity to
further work. contribute to the design process.

The vision for an extended school will Schools should be sure that the Great Torrington Bluecoat
draw on the needs assessment from vision they have agreed takes full CE Infant and Nursery
a range of stakeholders. But it is account of the Extended Schools School, Devon: providing for
important that the extended services agenda and core offering. It is the whole community
support and contribute to the wider important that schools can reach
school objectives. Opening up a school out to their communities so that the Great Torrington Bluecoat School
to provide a wider service should school vision is widely owned and has a toy library and a scrap store
enhance opportunities to raise that stakeholders understand how which support clubs as well as
standards, promote the culture and they can support its achievement. forming a resource for the school.
ethos of the school and contribute The Torrington Family Project has
to a range of Government policies, opened a craft shop in the local
including those set out in this town to extend what the school is
publication. In every case a school already doing.Workers at the
should be able to see the benefit of shop show parents how to craft
providing extended services in helping with their children and take
to achieve its vision and in turn that crafting to the community in the
of the local authority. If the extended surrounding rural areas. According
provision does not have a direct to headteacher Mary Pearson,
impact on the achievement of the “All the work we do supports
school vision, it is likely to detract from the Torrington Vision. Governors have
the core business of staff and pupils. decided not to charge clubs for using
school space and additional funding
is being raised to provide an extra
building for clubs and daycare”.
section three: developing the vision 21

section four
design
Why is design important?
Well-designed extended facilities, Creating an extended facility may
which support the school vision mean, for example, creating access
and have ownership from the local which allows young parents with
community, can enable and promote pushchairs to easily reach the nursery,
community use. Below we have or ensuring secure boundaries
looked specifically at some of the key between pupils and adult users, or
issues that have particular significance simply thinking about providing wider
when designing for a wide range of doors to the school hall to allow it to
potential users and for buildings that be used for a range of activities from
will be open for longer than the school performances to trade
normal school day. exhibitions, fashion shows to wedding
receptions. Understanding who will
Many of the issues covered in this use the building, how and when, will
section are features of all well create design issues which can be
designed schools. Where facilities addressed early in the process.
are to be opened to a wider range
of users there may be a greater
emphasis on some aspects of
the building, and these have
been highlighted.
A: The design and

building process
Introduction
Being involved in the process of For the purposes of this guide, Procurement and construction
designing new buildings can be very the various design stages can be In a traditional building programme,
enjoyable and rewarding. But it is also summarised in the following way. once the design is complete the
very time-consuming for the client – process of selecting a building
getting to the finished building often Understanding how to be a good contractor takes place and
takes much longer that expected and client of the design process construction work can begin.
it is enormously frustrating and The design team will translate the Where the work takes place
disappointing if the end product does school’s requirements into building around an operational school, it is
not live up to expectations. So to be proposals.This is usually an iterative especially important to choose a
successful and get the best from the process, with sketch schemes being builder with a good track record
invested time and money, a good presented for comment and for considerate working and safety.
understanding of the whole design modification. It is the design team’s job to For new schools being built under
and construction process and the make sure that design quality and value the Private Finance Initiative (PFI) or
roles of all the individuals involved for money are both achieved. It will fall Building Schools for the Future (BSF),
is essential.This can be particularly to the school to ensure that successive after the briefing stage a consortium
necessary where there is a large iterations carry both client and design will be procured to design and build
number of stakeholders with a range team forward towards the achievement the new school or schools.
of needs and expectations. of the extended school vision.
On the following pages we have given
A good introduction to the process Writing a brief some detailed advice on how to get
is the CABE Client Guide3, which In the preparation of designs for an the best from the design stage as a
explains the whole process in great extended school, it is important to client, and how to approach brief
detail, as well as simpler summaries consider the whole range of activities that writing. We have not covered
in the RIBA’s Guide for School are planned to take place in the school procurement and construction issues
Governors4 and Part A of DfES’s throughout the whole day, week and year. in detail in this publication.
Building Bulletin 98: Briefing Framework Armed with this information, the designers
for Secondary School Projects and can fully understand how the building
Building Bulletin 99: Briefing Framework operates and can ensure the optimum
for Primary School Projects. use of all available space.The brief
therefore needs to describe in detail the
organisation of the extended school and
the nature of all the different activities.

Being a good
design client
Working with the design team The critical stages for sign Who to involve
The various stages in the design off are usually after completion of The critical issue for schools developing
of a building are described fully in RIBA stage C, outline proposals, and extended services and facilities is who
the RIBA Plan of Work5.This is an RIBA stage D, detailed proposals. should be involved. As with all aspects
industry-standard description of the The design team needs to present the of school building design, it is crucial to
various tasks normally undertaken information in a form that can easily be involve school stakeholders in thinking
by the different members of the understood by the various client and about how best to meet their needs.
project team at each stage. user groups. It is important that all the Pupils, staff, parents and community
potential user groups are kept involved users all have a valuable contribution to
The first step is to assemble a design right through the design process and sign make by commenting on how best to
team. Depending on the scale and off all stages to confirm that they satisfy deliver spaces that work for them.
complexity of the project, additional their requirements. There is a good deal of information
disciplines may need to be brought in available on who to involve, at which
– such as structural and services Developing a user consultation stage and to best effect:
engineers, landscape architects and and involvement strategy
• CABE has published a guide to
quantity surveyors.The CABE Client There is considerable evidence that the
Being involved in school design6.
Guide gives advice on this. involvement of building users in the
design process leads to better designed • School Works has developed a Toolkit
A particular issue with an extended buildings. Not only will it help to inform on participation and school design7.
school project is getting all the design considerations, helping schools • For Sure Start facilities, there
stakeholders to sign off the design to develop their long-term plans on are publications such as Building
at critical stages, since it wastes a upgrading or adding to existing school for Sure Start8.
lot of time and design fees if spaces, but it will also lead to greater
• DfES and PfS have a range
design decisions are changed after satisfaction with the completed project.
of material.
certain stages have finished and the
next started.
3 Creating Excellent Buildings: A guide for clients, CABE 2003, www.cabe.org.uk

4 A Guide for School Governors, RIBA 2004, www.architecture.com
5 The Architect’s Plan of Work – for the procurement of feasibility studies, a fully-designed building project, employers’ requirements or contractors’ proposals, RIBA 2000
6 Being involved in school design: a guide for school communities, local authorities, funders and design and construction teams, CABE 2004, www.cabe.org.uk section four: design 25
7 The School Works Toolkit, School Works, www.school-works.org
8 Building for Sure Start, DfES 2004, www.surestart.gov.uk/publications
The Meadows School, Identifying stakeholders Thirdly: Develop a participation plan

Sandwell: user involvement With the help of the local authority, showing who to involve, how best to
in the design brief schools will need to take a wide view engage them, and at what point of the
of their stakeholders and the potential decision-making process. For example,
The Meadows School, which users of the services. A useful way to schools may decide to carry out an audit
opened in 2003, is the first of start is suggested below. of the local community to gather their
three new special schools to views about the range of services the
be built in Sandwell to meet the Firstly: Map out the range of potential school might provide.This could be
needs, aptitudes and aspirations of stakeholders and users.This may undertaken in conjunction with other
individual children and young people. include the people who learn and local agencies, or with support from
Headteacher Angela Duncan stresses work in the school already, governors, voluntary or private sector organisations.
the importance of multi-agency parents, local residents, local agencies, Once this baseline audit is complete,
working at the school, where local private and voluntary sector schools might want to form governor
health and social services work organisations, potential users from working groups to decide how feasible
alongside school staff and colleagues further afield, local press and potential it is to deliver the services requested,
from the voluntary sector, Leisure funders. Many schools are now drawing in local providers and members
Trust, students on work-experience providing facilities for groups of the staff and community to the process.
and West Bromwich Albion Football they would never previously have
Club, who provide sports coaching. considered as potential users. Finally: An extended services plan can be
Staff from partner organisations For example, school ICT suites provide useful, setting out the range of services
have dedicated work space in the excellent facilities for local businesses to be delivered, when they should be
school to allow them to come to train staff, and school halls are in place, who they will need to work
together and share experiences. hosting business fairs in the holidays. in partnership with, and how they will be
The school had a multi-agency funded. Many extended schools develop
partnership, which started to Secondly: Assess how much is already in stages, starting with a small range of
develop the accommodation when known about the needs and interests additional services and building on them
the school was being designed. of these individuals and organisations. over time. It is important for each school
In addition, young people at the Does the school have a relationship to decide whether the incremental
school designed all the outside with them already or is there a need approach is right, which services to
areas themselves through to develop a dialogue with them? prioritise initially, and how they can
whole-day projects in every class. Who might be responsible for be added to as additional funding
taking that work forward? becomes available or new needs arise.

Writing a brief
The need for a masterplan One of the first stages in developing Woodlands Primary
Whether a school is planning to the detailed brief might be carrying School, Medway:
remodel, refurbish or extend its out a feasibility study. Where the multi-purpose spaces
buildings – or if it is fortunate enough creation of an extended school is designed by the community
to be planning for a new school – a longer-term project, this study
it will need to develop a design brief could take the form of a masterplan. In January 2004,Woodlands
for those spaces. Many schools will develop their Primary School opened a
extended schools activities on an multi-purpose space providing
It is sometimes better to prepare the incremental basis over several years. a recording studio, dance space
brief in two stages.The first is a At the same time there may be other and portable rehearsal studio.
strategic or outline brief, which sets development projects being planned, £650,000 was spent to transform
out the broad requirements.This can such as replacements for mobile part of a recently closed secondary
then be tested by means of an options classrooms or new ICT facilities. school and the community was
appraisal, a feasibility study from It is vital that all these projects are closely involved in the design
which a business plan can be derived, coordinated, so that one does not decisions.The school also provides
where appropriate.The next stage is compromise a later phase due to a range of sports facilities and makes
developing a detailed brief, which its location or design. In these its hall available for community
becomes a definitive reference circumstances the value of a school use. Even classrooms are multi-
document for the whole design team. masterplan cannot be over-emphasised. functional, turning into music
practice rooms in the evenings.
Woodlands involved its local

The DfES has been working with the Construction community in developing the
Industry Council (CIC) to develop a Design facilities. A Steering Group of
Quality Indicator (DQI) for schools. Read more local people with a particular
about the DQI on page 47. interest in the arts and music
developed the brief for the
It is intended that the DQI for schools will be used multi-purpose music, dance
at all three stages on BSF projects from wave 2 and drama space, adding
onwards and its use will be encouraged on all their specialist knowledge to
other schools projects costing £1 million or more. the discussion.

Jo Richardson Community School, Barking and Dagenham: Designing the masterplan

using exemplar design schemes Without designing the individual
components in great detail, the
Barking and Dagenham LEA and • Early involvement of the key masterplan can identify:
headteacher of Jo Richardson stakeholders in determining
• the location of the different elements
Community School, Andy Buck, user needs.
worked closely with a Commission • the phasing
• Understanding the access needs
for Architecture and the Built of the different user groups – • arrangements for access and
Environment enabler and although Andy Buck recognises decanting during construction
architectural consultants to design that this can be a challenge for • broad cost levels for each phase.
an exemplar scheme for their new a new school where potential
school and community facilities. users may not be part of the The masterplan may need to be
The scheme was used to inform existing school community. revised as the different phases are
the PFI procurement process. implemented but it will ensure that a
• Getting to grips with community
Andy Buck identified the following coherent building exists at the end of all
aspirations – his advice to other
key points as critical to the success the work. It will also help to prioritise
schools is “Start a conversation
of the process: how the school uses their resources
with the community about their
to get the best from their buildings.
aspirations, not just what they
have now”. Analysing existing use
• Stakeholder representation in of school buildings
contractor selection. There will already be information
available to help schools and local
authorities create a comprehensive
brief. Key documents and sources of
data include site plans, building survey
plans, Asset Management Plans and
condition surveys. Early discussions
with key individuals such as planners,
especially where a school has listed
buildings or is in a conservation area,
will be vital. Appointing a consultant or

Right
Master planning:
phasing diagram for
a secondary school
remodelling
new-build
Phase 1
Phase 2
Phase 3
Phase 4
Phase 5
client adviser at this stage, or using local The first two options can be Dyke House School, Hartlepool:
authority architects to help, will provide advantageous because any capital using existing buildings
additional professional advice and make funds available can be used to
sure important issues are not overlooked. improve existing buildings for the Dyke House has been offering
benefit of the school as well as the extended facilities since
There are three different ways of extended school activities. headteacher Bill Jordon arrived
achieving an extended school: in September 1993.The school
1 Using and adapting, if necessary, To help decide which of these methods operates from a 1938 building and
the existing school buildings to get is the most appropriate, it is essential the closer relationship with the
better use out of them outside the to carry out a careful audit of the community has seen vandalism
school day. usage and timetables for the existing of the premises all but vanish.
site and buildings.The LEA should have While the school has not had a
2 Using surplus space, extending
information in their Asset Management great deal of capital investment to
existing buildings or creating a new
Plan for the school, including: cater for the additional services,
school on the same or a different
• Sufficiency – to determine if there it has used its devolved capital and
site to provide non-school or
is spare space available for extended additional funding streams where
support facilities for use during the
school activities at the required possible to adapt the building as a
school day. Where surplus space is
time, perhaps as a result of falling real hub of the community. It has
created by falling rolls, schools should
pupil numbers. been a long process and there
seek guidance from their local
are still challenges.
authority. Information is also available • Suitability – to identify if there are any
on the Teachernet website.9 significant existing problems with the But Bill Jordon feels they have made
3 Making use of, and linking with, school buildings, such as layout, access positive changes to the way the
existing facilities and services in the or security problems, which could school relates to its community.
immediate neighbourhood of the possibly be resolved as part of the He says that, “A new building would
school.This arrangement may be provision of extended school facilities. not necessarily have solved all our
particularly relevant where the • Condition – to find out about the problems overnight.The incremental
existing buildings and site are fully condition of existing buildings – approach adopted over the past
utilised and the extended school essential repairs may be necessary 12 years has allowed us to create a
operates through other existing before remodelling or extensions long-term supportive partnership with
facilities nearby. can take place. our community and other providers”.
9 www.teachernet.gov.uk/management/fallingschoolrolls/

Right
Alsop Architects’
‘community campus’,
taken from Exemplar
Designs for Schools
Developing the brief Contents of the detailed brief 4 Do not prejudge the need for
If new schools are being created, The brief should be widely owned and building.There may be surplus
the brief should include as much developed in collaboration with a range space in the school, in which case
detail as possible about the range of key stakeholders.The following are investment could be put into
of services to be provided and how worth noting in its preparations. alterations or remodelling for
they may grow or adapt over time. 1 Set out clearly what activities need extended school activities as well
The DfES Exemplar Designs for to be accommodated in the relevant as resolving existing problems with
Schools10 offer useful ideas on how spaces and how many people will the school buildings. Architects and
new buildings can accommodate be involved. For example, if a school design teams can identify these
community facilities.The brief should hall is to be used for a variety of options.The running costs may
also make clear where extended use functions, list the range of activities also be reduced, as additional
is to be made of facilities, for example it will need to accommodate. heating, lighting, cleaning and
the wider use of a sports centre maintenance costs will be avoided.
2 Establish the atmosphere the
which will be provided anyway and 5 Think about options for how the
school wishes to create, linked to
whose main user will be the school school might use existing spaces,
its culture and ethos. For example,
– and where dedicated purpose-built if appropriate.There may be
if there is to be a new community
accommodation such as a crèche several potential community access
entrance, it should be welcoming
is needed. points, for example, and the brief
and inclusive, accommodating a
range of specified users. should set out the pros and cons
Ideally, the architects should help
of each option.
develop the detailed brief from the 3 Provide details of longer-term
outline brief. Once it is completed, plans for the whole school as well Remember, schools do not need to
all the stakeholders should sign off as new extended school spaces. design their spaces themselves but
the detailed brief and it is then It may be that the school wants to should be able to articulate their
effectively ‘frozen’. use a building for a short time to needs and aspirations in a way that
deliver extra services but in three helps architects, designers and
to five years will want to raise project managers to determine
additional funding for a new how best to deliver spaces which
purpose-built facility – or that it will work for them.
wants to build an extension which
can be added to over time.

Funding issues and subsequent designs are all Oaks Park High School, Essex:
Funding arrangements need to be affordable – this avoids designs having using PFI buildings
explained in detail as part of the brief. to be cut back significantly at a later
Clearly the designers will need to stage because of funding problems. Oaks Park High School has a
know the budget for the proposed new PFI building which opened in
project and it is helpful if they PFI funding September 2001. Headteacher
understand the sources of funding. Where a school has, or is about to, Steve Wilks’ advice for other
Some types of funding have become part of a PFI contract, special schools, particularly those built
implications for the design, such as: rules are likely to apply and the PFI and operated under PFI contracts,
contractor will usually provide the is to think carefully about what
• What is the timescale for funding
design team.The PFI contract will will be provided, how it can be
being made available? Extended
certainly give ‘availability hours’, when integrated with the community,
school projects may well draw
the school is entitled to use the and to plan ahead as much as
funding from a number of
building. If they want to use it for possible in terms of how the
sources – check that the
additional hours, this will have to be school would like the building to
timescales all coordinate.
negotiated and there may be an extra be used. He says, “Be sure from the
• Is the funding being provided charge.The PFI contractor is likely to start that you know what you are
by the LEA – and do they have have a policy about letting to external likely to get out of the contract and
any particular rules or users outside the school’s availability liaise closely with the contractor on
conditions attached? hours and the contract may make how it will work in practice. Don’t be
• Is the funding from external sources provision for different charging rates afraid to ask hard questions about
such as the lottery or regeneration depending on whether the user is a how the new facilities can be opened
budgets? Some of these have special community organisation or a up to the community and who will
rules, such as only funding projects in commercial business. be responsible, and to discuss the
certain areas or which meet specific benefits to all involved”.
project targets. If it is proposed to develop a PFI
school as an extended school, it is
The budget needs to be clearly vital to discuss this with the Council’s
established before developing PFI contract administrator as early
the detailed brief so that the as possible.
accommodation requirements
10 Exemplar Designs: Concepts and ideas, DfES 2004

B: Important design issues
Introduction
This section describes a number of Design issues in an extended primary The table opposite shows which
specific design issues that should school will be rather different from spaces are most often used for
be considered by schools offering those in an extended secondary extended services.These are typical
extended facilities. It can be used as school. In particular, the parts of the examples but each school will need
a checklist when writing the brief school itself that are suitable for use to assess its own needs.The notes
and to check detailed design to out-of-hours are very different. In a are a useful reminder of points raised
make sure no important issues have primary school, the community is elsewhere in this section.
been overlooked. most likely to want to use the hall
and dining facilities for meetings, for
When planning extended services, example.The classrooms are likely
it is important to consider a school’s to have unsuitable furniture for adults
accommodation holistically in order and teachers may want to prepare
to make the most effective use of teaching material after school and
available space. Many school spaces leave it out over night for the next day.
can be used by pupils and the wider
community for different activities after In secondary schools, many more of
school hours and spaces dedicated the spaces can be used out-of-hours.
to extended services can serve For example art, drama, music,
more than one purpose. A dedicated language and ICT rooms may all have
space can be multi-functional either facilities that would be very useful for
by arrangement (for example adult education.The sports facilities,
accommodating a crèche for part of indoor and out, are very commonly
the school day and an after-school used by communities. And large halls
club for the remainder) or in an ad with linked dining/refreshment facilities
hoc way (used variously as a meeting can be put to a very wide range of
room, crèche, adult classroom etc.). uses. Many of these activities have
Examples of multi-functional spaces significant design implications for the
can be seen in the case studies. rest of the school.There are particular
issues associated with spaces that are
used during the school day (see
Access and security).

• Spaces most
likely to be used
for extended
SCHOOL SPACES NOTES
services
• Spaces suitable for
Music/drama space
Practical classroom
General classroom
secondary only
Main/assembly hall
Group/seminar
Parents’ room
Dedicated*
Sports hall
Grounds
Library
Dining
* ie a space specifically for extended
IT
services, additional to main school spaces
1 some schools prefer separate community access

All services
2 Primary: storage for adult furniture useful
1 dedicated equipment store may be useful

2 dedicated space could be used for meetings
/classes/ASC at different times
Breakfast
/after-school clubs • • •• • • 3 access without passing through main
school preferable
4 need to avoid damage to pupils’ work
if use classroom
5 access to snack-making facility nearby useful
0-4s daycare
• • 1 safety of inside and outside spaces
particularly important
1 space depends on group size and frequency

2 dedicated space could be used for meetings
Crèche
/parent and child drop-in ••• /ASC at different times
3 safety of inside and outside spaces
particularly important
4 access to snack-making facility nearby useful
SERVICE/ACTIVITY
School clubs 1 need to avoid damage to pupils’ work
/study support • ••••••••• 2 need to assess H&S if using practical spaces

3 dedicated equipment store useful
1 some SEN services require specialist facilities

Specialist services
eg speech therapy • •• 2 specialist staff may need office space or
secure storage
3 additional staff will be using social areas
1 dedicated equipment store useful

Adult recreational 2 Primary: may want hall 180m2 for badminton
eg sports
••• • 3 Primary: adult changing facilities; Secondary:
additional changing facilities if daytime use
4 Secondary: reception/cafe area useful
Library services
•
• •• • •••••
1 need to assess H&S if using practical spaces
Adult learning • 2 space depends on activity/group size
Community meetings
/presentations •••• 1 refreshment facilities nearby useful
Healthcare 1:1 consultation
Other 1:1 consultation

•• 1 space depends on type of consultation
– may need wash-hand basin
eg police • •
Combining school and community

provision would introduce a drama space
DRAMA
seating an audience of 250-300 with
workshop, exhibition and reception areas.
Looking beyond
the school The school’s music studio could be enhanced,
with additional control and recording facilities
Local authorities have a strategic role MUSIC
and additional spaces in which small groups
to play in planning extended services
or choirs could perform or rehearse.
and this may include bringing services
together, where appropriate, to
benefit both schools and the wider
community. For example, a joint sports
and leisure centre can – if well placed
with safe and easy access for school Alongside the schools sports hall and gym, dance and keep
pupils – give schools access to a wider SPORT fit studios, gymnastics and additional changing facilities would
range of facilities than that found in a AND be available. Outside areas would include: enhanced facilities
typical school. HEALTH for athletics and cricket including floodlights, for which
a commercial operator might be involved.
The text and diagrams shown here
are taken from Kent County Council’s
publication KCC_Template_01 that is
being used as a basis for developing
school design briefs as part of Kent’s
Thames Gateway development.
A central school/community learning resource,
The Template reflects discussions LIBRARY
which includes open access ICT facilities.
held between designers, schools,
the community and officers in the
Authority.The group looked at a
number of aspects of school design
including community use.
An enhanced dining area, including a café,

DINING
in association with the performing arts.

Examples of
linking school
and community
Workshop Workshop Studio The orange areas
represent normal
Studio Studio Studio school provision,
the red indicates
enhanced areas
Studio for community and
Lobby Lobby Control
external agencies
Control
and the combined
colours reflect
300 sqm school 500 sqm community 800 sqm combined
additional space
available by
combining school
and community use.
Music Music Music Studio
C
Music Recital Recital Cont
Store
Recital
St. Sports hall Activity St. Sports hall Activity
St. Dance Weights St. Dance Weights plus

outdoors
Library Library Library
Books 10,000 Books 10,000 Books 20,000
Dining Café Dining

Site planning
Accessibility Signage Landscaping
The way school buildings are laid out Once inside the site, it needs to be very Landscaping is very important in
on their site can have very significant clear where the entrances are located – creating a welcoming, attractive site.
implications for extended school use. both for community users and the It should be designed so that, for
First and foremost, the impression school.This can be achieved by good example, large shrub beds do not
created from the site entrance can design, making them visible from the site create a safety issue for people coming
make a big difference in attracting entrance. Clear signage is important for up the drive on a dark winter evening.
people onto the site to use the both wayfinding and welcoming people. Lighting to driveways and footpaths is
extended facilities. Site security is also very important in making the site
always important and therefore there Parking welcoming and safe.
are distinct advantages in having a Adequate parking facilities in a safe
single access point to the site. But this location are crucial, particularly for
entrance and any boundary fencing or schools in rural areas. While the parking
walls should not be intimidating, used by teachers and staff during the
unwelcoming or overpowering. day can be used by community users
out-of-hours, it is important to think
Think about how people arrive at the about how much parking is needed for
school. Is the entrance conveniently the extended school activities and
located for public transport? Is it clear when. For example, additional parking
where cars can be parked, and can may be needed if they take place
they be brought onto the school site? during the school day.
Is there safe and appropriate access
for pedestrians and people with small
children in pushchairs?

Site planning: key issues Key
Entrance
Routes

The Campus, North Somerset: designing for an integrated community resource
The Campus comprises a 420-place desk to one side of the entrance to The playground is designed to
primary school, a nursery class, welcome visitors. It is an inviting, light encourage maximum integration
a 67-place special needs school for and open space.The part of the with shared play spaces for the
children with learning difficulties, a building with the schools inside feels primary and special school pupils.
community learning and resource more solid and protective through Provision was made for greater
centre/library, sports hall, the use of masonry, and is colour segregation of the playground
community/meeting rooms,Weston coded to ease navigation. with low fences (including for
College facilities, community police the nursery pupils), but has
office, outdoor sports and recreation The building has areas that are hardly been needed.The playing
space and a civic square.The project shared between the schools and fields are shared by all users of
was born out of the needs of an areas that are shared between The Campus.
emerging community in a new area the schools and the community.
of Weston-super-Mare. Broadly speaking there is a
community side and schools side,
“A school should be a community insofar as they can be made
building that just happens to be used, completely separate. However, the
part of the time, for education.” Russ design of the library and public areas
Currie of North Somerset Council encourages pupils in.The dining room
set this precedent when embarking and hall are shared facilities that can
on the project.The innovative new be accessed by everyone, and the
building encourages access through servery is able to provide for both
the design.The front doors are on the school and the community areas.
the pavement edge removing any
boundaries between the building
and the public.The community part
of the building is the most open,
with double height glazing on to the
street, and a reception

Internal planning
The arrangement of the space within Synergy Chafford Hundred Campus,
the school buildings needs to be Extended facilities must not Thurrock: planning for
considered very carefully.The degree compromise the running of the community use
of segregation between users needs school.The fundamental responsibility
to be thought through and there of a school is to provide high-quality The building was planned so that
are some serious security and safety education to its students. In many the spaces most likely to be used
issues to be taken into account. cases, additional activities can be by the community, including the
Some of these are described in beneficial to the school but they halls, are accessible from a wide
other sections below. should never be detrimental. and spacious street which runs
For example, it is important that from the main entrance to
Different usage community users do not compromise the school, adjacent to the
Consider how the building will work safety or distract students or teachers community library, through
at various times of the day and with from their work. to the car park at the back of the
different groups of people in it. It may building.This impressive space
be that sections of the school need to Scenario testing provides a welcoming approach
be locked off out-of-hours, leaving One way of testing a completed but an evaluation of the school
other parts available for community plan to see if it works in different building has highlighted the need
use. In this case it is necessary to think circumstances is scenario testing. for better signage. Usually only the
about the position of doors, locking Imagine a particular time of day and main entrance is staffed, so users
and shutting arrangements and means then look on the plan at how an approaching from the car park can
of escape in case of fire.The Fire individual would get through the find it difficult to know where
Officer needs to be consulted about building to access a particular activity. they are going. Headteacher Chris
escape routes when the public are Does it interfere with the running of Tomlinson recognises that it is
using the building. And the local the school? Will they be able to find often simple additions, such as
authority licensing department are the their way easily? Will the hurly-burly storage and signage, which can
people to consult if you want to get a of the busy school in session deter make the user experience more
licence for the sale of alcohol (for those attending? comfortable and encourage them
weddings for example). to come back.

Left
Movable partitions
allow spaces to be
varied to suit activities
and users (taken from
Prenoye and Prasad’s
‘exemplar design’)
Walters and Cohen: Flexibility Adjacencies

exemplar primary school Shared spaces need to be flexible It is important to make sure that
for a suburban site enough to deliver a range of functions facilities are grouped in a way
through the school day and at which enhances and adds value
In their primary school exemplar evenings and weekends. Schools will to the services being delivered.
design for DfES,Walters and need to decide how best to set up For example, if it is possible to
Cohen have created a dynamic spaces that can quickly transform to locate community facilities together
central space, with classrooms offer a different environment. Some they can be served by the same
opening onto it, which acts as the classrooms are ideal multi-purpose entrance and reception area, toilets
heart of the school. It is a flexible spaces, some need more careful and cloakrooms, waiting areas,
space which can be tailored to the thought and planning. In secondary meeting rooms and catering.
needs of the school – for example schools, for example, specialist facilities This controls access to the facilities
creating a library, small group such as science labs and art rooms and may reduce the amount
rooms or specialist storage. may have too much equipment and of additional space required.
It could provide for community student work to be easily transformed Linking nursery classes with reception
activities both during the day and into spaces that can be used by others. classes can be a useful way to create
after normal school hours, hosting a coherent foundation stage in
performances or social events. Similarly, schools need to think about primary schools. Putting community
The space can be used as an who will be responsible for returning spaces and other large school spaces
extension of the class bases the spaces to their original state so that near existing kitchens, or in new
during the school day and they can be used the next morning as schools locating the kitchen so that
independently with class bases classrooms. New schools are now being it can serve more than one space,
out of bounds (if so desired) created with more flexible spaces, or having community changing facilities
after normal school hours. including moveable walls which can near outdoor sports areas will mean
open to create double or triple size that extended services can be more
spaces. Some schools are providing easily managed.
lecture theatres for 100 or even 200
people, which are very popular with
clubs and societies.These are important
developments and can create real
opportunities for schools to meet
the needs of a wide range of users.

Key planning points Key
Main school
Main shared areas
Dedicated facilities
Entrance
Routes
Secure entry point
These colours indicate broad

divisions only

Access and security

Mitchell High School, Access Disability Discrimination Act
Stoke-on-Trent: creating a Many extended schools have decided (DDA)
welcoming environment to create a separate entrance for Since October 1999, when the
community users.This may be for a Disability Discrimination Act (DDA)
Mitchell High School has been number of reasons including the need came into force, service providers
providing extended facilities for for privacy for some services, such as have had to consider making
two years. Because it operates in Victim Support, and to encourage reasonable adjustments to the way
a deprived area, confidence and community users who do not feel they deliver their services so that
aspirations can be low. Access to comfortable visiting a school site, for disabled people can use them.
the centre is through a separate example because they have had a The final stage of the duties, which
entrance and feedback from adult poor school experience themselves. means service providers may have to
learners is that they get a different A separate entrance also allows consider making permanent physical
experience using the school from dedicated staff to control access to the adjustments to their premises, came
what they had expected.They may facilities, direct users to where they into force in 2004. Schools are
have come with negative views need to be, and answer enquiries required to produce accessibility plans
about what the school would without disrupting the day-to-day for their individual school and LEAs
be like but these are quickly work of the school. are under a duty to prepare
dispelled.To gather instant accessibility strategies covering the
feedback which can inform maintained schools in their area.
decisions, learners are asked to
score the services as they sign It is also important to remember that
out of the building. accessibility is not just about people
with mobility difficulties. What about
provision for people with visual or
hearing impairment, for example?
Is the signage suitable? Are hearing
loops or sound field systems provided?

Security Sure Start, nursery and primary Montagu Community Full

While many extended schools have provision may want to create secure Service School, Newcastle:
adult users on site during the school areas which only staff and parents can site security
day, they have thought carefully about access. Further guidance is available in
how the building is managed to Building for Sure Start: a design guide. Montagu Community Full Service
ensure security and child protection. Secondary schools, on the other hand, School opened in April 2004.
Clearly demarcated areas for may welcome adult learners working Funding was used to provide a
community use backed up by security alongside sixth formers. purpose-built facility with
doors and controlled access points dedicated space for delivery of
ensure users do not wander into areas Public facilities, such as libraries on services including a baby garden,
that are out of bounds. It is important school sites, which are well-monitored an under-5s play park, an over-5s
for schools to decide how best to and supervised, are often an excellent activity area, a fruit and vegetable
manage security so that they are not way of encouraging joint school and allotment, a network of footpaths
creating ‘fortress’ facilities. community learning.There are many and enhanced car parking to
examples of joint school/public ensure the safety of site users.
One approach is to have different libraries working successfully in Montagu CFSS also thought
layers of security. For example, the first new schools. carefully about security on site
stage can be a shared reception area and as a result there are three
with a receptionist. From there, secure Schools will want to ensure that separate entrances, reflecting the
entry to the school can be provided they do not create extended facilities security and privacy needs of the
with a swipe card system or more that allow substantial unsupervised groups using the building,
open-access to the community access to pupils to adults who have particularly for sensitive services
facilities. It is important to consider the not been subject to the necessary such as Victim Support and for
resourcing implications of a reception security checks. Sure Start provision.
desk. Will it be necessary to provide
staffing out of school hours for
extended school uses?

Support spaces
Willowbrook Primary While many schools are well equipped Storage
School, Devon: involving for their everyday activities, additional The basic principle is that there should
other agencies facilities may need to be provided for be adequate storage space so that
a wider range of adult and child users. the school can securely store all
Willowbrook Primary has had For example, primary schools may moveable items before the community
a major refurbishment and need more adult toilets or adult users come in.The location needs to
extension programme with new changing areas if they are to make be convenient so that this clearing
facilities opened in 2004. At the best use of their facilities. Having a away does not disrupt the operation
planning stage headteacher Julie stock of adult-size tables and chairs of the school.
Humphreys looked to bring other and somewhere to store them can be
agencies on board to develop important for increased adult use. Where different groups are using
spaces for delivering community spaces in a school at different times,
resources.Where that was not Meeting and social spaces it is important to provide separate
possible,Willowbrook has used It will be necessary to think about secure storage for each of the users.
available space in the school to what additional users will be doing For example, if a primary school hall is
deliver adaptable facilities, for while they are in the building. used by breakfast and after-school
example, by moving the school They may need areas to relax and clubs, these will normally need storage
office to create community socialise or to have refreshments, for their equipment so that it is out of
facilities which will be available which will require extra spaces and the way and secure during the school
to other agencies as they come facilities to be included. day. Other community groups will also
on site. need storage for their material inside
Other agencies working in schools the school and possibly outside for
will need office space and meeting sports equipment. Similarly, if art
rooms. Schools will need to plan rooms are used by art classes in the
these in and take account of the evening, it is vital that there is ample
increased number of adult workers secure storage for the school to store
using staff social spaces. all their students’ art work safely, as it
often forms a large part of their
examination marks.

Management issues
Capital costs and running costs Exactly the same issues apply to extended St Winifred’s RC Junior
More daytime, evening and weekend schools, although standards for some School, Lewisham: making the
use is likely to increase wear and tear fixtures and equipment will need to be most of ICT resources
on the building. So it is often better even more exacting if they are to be
for schools to spend more money used by the community too. Aspects that St Winifred’s is working closely
up front, investing in hard-wearing need particular attention are the quality with Lewisham Early Years Service
materials which will need replacing of ironmongery, such as door handles, to provide courses for parents,
less often, or to budget more for hinges and window latches, fixtures such starting with classes in childcare.
replacement year on year. as doors, toilet partitions and fittings, and Although constrained by limited
furniture. In a school or public buildings, resources, from September 2005
Schools also need to bear in mind these components get very heavy use, they have been extending this
the additional costs of heating, lighting, so it is worth paying extra for heavy service to provide a drop-in
caretaking, cleaning and security if duty items. Where it is applicable, the surgery for parents on how to
they extend their opening hours. British or European standard for ‘heavy’ access childcare provision in the
or even ‘contract’ use should be specified. local area. St Winifred’s has excellent
A useful technique for establishing the ICT facilities and they are using
balance between initial capital costs ICT issues these resources to provide ICT
and running costs is whole-life costing. Most schools now have well-equipped courses for parents to prepare
It works by measuring the total cost of ICT suites, which can be very useful for them for a return to the workplace.
a project over its expected life – say 30 providing ICT training to the community They make the ICT suite available
years. So where investment on better out of school hours. But there can be to parents during the school day and
materials and insulation results in lower significant security issues arising from use the school library as a crèche.
maintenance costs and fuel bills, the shared use of the systems.There may
total cost over 30 years may be lower. also need to be technical support staff Every day headteacher Mark
during community use – this is best Corrigan makes himself available at
For more information visit the the school gate as parents pick up
provided by the same people who
Whole Life Cost Forum website, their children. He sees this personal
manage the systems the rest of the
www.wlcf.org.uk contact as important in building
time.There are many complex technical
issues associated with shared use of ICT trust and as a way of drawing
Specification issues
equipment.These need to be discussed parents into the school to develop
In school buildings generally it is
in detail with the schools ICT staff and a genuine working relationship.
important to specify heavy duty finishes
for walls, floors, fittings and so on. possibly ICT consultants as well.

C: Facilities in use
Facilities management
of extended schools
Parklands High School, Apportioning costs External access to changing facilities
Liverpool: building One of the benefits of sharing the can mean the community can use
social capital use of school buildings with the sports facilities without the need for
community is that it spreads the caretaking, so improving affordability.
At Parklands High School it running costs between more users.
is not unusual to find health But shared use inevitably raises issues Another facilities management issue
professionals, police officers, of how to minimise and divide costs. is cleaning. Normally a school is
fire officers, youth workers and a cleaned at the end of the school day.
range of visitors together in the One basic principle is zoning the If community use is to take place in
staff room. Headteacher Alan services so that lighting and heating the evenings, then this may need
Smithies says long-term targets can be run independently in different rearranging. For example, it may be
covering health, poverty and parts of the buildings.Then it is not necessary to clean the school early in
employability make sense for necessary to heat the whole building the morning so that it is ready for use
extended schools. He feels the in the evening when only one wing is when staff and students arrive.
key aim of a full-service school is being used. It is also important that
to develop social capital, which the services are easily controllable, so For insurance issues, Insurance –
begins by building trust with the that community users can switch on A Guide for Schools is available from
local community: “It’s not about heating and lighting in that part of the the DfES Publications Office on
quick wins, but about looking to the school if there is no caretaker available 0845 602 2260 quoting reference
long term. Funding needs to be to help them. number DfES/0256/2003.
sustainable so services can develop
over time”.

D: Evaluation
Keeping things
under review Self assessment
Once extended facilities have been • At briefing stage – the DQI Appendix one comprises a self-
created, they need to be kept under for schools is designed to assessment tool. It considers some
review to see whether they are capture and prioritise all the of the key issues set out in this
meeting the needs of users. stakeholders’ aspirations. publication and is an opportunity
• At mid-design stage – it is used for local authorities and schools –
Design Quality Indicator whether they already provide
to check how the design is
DfES has developed a Design Quality extended facilities or are considering
progressing and to measure
Indicator (DQI) for schools, which can how best to meet local needs – to
against the original aspirations.
be used at the briefing stage, during think how they might move forward
the design stages of new buildings, and • When the building has been
and develop their extended services.
once facilities are occupied, to look at completed for a year or more – it is
functionality, impact and build quality. used as a post-occupancy evaluation This is not an exhaustive list of the
tool.The information gathered at this issues but may be a helpful prompt
Through facilitated workshops, stage tells the client and the design for schools and authorities as they
the DQI for schools will help team how the building is performing move forward. We suggest that in the
raise aspirations and manage and can be fed back into the briefing first instance senior management
expectations of all stakeholders stage for the next project. teams use the list to test their current
involved in the project. thinking and identify areas for further
For more details, visit www.dqi.org.uk
exploration and discussion with their
wider stakeholders.The questions may
help schools and local authorities
draw up an action list and establish
timescales and resource needs as
they move forward.

section five
case studies
In the following pages are a range The school case studies show a range
of case studies from local authorities of innovative and imaginative use of
and schools around the country. space. From primary schools such as
The local authority case studies focus St Winifred’s in Lewisham, which is
on how a strategic approach to the using existing spaces to engage
delivery of extended services is parents in school activities, to
increasingly important. Groups of Montagu Community Full Service
schools in an area are often working school in Newcastle, which has seen
together to ensure a range of services considerable capital investment
are available to the community. in new facilities. As well as a range of
Authorities are using their extended refurbished and new-build secondary
school planning, alongside their schools, the case studies also include
Asset Management Plans and, a special school, The Meadows in
where appropriate their Building Sandwell, which is delivering extended
Schools for the Future preparation, services to parents, pupils from across
to ensure capital funding matches the authority and the local community,
identified and agreed priorities. and Chafford Hundred Campus in
Thurrock, which is a purpose-built
all-age school with a nursery, primary,
secondary and community facilities in
an open-access building.
These case studies are just a small
sample of the opportunities schools
have to make their building accessible
to a wide range of users. We are
grateful to these schools for sharing
their stories and their experiences,
and hope they act as an inspiration
for others.
Left
Police officers and
healthcare workers are
amongst those involved
in the schools
Below
Sports facilities at
Norham Community
Technology College

North Tyneside
Borough Council
The vision The process

North Tyneside is a metropolitan All 11 secondary schools in North Trust (PCT) brought senior managers
Local authority
borough with 71 schools and great Tyneside are partners in the from public health, the police, social case study A
socio-economic diversity, including Excellence in Cities initiative. work and education together to
disadvantaged urban localities, The Extended Schools Model is examine the possibilities of multi-
prosperous coastal towns and focused on two secondary schools agency working. Presentations
some rural areas.The borough with adjacent catchment areas. promoting the extended schools idea
has suffered from the decline Churchill Community College and were made to a wide variety of local
of shipbuilding and coal mining, Norham Community Technology groups and partnerships. During the
although the recent expansion of College serve six of the 10 most same period a number of successful
electronics-based industries brought disadvantaged wards in North Tyneside bids brought in additional funding
new employment opportunities. and many neighbourhoods qualifying enabling the initial plans to be
for Neighbourhood Renewal funding. developed further.
With the overarching delivery of the Both have already established a
Every Child Matters outcomes, the number of partnerships to support The two schools involved are working
Extended Schools Model is an education initiatives and engage the closely with their local primary schools
essential element in North Tyneside’s local community. Key partners include (which already have some extended
strategy for reducing inequality, the Primary Care Trust, Northumbria services on site), local special schools,
narrowing attainment gaps between Police, North Tyneside Community the two post-16 colleges and other
schools in different areas, and tackling Services, Children’s Services, the training providers.The services and
underachievement. Behaviour and Attendance Support activities being established at the two
Service, the Local Learning schools fall into six categories, which
Partnership, voluntary organisations, are not seen as separate areas but as
the Learning and Skills Council and part of a coherent and holistic strategy
the Health Care Trust. to meet the needs of children and
their families within a local community.
The LEA has worked closely with The wide range of services
partner organisations to develop the being provided includes those
Extended Schools Model. A training described overleaf.
programme funded through the
Regional Workers’ Federation in
association with the Primary Care
section five: North Tyneside Borough Council case study 51

Healthcare and social services – such Cultural and sporting activities –

as health centres at both schools to such as sports coordinators
support health needs of students, based at each school, funded by
including sexual health needs and a the New Opportunities Fund and
drugs awareness programme, linked opening up school sports facilities
to the Healthy Schools Accreditation to local community groups.
programme and supported by the Churchill acquired Sports College
Drugs Action Team. Status and links to many community
initiatives including the Healthy Living
Other services for children and Centres in the locality.
young people – such as a language
resource centre at Norham Other services to the community –
Community Technology College, Safer Communities – which involves
providing support for students with Northumbria Police and the local
speech and language difficulties, authority as lead members of the
including pupils with autistic North Tyneside Safer Communities
spectrum disorder in mainstream Partnership.The police are committed
facilities and Learning Support Units to a number of projects associated
at both schools. with the extended schools project
such as the deployment of a
Lifelong-learning – including a UK community beat officer at each
Online access centre, where students school for at least 1.5 days a week.
support or mentor adult learners,
and a community Partnership for Childcare – including a full-time
Education Training and Employment to childcare development worker
coordinate support for adult learning. supporting networking, pathways
to work and childcare places.

Right and below

Adult learners at Norham
Success factors
The Authority feels the success of the
initiatives is clear. A headteacher
working in the outreach centre with
young people in danger of disengaging
from education says, “We do everything
to tailor-make interventions, services and
programmes to support each individual.
When they leave school they value
what’s been done.We can often say,
‘Er, we nearly lost that one – but look
at him/her now’, and we feel really
proud of their achievements”.
There are two key factors in the

model’s success. First is obtaining
the commitment of schools and
partners to the model and to the
partnership-working necessary for its
success.The model builds on existing
strong links within personal, social,
health, citizenship education,
behaviour, attendance and support
services, and with the wider Council,
a Beacon Council for Health
Strategies.The second factor is
strong leadership from headteachers
and effective management and
coordination of initiatives, along with
the ability to articulate and share a
vision and enable partners to own
the developments.
section five: North Tyneside Borough Council case study 53

Left and below

After-school clubs at
Great Torrington
Bluecoat School, Devon

Devon County
Council

Devon is a large rural authority with An extended schools manager, • Where requested, representing
Local authority
369 schools. During late spring and administrator and finance officer were schools on the area Local Policy case study B
summer 2004 the authority developed appointed to a central team and Implementation Groups.
its extended schools policy via extended schools coordinators were
extensive discussions with the recruited via regional appointment Each Learning Community nominated
Extended Schools Steering Group, panels to work with local Learning one headteacher to be the local contact
(made up of councillors, officers, Communities.These newly-appointed for the Extended Schools Coordinator.
headteachers and governors), the regional staff were charged with: Various strategies have been used to
chairs of almost all Learning ensure that all stakeholders are fully
• Familiarising themselves with existing
Communities, DfES staff, local authority involved in the programme, including:
extended school activities already
members and staff and the Extended being undertaken by schools within • A short video/DVD to help
Schools Support Service operated by their Learning Community. familiarise teaching staff, governors
ContinYou. Lessons were particularly and other interested parties with
• Conducting an audit of this provision.
learned from the evaluation of the the principles behind the extended
National Extended Schools Pathfinder • Working with Heads to develop a schools programme.
Projects undertaken in 2002/2003. programme of priorities agreed
• An Extended Schools website,
across the Learning Community for
accessed via the Council website,
The Devon vision for extended the development of additional
which gives up-to-date information
schools which emerged can be extended schools services.
on national and local developments.
summarised as:
• Identifying how the aspects of this
• A training programme for all staff
• Giving every school the opportunity programme contribute to the Every
which so far has consisted of:
to become an extended school. Child Matters Outcomes Framework
and how this could be measured. - Joint training day with Zero 14+
• Providing locally based staff to
(Devon Early Years Development and
develop the programme. • Implementing this programme.
Childcare Partnership) staff on support
• Working co-operatively through • Engaging with other partners and for childcare and early years provision
Learning Communities. providers to ensure positive support - Training on services available to
• Targeting areas which develop the and engagement of schools with schools from other agencies
work of the Children’s Trust. other agencies.
- One-day Extended Schools conference.
• Managing a small budget provision
for the development of local
extended schools services.
section five: Devon County Council case study 55

The Extended Schools of working which will be required to

conference gave education staff deliver a genuinely integrated
and representatives of other approach.This funding is to facilitate
agencies an opportunity to discuss the changes that will be required so
how inter-agency developments that integrated work will become the
could work within their localities. norm and sustainable.
The Devon Children’s Trust is pulling The first eight Learning Communities
together health, education, social to be approached have been chosen
services and other organisations that as being one community from each
work with children to deliver services Primary Care Trust (PCT) and each
in line with the recommendations District Council area, representing
within Every Child Matters and the a variety of situations and providing
Children Act.The Trust is considering fertile ground, often through existing
developing a number of full-service projects, on which to build.
Learning Communities, building on the
county-wide network of Learning Devon County Council is considering
Communities and also the extended the delivery of the Every Child
schools programme, as a means of Matters agenda, both in terms of its
developing integrated services at a extended schools provision and the
local level.This makes sense to all the siting of Children’s Centres.This work
agencies involved. will involve looking at the whole
school estate in the county, making
There is an intention to involve all use of available information such as
local agencies to develop an integrated that contained in the authority’s
approach to early intervention by a Asset Management Plan.
re-alignment of budgets. A number
of pilot areas will be approached to
explore how this can best be achieved
locally. An additional extended schools
budget allocation will help these areas
develop the new structures and ways

Right Far right

Breakfast club at and below
Willowbrook Childcare at
Primary, Devon Willowbrook
Primary, Devon
Future plans
A further group of Learning
Communities will follow the
pilots, though all Learning
Communities are to be encouraged
to consider looking at how greater
inter-agency delivery can take place.
Eventually it is envisaged that all
Learning Communities will become
the focus for the delivery of
integrated services and the work
of these pilot areas should help
take this forward across Devon.
section five: Devon County Council case study 57

Left and below

Childcare at Hatchford
Community Primary
School, Solihull

Solihull
Metropolitan
Borough Council
Solihull has 85 schools and during A ‘hub and spoke’ model of delivery • Links with other initiatives –
Local authority
2003 North Solihull was one of has been developed, with one full- including the Local Strategic case study C
the 25 areas involved in DfES’s service extended school (Coleshill Partnership, regeneration and health.
Extended Schools Pathfinder Heath Primary) acting as the ‘hub’ • Funding – including sustainable
Project.Two experienced primary and further primary schools funding for extended activities.
headteachers, Dave Dunkley from (Hatchford, Bishop Wilson,
• Community transport – to enable
Coleshill Heath and Geoff Onyett Yorkswood and Kingfisher) acting
children and adults to access the
from Hatchford Community schools, as the ‘spokes’ in each of the three
services, for example by purchasing
led the work. All three North Solihull wards.This model provides a joint
mini-buses.
wards are within the top 10 per cent opportunity to maximise the
most deprived areas in England, with resources and experience in the The project is managed by a steering
Chelmsley Wood ward being in area to create potentially more group consisting of headteachers,
the top five per cent. than one full-service extended representatives of early years,
school. It promotes sharing across community agencies and the Service
Solihull MBC’s vision to create a schools where joint working is already Director, Social Regeneration and
network of 15 extended schools an effective and established feature. Learning Strategy for Solihull MBC.
in North Solihull sits well with
This representation ensures that the
the transformational change the In North Solihull, the full-service
extended schools project links with
authority has undertaken to create extended school activity has five
other education and regeneration
the Education and Children’s Service agreed priorities:
initiatives including Excellence in Cities,
function and their commitment to • Staff recruitment – resourcing the Children’s Trust, Children’s Centres,
develop new provision in the area extended schools services with the Neighbourhood Nurseries and the
served by the pathfinder.The initiative right people. work of the Local Strategic
is embedded in all areas of the
• Opening beyond normal Partnership. Solihull sees this
authority’s work with, for example,
hours – including before- and integration of extended schools into
the Behaviour Improvement Strategy
after-school activities. the wider strategic agenda as a key
having full-service extended schools
feature of the initiative.
as one of the eight strands.
section five: Solihull Metropolitan Borough Council case study 59

Success factors
An evaluation of the DfES pilot • When new initiatives were
by the University of Newcastle announced the view adopted was
recognised that, while the project one of ‘How does this fit with the
was school-led, the LEA had a key work of extended schools?’.
role in its development by providing • The LEA and schools see
support and strategic management. community engagement as a
Headteachers were very positive precursor to raised aspirations,
about the role of the LEA Extended motivations and attainment and
Schools Coordinator for the pathfinder central to this is family learning.
project, who has vast experience of
• Partners were positive about
community development, youth work
extended schooling in North Solihull
and education. Key findings from the
and regarded the extended schools
evaluation report were that:
project as fitting strategically with
• The LEA and schools involved in the their aims and objectives.
project share a vision around the
wider role of schools in meeting
community needs and the school
facility as a community resource.
• Schools acknowledge the
importance of consultation with the
community to identify need and
ensure the school-based provision
meets those needs.
• Schools were adamant that their
community work was not a ‘bolt on’
but an integral aspect of the school.

Right Far right

Dedicated space for and below
adult learners at Before- and after-school
Coleshill Heath Primary activities at Coleshill
School, Solihull Heath Primary School,
Solihull
Future plans
Over the next few years,
North Solihull will see significant
developments as Building Schools
for the Future (BSF) replaces three
secondary schools, and with a centre
for inclusive learning and a new
Academy about to open. Work has
also started on a new 14-19
partnership and community learning
facility and, through a public-private
partnership, a major regeneration
programme has begun that will
transform the area. As part of that
programme every child in the area
will be in a new primary school
within the next seven years.
This opportunity to develop new

buildings will include designing
opportunities for extended school
facilities in each school. Five of the
new primary schools will be linked
to ‘community hubs’, village centres
that will emerge as part of the
regeneration proposals.These will
have additional facilities and lead to
an extension of the hub and spoke
model already developed.
section five: Solihull Metropolitan Borough Council case study 61

Left
Courses for parents
in the school ICT suite
and a classroom
Below
Storage for
lunchtime clubs

St Winifred’s RC Junior
School, Lewisham
With a unique 1960s building and 170 pupils in Years 3-6, St Winifred’s
is making use of existing spaces to provide extended services to pupils
and adults and strengthen links between the school and its parents.
School vision Extended services Design issues

Headteacher Mark Corrigan arrived St Winifred’s is working closely with St Winifred’s has a unique building,
at the school in September 2003, Lewisham early years service to which was constructed in the late
bringing to an end a period of provide courses for parents, starting 1960s. Octagonal classrooms are
instability when the school had gone with classes in childcare and extending linked by breakout spaces, which
for some years without a long-term the service to provide a drop-in provide useful storage, including for
Head. His focus has been on surgery for parents on how to access lunchtime clubs.The sports-related
developing relationships between childcare provision in the local area. after-school clubs take place in the
School
the school and parents and Ofsted Parents also have access to school school hall or in the school grounds.
case study 1
praised his ‘approachable’ style in ICT facilities to help them prepare In many ways this ‘school of the past’
their 2004 inspection report. He sees for returning to the workplace. reflects cutting-edge thinking on
opening the facilities at his school to learning environments of the future.
the wider community as a key way As well as working with the Early Years
of creating strong links which will, Service, the school has formed a St Winifred’s has excellent ICT facilities
in turn, impact on standards of partnership with Lewisham Sports with a purpose-built suite and they
achievement at the school. Academy, who provide qualified are using these resources to provide
instructors for after-school sports courses for parents to prepare them
clubs.The school also has art, music for a return to the workplace.
and modern foreign language after- They make the ICT suite available
school clubs which are free and offers to parents during the school day
wraparound childcare. At half term the and use the school library as a
school offers multi-sports courses crèche. Parents will also be using
between 11am and 3pm, which are classrooms for a 12-week ‘keeping
also free to parents. up with the literacy and numeracy
curriculum’ course.
section five: St Winifred’s RC Junior School case study 63

Even if you are limited in terms of what you can offer, either by the
spaces you have available or a lack of resources to run additional
services, do what you can. Parents acknowledge that we are doing
our best with the facilities we have, and we accept that the facilities
aren’t always perfect for what we are doing. However, that honesty
is the basis on which we work together.
Mark Corrigan, headteacher
Management issues
While parents are using child-scale As a new headteacher, Mark Corrigan’s
furniture for their sessions in the priority has been to develop relationships
school, there have been no problems with parents. Every day he makes
to date with either the facilities or himself available at the school gate as
returning them to school use after the parents pick up their children. He sees
additional activities. Areas are left the this personal contact as important in
way they were found and Mark building trust, and as a way of drawing
Corrigan says, “Parents take as much parents into the school to develop a
pride in the school as the children do”. genuine working relationship.
Most adults using the school are
parents but all wear visitor badges and St Winifred’s governors have high
their breaks are scheduled to minimise aspirations for their school and Mark
contact with children during the Corrigan wants to use his school
school day. Adults are briefed about building to maximum effect. He says,
movement around the school and are “Despite the fact that the school is now
asked to adhere to a code of conduct. 35 years old, the architects who
Basic health and safety standards, such designed it were very forward-thinking,
as no hot drinks outside the staffroom, providing us with an ideal resource in
are made explicit to visitors. which to deliver the modern curriculum
and to meet the needs of our wider
community. For us, it is less about the
facilities we have and more about
working in partnership with others to
bring in the resources we need.We want
to provide a strong focus on teaching
and learning and build up the range of
additional services we offer incrementally
to support our core aims”.

Right and below

After-school clubs
section five: St Winifred’s RC Junior School case study 65

Left and below

Daycare and after-
school activities at Four
Acres Primary School
and Children’s Centre

Four Acres Primary School,

Bristol
A strong partnership between a purpose-built Children’s Centre and a
one-form entry primary school shows that a close working relationship
and shared planning can create a vibrant community resource.
School vision Extended services

Four Acres Primary School in In August 2005, the following provision Wendy Marriott is proud of the
South West Bristol shares its site was brought together for an integrated working relationship between the
with a purpose-built Children’s Children’s Centre: primary school and Children’s Centre
Centre which houses a Sure Start play • Family support through home and visitors to the site experience a
centre and a Neighbourhood Nursery. visiting and linking to groups, seamless service.The Neighbourhood
The Children’s Centre is a partnership community activities and Renewal Unit has also developed links
between Barnardo’s and Bristol City training opportunities. with Four Acres and Wendy feels that
School
Council, based on an existing nursery this has strengthened the relationship
• Daycare and early education case study 2
and the Sure Start local programme. with local parents.
for children aged 3 months to
Four Acres’ Advisory headteacher
3 years in the 30-place While the Four Acres site provision is
Wendy Marriott sees real benefits in
Neighbourhood Nursery. adding value to the work of both the
providing an integrated service for
0-11 year olds, as well as presenting • Wraparound care for children Children’s Centre and the primary
some challenges. in education aged 3-11 years. school, both recognise that they need to
develop protocols for sharing information
• Play and learning for children
and this is an area for further work.
and parents, offering playgroups,
drop-ins, support groups and family
learning within ‘buggy-pushing’
distance of most families in the area.
• Support from speech and
language therapists.
• Links with health visitors and
community midwives.
• A meeting place for a childminders’
support group.
section five: Four Acres Primary School case study 67

Relationships are everything and we are working towards being

even more integrated.
Wendy Marriott, headteacher
The Children’s Centre and primary school are inter-dependent in

many ways and we intend to strengthen those links further. We
want to demonstrate that every child matters at Four Acres.
Maggie Proom, Children’s Centre Manager
Design issues Management issues

The Children’s Centre is linked to The outdoor play area, which is fenced Four Acres Primary works closely
the main school with easy access to off within the school site, has been with the Children’s Centre, using a
the school’s nursery and reception designed specifically for the needs Foundation Stage coordinator, who
classes but it has its own separate of young children. Barnardo’s are the is an Advisory Teacher, to link
entrance.There are currently Children’s Centre sponsors and they between the two.The Children’s
nearly 40 children attending the have been closely involved in strategic Centre Manager, Maggie Proom,
Neighbourhood Nursery as well discussions at the primary school, is a governor at the primary school.
as 70 children from 0-4 years old which Wendy Marriott has found She has responsibility for child
coming to the centre for a variety helpful.There are plans for a protection issues on the governing
of activities.There is support for Foundation Stage Unit on site body and this is proving to be a
children with special educational from 2006, again in partnership very valuable source of expertise
needs and for those who have English with Barnardo’s. to governors.
as an extra language. According to
Ofsted’s 2004 report, Sure Start As headteacher, the main challenge for The primary school further encourages
provides a warm, welcoming and Wendy Marriott comes from the fact a close working relationship by including
stimulating environment. In the main that the Children’s Centre is housed in the Children’s Centre development
school, the infants hall is used for a new building and the primary school plan objectives in the school
breakfast and after-school clubs and a is in 1960s-built accommodation. development plan. Both the Children’s
parents’ room is shared between Parents who visit the Children’s Centre and primary school are
pupils and parents. Centre build a strong relationship with looking forward to a shared ‘Vision’
Four Acres but are often disappointed day where staff can discuss how best
The new Children’s Centre in the physical environment when their to continue to work together in
building is designed for flexibility. children move to the primary school. future. Governors are currently
Two parents’ rooms have sliding Wendy says one of the main considering whether the Children’s
folding doors between and the challenges for her is to bring the Centre management committee
kitchen is positioned to serve both primary school accommodation to a should form a sub-group of the
spaces. One room doubles as a standard which matches that of the governing body.The management
crèche for children whose Children’s Centre and which provides committee is very much driven by
parents/carers are attending an excellent learning environment and parents and this would be an ideal
meetings or classes in the meets parental expectation. way for them to have even more of
adjacent room. a voice in decision making.

Main school
Main shared areas
Entrance

divisions only
section five: Four Acres Primary School case study 69

Left
The theatre can be used
as a conference venue
Below
Performance
practice space

Woodlands Primary School,

Medway
A one-form entry primary school saw the potential for creating new facilities
when the adjoining secondary school was closed. Drawing on expertise from
their community, they developed flexible spaces for performance and music.

Woodlands is a mixed community In January 2004 the school opened Nic feels that the new facilities have
primary school with relatively high a community arts centre – a multi- enhanced the teaching and learning at
pupil mobility. More than half the purpose space providing a recording the school: “We can, for example, put
pupils on roll have been identified studio, dance space and portable on full-scale school productions and the
as having special educational needs. rehearsal studio which can be moved community has benefited from having a
Headteacher Nic Fiddaman is clear between spaces. £650,000 was spent theatre on site when they might not
that he is in a unique position to to transform part of a recently closed have been able to access theatre
School
provide a wide range of facilities to a secondary school which was also otherwise”. He has also taken positive
case study 3
community which has little access to on the site. In addition, the school steps to use the expertise within the
specialised resources. provides a range of sports facilities community on a mutually beneficial
and makes its hall available for basis. For example, local professionals
For Nic, the range of activities on community use. Even classrooms are provide free music lessons to children
offer, such as parenting classes, keep multi-functional, turning into music at the school in return for use of the
fit, karate, and a Sunday church service, practice rooms in the evenings. facilities at a reduced rate.
has helped build a strong relationship
between the school and a wide The school is open from 8am to 10pm
number of adult users. He feels that every day of the week and anyone can
it is important to understand your use the facilities, which have been
community and identify clearly where designed to be accessible to disabled
there is an opportunity to plug the users.The school has developed a
gaps in local provision. Nic praises sliding scale of charges so that
the governors at Woodlands who community groups pay less and
have been very supportive of his professional users are charged a higher
wish to open up the school facilities. rate.There is a small conference room
He sees their vision for the school in the community arts centre which
and their willingness to make change can be used by local businesses, and
happen as a key factor in the success ICT courses are run during the
of the new facilities. school day to maximise the use of
available resources.
section five: Woodlands Primary School case study 71

There are economies of scale which make our approach workable.

If we only had one area of the school in use it would not pay for
itself but because we can offer a range of facilities it is worth
running as a business.
Nic Fiddaman, headteacher
Design issues
The secondary school sharing the The result is a new facility which Nic is clear that security is an
site with Woodlands was connected includes a conference room, dance important consideration when facilities
to the primary building by a nursery. and drama space, music practice are shared. At Woodlands there is
When the secondary school was room, recording studio, reception security segregation between the
closed, there was an opportunity area, changing facilities for performers community and school facilities,
to use part of the building for and toilets for community users. including a separate entrance for
community facilities. Rooms were given acoustic treatment community users, with door codes to
to ensure they were suitable as prevent people straying into areas
Woodlands involved its local performance and practice spaces. which are being used exclusively by
community in the design decisions Outside the entrance of the the school. Another measurable
to develop the facilities. A steering community arts centre, a new garden benefit of community use is that
group of local people with a particular welcomes visitors and helps them to vandalism has reduced significantly and
interest in the arts and music navigate their way to reception, giving is now a rare occurrence. Nic feels this
developed the brief for the multi- the centre its own identity and is a clear sign of ownership and an
purpose music, dance and drama promoting accessibility. appreciation from the community of
space, adding their specialist what the school is offering.
knowledge to the discussion. To maximise the use of the spaces and
Nic Fiddaman saw his role as making keep facilities management costs down,
sure the brief they developed would Nic advises that designs are tested to
provide facilities which were ensure they are robust and can take
compatible with the school’s needs. the wear and tear associated with
constant use. He emphasised this in the
design brief the school and user groups
gave to the architects. His advice to
others is to ensure the community
facilities pay for themselves and, ideally,
provide additional income which will
allow the school to invest further.

Below Right
An amphitheatre Conference room in
provides outside community arts centre
performance space
Far right
Music practice room
Management issues
Community use of the school is run
as a business venture and the school
buys use of the facilities like all other
community groups. While this might
seem like an unnecessary expense,
Nic Fiddaman feels it is good value
for money.The school provides staff
to run the facilities and offsets their
salaries against the cost of using the
spaces.The main challenge for the
school is that it does have to plan
further in advance than previously
but this is manageable.
In terms of evaluating the impact of

the extended use at Woodlands, a
number of key indicators has been
defined. Some relate to the needs
of funders such as Sport England,
who ask for use to be monitored.
Others are set by the school
themselves, including how profitable
the facilities are. Set against this is
the fact that the school has had
to increase support to deal with
company business and they now have
a full-time bursar.They have also had
to increase secretarial, cleaning and
maintenance support.
section five: Woodlands Primary School case study 73

Left
After-school ICT and
sports activities at
Willowbrook
Below
Childcare facilities

Willowbrook Primary
School, Devon
A 320-pupil primary school shares its site with a range of other
agencies and is clear about the benefits of creating a community-
focused approach to delivering services.

Julie Humphreys, the headteacher of The Sure Start health team is based on A family centre is also co-located on
Willowbrook, has planned her new the Willowbrook site, which means that site and the school makes an empty
facilities to ensure community staff are able to work with the school classroom available as a drop-in centre
education and multi-agency working to coordinate services for parents and for baby groups.This encourages
support the wider school objectives. children. For example, Sure Start has parents and children to form an early
two health visitors who have taken on relationship with the school and allows
a community case load, rather than a them to become familiar with the
School
case load based around a GP’s surgery school site and the services it provides.
case study 4
list – meaning both the school and the
health visitors have the same client The PCT funds a project which enables
group. As parents drop children at staff to work across settings on
school, they can also seek medical language skills and social development
advice and the success of this approach with children and parents.There is a
has led the Primary Care Trust (PCT) police surgery open to the community
to look at how it can further extend its on site every fortnight and the
provision on site, moving more health police also work with pupils at the
visitors and midwives to Willowbrook. school. In addition, the school leases
A new innovation is a social worker out its spaces for a range of adult
attached to the school to help manage education courses.
child protection cases.
section five: Willowbrook Primary School case study 75

Look ahead and plan accordingly, even when others are not able to
work to the same timetable.
Julie Humphreys, headteacher

Willowbrook recently had a major from scratch she would give careful Willowbrook Primary will pilot the
refurbishment and extension consideration to having separate Full Service Agreement and Julie
programme, and a new family centre entrances.This is particularly important Humphreys hopes that this will help
was built creating an all-age campus given the need for privacy around the them to develop protocols for sharing
with the adjacent secondary school. sensitive issues visitors want to discuss information between agencies.
At the planning stage the headteacher with staff on site. One security measure While they recognise that this is a
wanted to bring other agencies on has had knock-on consequences which sensitive area, they want to do
board to develop spaces for delivering had not been anticipated.To prevent everything they can to ensure joined-up
community resources. But each agency mail being stolen, the school does not working.They already have a very close
was at a different stage in their planning have a post box. During the summer, working relationship with Sure Start
and could not commit funds from their when the school office is closed, Sure staff on site, who attend school
budgets. Instead Julie Humphreys made Start – who continue to provide breakfast meetings. Julie feels this helps
the best use of the available space in services over the holiday period – have with some of the issues associated with
the school.The school offices and staff had to make separate arrangements to cross-agency working, including
room were relocated to make room receive their mail. developing a common language.
for the Sure Start health team’s offices
and an adult classroom.This seems to The rooms used for adult classes were
have worked well as the health team chosen because they are close to the
continue to have their office base in main entrance, making supervision
the school while running some of their easier.The school are considering adding
groups at the newly built family centre. coded locks to the doors leading to
Building the new classroom wing has classroom wings for increased security.
released two classrooms (each with Julie acknowledges that a self-contained
a store room) for adult classes and suite with additional adult toilets, would
enabled the health team to expand be an ideal arrangement. Parking at the
into the former staff room. school is a real problem. With too few
spaces for even the staff at the school,
The school has one reception for visitors are using the leisure centre car
all visitors – a conscious decision park across the road. While this is not
to manage security on the site. ideal, limited resources mean that
However, Julie Humphreys says that if these issues have to be managed by
she were starting to design the facilities the school for now.

Main school
Main shared areas
Entrance

divisions only
section five: Willowbrook Primary School case study 77

Far left
Children’s Centre
Left and below

Before- and after-
school clubs in an area
of the school specifically
designated for childcare

Hatchford Community
Primary School, Solihull
A 450-pupil primary school offers extensive all-year-round
community facilities, created by bringing together a variety of funding
streams to adapt the existing school site over a number of years.

In its 2004 inspection report, Ofsted The range of services includes adult The school now employs 16 local
highlighted the range of services that learning, childcare and family support. staff in childcare work and takes
Hatchford Primary School offered to Accredited and non-accredited vocational work-experience pupils
its local community and pointed out courses are run through the local from the local secondary school,
that “parents hold the school in high FE college and the not-for-profit providing an invaluable training
regard.They are very involved in the company which operates the resource. A breakfast club is run in
life and work of the school and are Neighbourhood Learning Centre conjunction with the Primary Care
School
very well informed”.This goes to the also has a development agency Trust, in addition to the before- and
case study 5
heart of what headteacher Geoff contract with the local LSC. after-school care.
Onyett has set out to achieve at Family learning includes courses
Hatchford Primary. on sports, arts and languages. A homework club and a range of
sports clubs and sports facilities are
In the mid-1990s Geoff realised that A Teaching Assistant who is also a provided by Hatchford and two other
without raising the aspirations of the qualified Nursery Nurse supervises local schools. In addition, a youth club
community he could not successfully before- and after-school care. provides places for some Year 7 pupils
raise standards in his school. He got Wraparound and full-day care are from the local secondary school, to
together with a number of other provided for 51 weeks of the year support transitional arrangements
organisations, knowing that he had from 7.30am to 6pm for 0-11 year from primary to secondary school.
some spare capacity in the school, and olds. Crèche facilities are provided for
raised £76,000 for conversion work people undertaking courses in the Hatchford Primary is keen to use its
to develop a Community Action and centre and to provide respite care for facilities to promote collaboration
Regeneration through Education parents attending meetings with social between schools, as well as between
(CARE) Centre. He linked with services. Hatchford is a designated the school and its own community.
NIACE, DfES and UK Online and Children’s Centre site.
opened a Neighbourhood Learning
Centre in 2002.The centre is run as
a not-for-profit company, which
Geoff chairs.
section five: Hatchford Community Primary School case study 79

Go for it!
Geoff Onyett, headteacher
Design issues
Many of the facilities at Hatchford The school site has one entrance and
Community Primary have been shared parking for all users. Parking at
provided over time by adapting surplus the school was extended several years
space in the infant school building. ago to cope with additional users and,
The neighbourhood learning centre, while it is adequate for now, this may
which includes three learning spaces, become an issue with further
is part of the school building but it expansion of services expected.
is self-contained with a separate
entrance and its own toilets, In order to share his learning more
refreshment area and office space. widely, Geoff Onyett has been
A former classroom adjacent to the seconded to Solihull LEA for two
learning centre is used for before- days a week to support other
and after-school clubs and during the schools as they plan their strategies
school day as a crèche for children for the future.
over three years old by parents
attending the learning centre.
Younger children are accommodated
in the Children’s Centre.The breakfast
club takes place in the school hall and
a number of school-provided clubs
operate in classrooms and on the
outdoor areas.

Main school
Main shared areas
Entrance

divisions only
section five: Hatchford Community Primary School case study 81

Far left
The Solihull Excellence
Cluster minibus provides
transport for activities
and the local
community
Left and below

Childcare provision at
the school

Coleshill Heath Primary

School, Solihull
A two-form entry primary school has adapted its site over time so
that close working relationships between a range of agencies can
benefit a community in need of additional support.

Coleshill Heath serves one of the The school provides childcare from Dave Dunkley says that the school
most deprived areas in the country. 7am to 6pm for 50 weeks of the year works closely with local health services
To meet community needs, the and makes arrangements to collect to add value to the initiatives they
school provides a range of services and return children who use the are providing with the community.
to support pupils and parents. facilities. A holiday play scheme is in This ‘value added’ approach to multi-
Headteacher Dave Dunkley feels operation and a recently appointed agency working is carried forward with
strongly that small amounts of money play development coordinator is based other organisations who locate their
School
can go a long way if it is used to at the school with a remit to work in classes in the school – for example
case study 6
support and add real value to other the local community. A children and the Positive Parenting Classes, and the
initiatives but is clear that it takes time families support officer liaises with a Young Mums and Dads Group, which
to deliver culture change and that range of other agencies and a member provides work-experience for parents,
there is no quick fix for delivering of staff has been identified to deal with assessing their skills needs and
effective services in new ways. children in challenging circumstances providing vocational training. Solihull
The school has been providing across a number of local schools. College provide lifelong-learning at the
extended services for over 10 years school throughout the year and have
and is still looking to modify its offering The school provides a range of moved their Life Skills courses to the
to get the best results for its users. services such as having a toy library school site.The Family Learning Team
They have seen positive benefits, on site to provide affordable play and Sure Start also use the school and
including an increase in standards and resources to parents.There is a a Neighbourhood Nursery is currently
a reduction in vandalism on the site. breakfast club, a homework club being built on site. Ultimately the
The most important aspect of the and after-school and summer play school will be part of a Children’s
Extended Schools agenda for Coleshill provision, using Key Stage 2 Centre and Dave sees this as the
Heath is a focus on learning in every classrooms and external play areas. logical next step.
aspect of what they do. Local community groups can use the
school sports field and its external
spaces. Children’s Fund money is being
used to deliver creative arts classes.
section five: Coleshill Heath Primary School case study 83

Heads don’t have to manage extended facilities themselves –

they can delegate. It shouldn’t add a great additional burden to
their workload. A key to achieving this is to ensure you are not
duplicating what other agencies are doing already – it’s about
adding value, not doing more of the same.
Dave Dunkley, headteacher

Parking is one of the difficult issues at Dave Dunkley feels there is real
Coleshill Heath, with visitors’ parking on benefit in having close working
the road outside the school due to a relationships with other agencies on
shortage of places on site. In other areas, site. For example, staff are able to
additional funding and planning by the identify and provide for individual pupil
school has enabled them to adapt to a and family needs much more quickly
wide range of adult users.Toilets have and effectively, such as in the recent
been provided, including a disabled toilet case of a child whose father died
in the UK Online area, which has secure suddenly. Parental support is already
access and can be used by visitors to the well established at Coleshill Heath
school. Further school toilets have been and two key school staff are working
identified for conversion to changing in the community to feed back
facilities for community use, as soon as information to parents on the learning
funding becomes available. Offices have agenda.This will help them to increase
been refurbished and the school staff their understanding of, and input to,
room extended to accommodate the teaching and learning at the school.
number of users.
In terms of facilities management, Dave

Dunkley stressed the benefit of shared
ownership of the building.The College
funds one additional hour for cleaning
each day, as does the childcare provider.
This extra resource means added
flexibility of the cleaning team and ensures
the facilities are well kept for all users.
Wear and tear is an issue the school has

made provision for. The after-school clubs
make use of the Key Stage 2 kitchen and
this means carpet tiles having to be
replaced more often.The school anticipated
this and has built it into the running costs.

Below Right
Breakfast club in Key Dedicated space for
Stage 2 kitchen adult learners
Far right
After-school activities
One challenge where Dave Dunkley

feels senior managers would benefit
from more advice and support is on
the governance of schools which host
a range of external organisations
delivering a variety of services. He is
convinced that the Extended Schools
agenda can only succeed if all those
involved learn to work in new ways.
However, alongside these changes
accountabilities must be clearly
established. Coleshill Heath’s
Governing Body has established a
series of working parties which can be
attended by staff and other interested
parties.The working parties make
recommendations to governors to
help inform their decisions and this is
a helpful way to involve the wider
school community in strategic issues.
section five: Coleshill Heath Primary School case study 85

Left
Community Learning
Centre
Below
ICT facilities

Mitchell High School,

Stoke-on-Trent
By adapting existing spaces, an 11-16 mixed comprehensive with 561 pupils
now promotes multi-agency working and, with adult learners on site, has
access to positive lifelong-learning role models for its young people.

Mitchell High School, despite On site there is Lifelong-Learning and for service delivery and Jobcentre Plus,
serving a community with high Study Support.The City Learning the probation service, local residents’
levels of social deprivation, has Centre (CLC), which is open from associations, Sure Start and StartUp
developed, according to Ofsted in 8.30am to 5.30pm daily, incorporates a for learner referrals. As such, the CLC
2004, an excellent partnership with library, ICT facilities and a learndirect promotes “an inclusive learning
the community.The school has been centre. Usage has been well above community aiming for excellence”.
providing extended facilities for two what was originally expected and The school and CLC have a
School
years. Because it operates in a during the past 12 months many adults website with further details:
case study 12
deprived area, confidence and have secured achievement – over 100 www.mitchell-clc.co.uk
aspirations can be low. Self esteem, national tests in literacy and numeracy
confidence-building and goal-setting at Levels 1 and 2 have been successfully Also on site is StartUp, a branch of
are at the heart of their offering. passed. Approximately 200 modules Sure Start which aims to get parents
of the European Computer Driving into work through education. It is
Licence (ECDL) qualification have also open to anyone with a child, regardless
been awarded. Once learners have of age.The project has now gone city
achieved their qualifications CLC staff wide and the school is working
can arrange work-experience placements alongside Sure Start to embed its
with local employers.The CLC is used learning more widely. A crèche is
for study support by the school and provided on site and the school has
the school feels it is a very positive recently appointed a full-time member
experience for adults and pupils to of staff working with Sure Start.
work alongside each other, recognising
In school the social science
that it can only be a good thing for
department works on social and
pupils to have direct contact with
emotional learning with pupils,
positive role models for lifelong-learning.
including in citizenship lessons.
Successful partnership work has Adults are invited to take part in
been key to delivery of the lifelong- the STEPs programme so that they
learning.The school works with are working on similar issues.
College in the Community, Workers’ This provides adults and young
Education Association (WEA), people with a common language.
Connexions/NextStep and learndirect
section five: Mitchell High School case study 107

It’s about having key people in place who can build relationships
with the community – the positive experience of using the facilities
is more important than the spaces themselves.
Jackie Lees, Community Officer

Disused garage space in the undercroft Community Officer Jackie Lees
of the school has been converted for oversees the multi-agency working
the CLC. It has one large room for the on the school site, supports staff,
main services, an exam testing room markets the services available and
and a multi-agency meeting room. works with parents to involve them
The CLC provides approximately 50 in the school. Extended Service
PCs and library facilities for students, funding pays for her post.
staff and the community.
With input from two feeder primary
Access to the centre is through a schools, the school is leading the
separate entrance and feedback from Parent Partnership Award pilot
adult learners is that they get a different for DfES.The pilot offers the school
experience from using the school than an opportunity to examine how
they had expected.They may come it communicates with parents.
with negative views about what the Parents have been very positive
school would be like but these are about the documents that have been
quickly dispelled.To gather instant produced as a result of the pilot and
feedback to inform decisions, learners the school has seen it as a useful
are asked to score the services as they learning experience.
sign out of the building.
Jackie Lees feels that all this additional
The CLC has designated disabled work has been reflected in the school’s
parking spaces and disabled toilets. results (six per cent A*-C in 2001 has
It also has its own hot drinks vending risen to 46 per cent A*-C in 2004).
machine and photocopying facilities.
The school’s crèche is separate but
adjacent to the CLC facility, providing
ease of access to childcare facilities
for users.

Below Right
Crèche Library
Far right
Adult learning facility
section five: Mitchell High School case study 109

Far left
Training and conference
facilities
Left
Fitness suite
Below
Childcare

Minsthorpe Community
College,Wakefield
Existing buildings have been remodelled and new facilities built at this
specialist science college to provide learning, sports and
childcare spaces.

Richard Brown, Principal at Minsthorpe, In order to manage their offering, Minsthorpe has worked hard to
has been offering a wide range of Minsthorpe Community College operate develop and modify its existing site to
additional facilities and services for four community teams. meet the huge demands now placed
over 10 years in Wakefield. With 1860 • Adult education: the team works on it.The main buildings on site date
pupils aged 11-19 on roll and 3000 with Wakefield Adult Education back to 1969 and were opened as a
adults regularly involved on site, Services to deliver adult education high school for 13-18 year olds.
Minsthorpe provides for a variety of from 9.15am to 9pm Monday to £1 million was brought in through
School
local needs. Minsthorpe’s goal is to Friday. Over 50 courses are available the Single Regeneration Budget and
case study 13
promote lifelong-learning and through and there are classes on Saturday European Regional Development
this help the continuing regeneration mornings for over 300 people. Funding for the conference centre.
of this ex-mining community. In an average week, adult provision Over £1 million for sports and fitness
is delivered for 72 hours. facilities came from the Lottery Fund
and £0.5 million for the nursery from
• Childcare and family learning:
a range of funding sources. In addition,
this team operates the Happy Days
a post-16 and adult education block
Centre which offers wraparound
was built to cope with the increased
care for 60 children and delivers
numbers and the 1960s blocks have
parent-based activities, breakfast
been upgraded over time.
and after-school clubs.
• Sports and fitness: the team runs With Specialist Science College status
the fitness suite, health and beauty since 2003, Minsthorpe has extended
centre, playing fields and sports hall. its modern science block and brought
a science/maths focus to some
• Training and conference centre: this
community activities such as healthy
team operates the purpose-built
living events and family learning days.
facility which hosts 260 business and
public sector conferences each year.
Services are to be further enhanced

to include health care and more
provision for parents.
section five: Minsthorpe Community College case study 111

There is currently a real opportunity to link what we know

about extended schools to the children’s agenda and to workforce
reform in order to deliver learning which is truly relevant to our
local communities.
Richard Brown, headteacher
Management issues
Extra parking was built on site but, as Richard Brown recognises that other
Richard Brown says, “It never seems schools may feel daunted by the
enough!”. To provide for adult users, wide range of provision at his school.
refreshment facilities are available at He explains that they have adopted
the training and conference centre, several models of delivery to enable
the adult education base, and the them to get the best from their
sports and fitness facilities. facilities.They have set up a private
company to run the conferencing and
According to Richard, “The buildings sports facilities and a charitable trust
work quite well.The challenge for us is for the childcare provision. Richard
more about creating the right climate stresses that the Principal and
and environment where pupils and governors have ultimate responsibility
adults can be actively engaged in for both the company and the trust.
learning.There are a few sixth form Richard highlights the need for checks
classes where adult learners work and balances for governors in schools
alongside pupils but we feel it is like his and, for example, at Minsthorpe
important not to spend a lot of time the Board of the company includes the
engineering adult/child learning. For us Principal, a governor and a finance
it’s about creating an ethos of lifelong- officer in order to ensure propriety
learning where all our customers enjoy and accountability.
and value their experience”.
From his experience, Richard Brown
advises other schools to ensure that
their extended facilities remain under
the auspices of the headteacher and
governors. He feels that this is the way
in which to ensure the right ethos is
created. He recognises that certain
activities have to be delegated but it is
important that the headteacher is seen
as a community leader who understands
the need to work with other agencies.

Below Right
Floodlit sports facilities The Happy Days Centre
at Minsthorpe
section five: Minsthorpe Community College case study 113

Left
Main entrance and
reception
Far left and below

The street at
Jo Richardson
Community School

Jo Richardson Community
School, Barking and Dagenham
This new PFI secondary school provides joined-up service delivery
in an inspirational building. Working together, the school, local
authority and community have created an exciting resource.

Jo Richardson Community School The Castle Green Development, The school has been working jointly
(JRCS) is seen as a centre for the of which JRCS is the key element, with Barking and Dagenham Adult
entire community, providing a range of is PFI-funded with credits from DfES College for the past three years.
services in the locality. It is now known and ODPM, together with Council The college has a dedicated classroom
as a Joint Service Centre. Its overall capital.The development comprises: in the new building and is in discussion
educational and community objectives • an eight-form entry school with a with the school about using a wider
are to raise educational standards, sixth form (JRCS) range of facilities and about whether
School
regenerate a deprived area, to join it is practical to integrate sixth form
• a combined school and public library case study 14
up local services and create a more and adult classes. Lots of work is going
productive relationship between • an adult college on with the local community including
public services and the community. • a Learning Village additional funding to deliver a wheel
The school opened in September 2005. park. Although this will be outside
• performing arts spaces shared
the school boundary, headteacher
between the school and the community
Andy Buck hopes it will add value
• a Children’s Centre by engaging disaffected young people
• sports facilities in the area.
• a café
The school will provide out-of-hours
• Connexions activities and a school sports
• a community police service coordinator has been appointed to
• meeting rooms. work with primary schools, the local
community and the school’s Student
Development department.The school
has designed in cutting-edge music
facilities and has applied for Specialist
Music College status.The LEA Music
service will run classes in school and
the Primary Care Trust is to build a
health centre on site to deliver family
health services.
section five: Jo Richardson Community School case study 115

To have the chance to work together with the community in planning

the building has been the key. With a responsive architectural team
and a first rate PFI contractor we have created something that is
already making a real difference to the progress of our students
and the lives of the local community as a whole.
Andy Buck, headteacher

The LEA and Andy Buck worked The new building has a large and Although built under a PFI contract,
closely with a Commission for welcoming reception with a café, the facilities are controlled by the
Architecture and the Built Environment making it attractive to community Council and the school.The PFI
(CABE) Enabler and architectural users.Visitors have direct access to contractor provides ‘hard’ facilities
consultants to design an exemplar the library via a staircase but all management (FM) including repair,
scheme for school and community doors leading from the entrance to maintenance and replacement
facilities. In the process they reviewed other parts of the school are secure. of building elements such as lifts.
existing new-build schools, both The reception desk is centrally The Council provides ‘soft’ FM
traditionally and PFI-procured. positioned to be accessible and services such as cleaning and
welcoming to visitors, and to enable catering. A general manager has been
The exemplar scheme created was staff to have a good view of people appointed to manage the entire site.
used to inform the PFI procurement using the facilities.The entrance also This is a joint appointment between
process. Andy Buck identified the provides supervised access to the hall, the LEA and the school.The school
following key points from this work where a range of community events contributes about 65 per cent of the
in getting the design right for users: can take place. running costs of the facilities and is
• Early involvement of the key the main user of the site.
stakeholders in determining user needs. The school staff room has been
designed to accommodate the In order to ease the transition to the
• Understanding the access needs of
possibility of extra Further Education new site, school stakeholders were
the different user groups.This was
staff using facilities on site. involved at an early stage. One area
particularly challenging.
where they have been able to start
• Getting to grips with community working collaboratively is with the
aspirations where his advice to library service, which will provide a
other schools is, “Start a community library on the new
conversation with the community campus.The school already uses the
about their aspirations, not just borough library stock system so pupils
what they have now”. will be familiar with it in advance of
• Having stakeholder representation the move.
in the contractor selection process
to ensure their views are taken
into account.

Main school
Main shared areas
Entrance
Routes
Secure entry point

divisions only
section five: Jo Richardson Community School case study 117

Far left
Main circulation space
within the school
Left and below

Community entrance
and library

Parklands High School,

Liverpool
Liverpool’s first full-service extended school, this 11-18 secondary school in
a new PFI building accommodates a range of local agencies and provides a
community library which has seen increased use by pupils and local residents.

Parklands High School serves the The Parklands campus provides Parkland’s facilities are very well used
community of Speke, an area of high a One Stop Shop, has two adult and easily accessible.The site includes
social and economic deprivation. education providers, youth and a main building housing the school,
Over 65 per cent of pupils have community services, a nursery, a library and multi-agency facilities, a
special educational needs. In 2003 it City Learning Centre, Sure Start separate leisure centre and a large
became Liverpool’s first full-service family centre, leisure centre, housing car park.The Sure Start family centre
extended school, opening in a new offices and a community library. and nursery have a separate building
School
PFI building. Headteacher Alan on the other side of the road,
case study 15
Smithies has worked on the estate Local housing services work closely providing a particularly safe and
for 31 years and was closely involved with the school as both have a strong secure environment for their users.
in the design of the new school from community remit.The South Liverpool The community entrance to the main
the start, recognising from an early Neighbourhood Management Team is building is part of a wide street from
stage that the school needed to bringing together local agencies working which the library and agency offices
work with other agencies if it was towards common objectives and they can be reached.The school uses the
to be successful. are careful to ensure the programmes library as part of its school study
they are undertaking add value to each support programme and as it forms
other. Parklands High School also works part of the school building, pupils can
in collaboration with: also easily access the library after
• eight partner schools who share school and at lunchtime.
the CLC facilities
The sixth form common room
• two other secondary schools in
provides an ideal space on Friday
the EAZ
afternoons for the Active Ageing
• four secondary schools in a Group, where older residents of Speke
sixth form collaboration. meet with pupils and join in a mixture
of entertainment, presentations and
In the school staff room it is not
light exercise.
unusual to find health professionals,
police officers, fire officers, youth
workers and a range of visitors.
section five: Parklands High School case study 119

Don’t be overly ambitious – be realistic and make sure that the

focus is always on what will benefit children in the classroom.
It’s not about quick wins, but about looking to the long term.
Funding needs to be sustainable so services can develop over time.
Alan Smithies, headteacher
Management issues
The school has its own secure Alan Smithies says long-term
entrance and reception, set away targets covering health, poverty and
from the community facilities. employability make sense for extended
The campus has 24-hour security and schools. Attendance at the school
the security staff are local people who has gone up for the past four years
know the area well.This has created running and there has also been a
a good working relationship between positive impact on GCSE results with
the school and the local community disaffected young people working with
and there have been no security a range of agencies to keep them in
issues at the building since it opened. school.There has been a 25 per cent
Alan Smithies feels this is because increase in the number of young
people respect the service that the people in out-of-school activities.
campus is providing. Liverpool City Council has found that
if they put more PCs in the library,
Alan Smithies’ advice when thinking book issues go up and the school has
about designing an extended school worked with the library to ensure that
is to create spaces which: pupils and their families do not need
• Provide a range of flexible to provide the normal proof of
curriculum areas which can be identification to join. Membership has
adapted over time. increased considerably as a result and
• Deliver good social areas for adults, the school is continuing to look at ways
including suitably-sized staff rooms, to make it easy to access the facilities.
and for pupils.
One key issue for the school is that the
• Provide working spaces and offices terms of the PFI contract can mean that
for a range of adults, such as it is expensive for them to use facilities
Learning Mentors and a number at weekends and during the holidays.
of different agencies. The headteacher’s advice to other
• Accommodate parents’ needs, such schools is that the terms of any such
as the community library and spaces contract need to be carefully understood
for adult education. and their implications planned for.

Below Right
Library City Learning Centre
section five: Parklands High School case study 121

Far left
The Meadows School
entrance
Left
Hydrotherapy pool
Below
School hall

The Meadows School,

Sandwell
A flexible new-build special school with 146 pupils aged 11-19
provides spaces not only for students from across the local
authority but also for their parents and the community.

The Meadows School is the first of The school provides a centre for good Parents have the support of a parents’
three new special schools to be built in practice in special educational needs room, a parents’ forum, a buddying
Sandwell to meet the needs, aptitudes and has a range of after-school and scheme and are active in school working
and aspirations of individual children and community activities. For example, parties, social events and fundraising,
young people.The objective has been to youth clubs and after-school clubs are adult learning and in volunteering at
provide excellent facilities at the leading well attended. Saturday clubs and the school and developing a school
edge of special needs education and a holiday schemes, study days, fun days newsletter. Headteacher Angela Duncan
School
model of high-quality provision of local and respite and residential care deliver stresses the importance of multi-agency
case study 16
and national importance.The school’s a comprehensive package of additional working at the school, where health and
motto is ‘Aim High and Smile’. activities.The local community uses the social services work alongside school
school for coffee mornings, adult staff and colleagues from the voluntary
The school is committed to the education and as a conference venue. sector, Leisure Trust, students on work-
development of strong partnerships Governors made a decision to charge experience and West Bromwich
and a shared inclusive future for all for use on a sliding scale, with school Albion Football Club, who provide
students in Sandwell. It collaborates partners having free access to the sports coaching.
with others addressing special facilities. A further education centre for
educational needs, offering mainstream students aged 16-19 has been welcomed
colleagues opportunities for training, by parents. It provides opportunities
and access for students from around for students to remain in full-time
Sandwell to specialised facilities. education in a supported environment,
while having access to adult and
further education college facilities.
section five: The Meadows School case study 123

Get partners involved from day one, so they don’t feel they are
an ‘add on’ to how the school will operate. Good communication
with the local community is also critical. We sent out a monthly
newsletter from students, staff and the architects to keep people
up to date on progress.
Angela Duncan, headteacher

The new Meadows building, which Staff from partner organisations have Storage for the wide range of users is
opened in 2003, is light, airy and dedicated work space in the school to an issue at the Meadows, as it is in
spacious.Therapy rooms are provided allow them to come together and many extended schools.The range of
for students to receive specialist help share their experience.The school specialist equipment used at the
and medical rooms are equipped for conference room is used by the school creates particular requirements
treatment by full-time health staff. community in and out of school hours for storage, which can be a challenge
Teaching spaces are sited around a and adult education classes meet two to accommodate.
large central courtyard which gives a evenings a week at school and make
safe and secure area for play and use of classrooms, the ICT suite and The school had a multi-agency
sensory experiences. food technology room.There is a partnership which discussed
daytime class for parents in the ICT accommodation needs when the
Angela Duncan wanted to create suite.The school also serves pupils school was being designed. In addition,
a flexible building which looked like with special education needs from young people at the school designed all
a mainstream secondary school across the authority. For example: the outside areas themselves through
but which was carefully zoned SEN students from other schools use whole-day projects in every class.
to ensure a safe environment. the pool; students from mainstream
Lightweight construction allows for The Meadows is attracting visitors
schools come after school and during
flexibility and future alterations. from across the country, interested in
holidays to see physiotherapists,
Metal stud walls infill between an looking at the innovative building and
speech and language and occupational
exposed steel frame with beams the school’s collaborative and open
therapists; groups of children and their
and service pipework also exposed. working style. As Angela Duncan says,
parents come from feeder primary
All electrical and associated wiring is “We’re not a blueprint for how all
schools during the holidays to see a
contained within exposed trunking or special schools should be, but we are
visually-impaired specialist and use the
hidden cable trays. CCTV is used an example of how all design issues
multi-sensory room. A disabled young
internally and externally to ensure need to be challenged and adapted to
persons’ sports club is about to begin
the safety and security of users. suit the needs of pupils, staff and the
using the gym one evening a week,
Brick paving has been used to define community users.We’ve yet to see if
taking children from across Sandwell.
the main paths so that all users can the building will stand the test of time
reach the main entrance without the but with strong support from local
need to cross vehicle access routes business and the residential community,
or car parking areas. this building should inspire students to
smile and aim high”.

Main school
Main shared areas
Entrance
Routes
Secure entry point

divisions only
section five: The Meadows School case study 125

Far left
Chafford Hundred
Campus front entrance
Left
Library which is shared
between the school and
the local community
Below
Chafford Hundred
Campus car park
entrance

Chafford Hundred Campus,

Thurrock
One of the few all-age schools in the country, this campus serves a
recently built estate which lacked community spaces. The light and
spacious building provides a place to learn and socialise for local residents.

Chafford Hundred Campus The community library acts as a focal According to Chris Tomlinson the
provides all-age education for its point for local users and is a shared building is wearing well. It has been
local community, from nursery resource for pupils at the Campus. viewed by a large number of visitors
through primary and secondary There are a range of adult education because of its all-age education
and as a centre for lifelong-learning. opportunities in art, sport, dance and provision and the fact that it makes a
A purpose-built facility, it was opened other leisure classes. statement architecturally. Key shared
in September 2001 at a cost of over facilities are accessible from a wide
£10 million. Because of its popularity A breakfast club is run from 8am and and spacious ‘street’ which runs from School
case study 17
it is currently having an extension there is healthy after-school provision the main entrance to the school,
built to the secondary school and including sports clubs.The site also has adjacent to the community library,
a new Astroturf pitch provided. a private child-care provider and is through to the car park at the back of
Headteacher Chris Tomlinson says able to cater for wedding parties, as the building.This provides a welcoming
the school has a ‘24/7 ethos’ and sees well as hosting the Chafford Hundred entrance space for visitors, from which
the campus as a community centre, Forum and local fetes.The sports community areas such as the hall can
serving a new estate with few other facilities are used extensively by local be easily reached.The community
accessible local facilities. clubs and the school is now a Business library has a separate entrance, near
and Enterprise College and is using the the main entrance to the school.
campus to make links with local
employers. It recently hosted a Various parts of the building, such
business fair for local employers and as the main hall, can be used by
service providers, and a community community groups at different times,
event to promote and encourage local safely and energy-efficiently, and the
women entrepreneurs. building’s heating, lighting, security and
fire systems have been carefully zoned,
with control systems increased in
sophistication, to achieve this.
section five: Chafford Hundred Campus case study 127

Parents form an early relationship with the school when children

come to nursery, so they are comfortable coming here for a whole
range of different activities.
Chris Tomlinson, headteacher
Management issues
The assumption when building the Importantly, an evaluation of the Chris Tomlinson recognises that it is
Campus was that, since it is a school building highlighted the often simple additions, such as storage
community school, most pupils need for good signage at both and signage, which can make the user
and visitors would live close by. Chafford Hundred’s public entrances. experience more comfortable and
Within Chafford Hundred there is a Usually only the main entrance is encourage them to come back.
network of cycle and footpaths and staffed, so users approaching from Asking for feedback from users has
the Campus building was placed the car park can find it difficult to helped Chafford Hundred understand
on site to make best use of these. know where they are going. how to make the best of the excellent
The principal entrance and Community users welcomed the resources they have.
reception desk were sited to face fact that there is open-access to the
the neighbourhood green, where building throughout the day and liked
pedestrian and cycle routes converge. the range of facilities it provided,
To encourage cycling, cycle storage is but needed to know where they
located close to the building and is were going once they were inside.
well lit, and lockers are provided for
pupils and staff, large enough to fit The breakfast club is held in the
cycle helmets as well as bags. school’s cyber café and supervised by
the Enrichment and Educational Visits
Coordinator. Shining Stars childcare
provision uses a range of school
facilities from the sports hall to the
outdoor play areas, and the cyber café.
One issue which the school has

addressed is storage. Although Chris
says it is a squeeze, the school does
make storage space available for
different lettings and clubs.

Main school
Main shared areas
Entrance
Entrance on level below
Routes

divisions only
section five: Chafford Hundred Campus case study 129

self
appendix one assessment
Local authorities
This self-assessment tool considers Partnerships for Schools has issued 5 Is there a clear map of who the
some of the key issues set out in this guidance for local authorities on stakeholders are?
publication and is an opportunity for creating an educational vision as 6 Has the vision been developed
local authorities and schools – part of Building Schools for the in partnership with the education
whether they already provide Future.11 Some key issue for local community including staff, pupils,
extended facilities or are considering authorities are: parents and adult learners, and
how best to meet local needs – to 1 Does the education vision other local partners?
think how they might move forward properly reflect the overall 7 Do all the stakeholders share
and develop their extended services. local authority vision? the vision, or are there differences
This is not an exhaustive list of the 2 Has the education vision been of emphasis in how they see
issues but may be a helpful prompt produced in consultation with the the future?
for schools as they move forward. relevant stakeholders?
We suggest that senior management 3 Has the relationship been
teams begin by using the School considered between education
vision and Creating a brief for provision and other specific plans
the design of extended facilities for the area, such as health and
sections to test their current thinking social services?
and identify areas for further
4 Does the education vision
exploration and discussion with their
reflect the implementation of
wider stakeholder groups.The final
the Children’s Act and its
section is to help schools interrogate
requirements for partnership
proposed designs in order to decide
working with other agencies/key
whether their needs are being met.
partners/schools and the
establishment of integrated
The questions are designed to help
local structures, including
schools and local authorities draw
Children’s Trusts?
up an action list and establish
timescales and resource needs
as they move forward.

Schools
User involvement 8 When do we need to involve 4 Does the school vision reflect the
1 Do we know enough about them and how best can we do implementation of the Children’s
who makes up our community? that (meetings, workshops, Act and its requirements for
Do we want to think just about newsletters, surveys)? partnership working with other
the school community (pupils, staff, 9 How can we communicate our agencies/key partners/schools and
parents, governors) or are we plans with our community? the establishment of integrated
planning to serve a wider group local structures, including
10 Have we developed a clear
(such as local residents)? Children’s Trusts?
stakeholder engagement plan
2 Do we know about their setting out who we will involve, 5 Has the school vision been
educational (and other) aspirations? when and at what point we developed in partnership with
3 How content are they with need to communicate, consult staff, pupils, parents and adult
existing service provision? and involve our community in learners, and other local partners?
4 What are the views of staff? decision making? 6 Is it possible to join up the school
Are we using their expertise to vision with other local initiatives
School vision such as ICT in the community,
best effect in developing our vision
1 Does the education vision Big Lottery sports funds, Primary
and plans for extended services?
properly reflect the overall Care Trust capital strategies, local
5 What partnerships already local authority vision? FE strategies and provision of
exist that we might work with?
2 Does the education vision Children’s Centres?
6 Who else has the necessary properly reflect any local 7 Does the vision show how the
expertise and experience to strategic partnerships in place? school will provide the core offer
help us move forward?
3 Has the relationship been of study support, widespread
7 How can we involve our considered between school community use of the school’s
stakeholders in the decision- provision and other specific facilities and family learning, either
making process? plans for the area, such as wholly on the school site or in
health and social services? partnership with schools nearby?
11 Building Schools for the Future: Local authority education vision – policy guidelines for wave 2, www.bsf.gov.uk/documents
appendix 131
8 Does the vision reflect the 12 Does the vision enable us to 5 Have we expressed how we want
need to provide a safe place identify proposals to deal with security to operate, and how
to be/things to do for young the additional security/safety accessible we want the facilities to
people both during term-time issues of having a mix of pupils be at different times of the day?
and holiday periods? and community users on site and 6 Do our proposals adequately
9 Does the vision allow us to the need to ensure appropriate cover the need for different sizes
identify the best way to provide separation so community use of facilities for different user
the flexibility of space that will be does not disrupt lessons? groups – such as toilets/wash
required over time with changes 13 What skills do we have in basins which can be used by very
in the community? our community and partner young children and also by adults,
10 Does the vision allow us to organisations and agencies which desks and chairs for different age
provide for access to school will help us deliver the vision? groups, adjustable chairs for
facilities by the wider local computer use?
Creating a brief for the design
community, including out-of- 7 Is there provision of flexible multi-
of extended facilities
hours use for recreational as use areas for use by others within
1 Have we articulated our school
well as for community and adult the school, including services
vision for extended services in a
education purposes? working with children?
way which the design team can
11 Does the vision enable us to understand and engage with? 8 Do proposals reflect an
consider the additional access awareness of the diversity issues
2 Are we clear about budgets for
issues that community use will for community user groups, for
the project, including the initial
involve – both to the school itself example use of showers?
costs and future running costs?
as well as the grounds, playing 9 Is there clarity about who will be
fields and car parking? 3 Have we created a masterplan for
responsible for the day-to-day
our site showing how facilities
management of the extended
might change and grow over time?
services? Has their input been
4 Does the brief make clear the sort sought in creating the brief?
of ethos and atmosphere we want
10 Do we want to use spaces we
to promote in the school?
already have in the school to
deliver extended services?

Assessing design proposals 7 In schools that have no immediate 12 Does the community have
1 Do the proposals represent value plans for community use, does the access to only the appropriate
for money? Are they within overall design allow for future areas/services? Do proposals
budget? How often will elements community use, either by ensure there are no ‘dead’ areas
of the design, such as fixtures and conversion of space or by the where people cannot be seen?
fittings, need to be replaced and easy addition of new facilities? 13 Is there adequate parking
do the overall running costs for 8 Does the design take account of with reserved space for people
the facilities match our budget? what different community services with disabilities?
2 Do the proposals make the best will need – for example a room
use of our existing site? with a sink for a health care
3 Does the way the spaces are worker, rooms for confidential
arranged make sense in terms discussion, rooms for childcare?
of how they will be used? 9 Is there sufficient storage space
Are the right spaces grouped over and above that needed by
together, for example? the school for toys, furniture,
4 Are the proposed corridors, sports equipment and so forth by
stairways and so forth wide a range of users?
enough to cater for the level 10 Does the design take account of
of ‘traffic’ that community use future requirements for flexible
could bring? use of accommodation, and the
5 Are there clearly signposted possibility that health workers,
and accessible reception facilities, social care workers, Connexions
sited in the best position to and others may be co-located
point community users in the with schools?
right direction for the services 11 Is there adequate external
they need? lighting of footpaths, entrances
6 Does the design ensure and car parks for evening visitors?
adequate levels of security Can these be controlled separately
for all school users? from the rest of the school to
save energy?
appendix 133
resource
appendix two material
21st Century Schools: Learning Building for Sure Start, DfES 2003, Extended Schools: Providing
environments for the future, www.surestart.gov.uk/publications opportunities and services for all,
CABE 2004 DfES 2002
Building Schools for the Future: Local
A Guide for School Governors, authority education vision – policy Falling School Rolls advice,
RIBA 2004, www.architecture.com guidelines for wave 2, Partnerships for www.teachernet.gov.uk/management
Schools 2004, www.p4s.org.uk /fallingschoolrolls/
Being Involved in School Design: A guide
for school communities, local authorities, Creating Excellent Buildings: Guidance for local authorities on
funders and design and construction A guide for clients, CABE 2003 improved joined-up planning and
teams, CABE 2004 funding, Partnerships for Schools 2004
Evaluation of the Extended Schools
Building Bulletin 98: Briefing Framework Pathfinder Projects, DfES Research How schools can contribute to
for Secondary School Projects, Report RR530 area regeneration, Joseph Rowntree
TSO 2004, available on Foundation 2003
www.teachernet.gov.uk/schoolbuildings Every Child Matters: Change for Children
in Schools, DfES 2004 Insurance: A guide for schools,
Building Bulletin 99: Briefing Framework DfES 2003
for Primary School Projects,TSO 2006, Exemplar Designs: Concepts and ideas,
available on www.teachernet.gov.uk/ DfES 2004 Inter-agency working to prevent
schoolbuildings school exclusion, Joseph Rowntree
Extended Schools: Access to Foundation 2001
opportunities and services for all.
A prospectus, DfES 2005

Links between schools, family and the The provision of integrated services There are six Know How
community: A review of the evidence, by family centres and New Community leaflets available on the Teachernet
Joseph Rowntree Foundation 1999 Schools, Joseph Rowntree site covering:
Foundation 2005 • governors’ roles and governance
Material for Schools: Involving parents,
raising achievement, Professor John The School Works Toolkit, • working with voluntary and
Bastiani edited by Sheila While, www.school-works.org community-sector organisations
DfES 2003 • welcoming the whole community
Towards the Development of Extended
• evidence and evaluation
Building Bulletin 95: Schools for the Schools, DfES Research Brief
Future: Designs for Learning RB408 2003 • school companies
Communities,TSO 2002 • ICT.
VAT on Extended Schools Activities,
Schools Out: Can teachers, social available on www.teachernet.gov.uk www.teachernet.gov.uk
workers and health staff learn to live /extendedschools /extended schools/practicalknowhow
together? Demos and Hay Group 2004
Whole Life Cost Forum,
The Architect’s Plan of Work, www.wlcf.org.uk
RIBA 2000, www.architecture.com DfES publications can be ordered
by calling 0845 602 2260
DfES Building Bulletins can be

ordered from the Stationery Office
by calling 0870 600 5522
appendix 135
photography
appendix three references
Front page: Jo Richardson Community School Page 24: Chafford Hundred Campus (photograph Page 46: Parklands High School (photograph
(photograph courtesy of Architecture plb, courtesy of Chafford Hundred Campus); courtesy of Andrew Beard Architect Ltd.)
Bouygues UK and Construction Photography); Minsthorpe Community College; Page 48: Jo Richardson Community School
Great Torrington Bluecoat CE Infant and Nursery Minsthorpe Community College (photograph courtesy of Architecture plb,
School; Carlton Hill Primary School; Norham Page 26: The Meadows School (photograph Bouygues UK and Construction Photography)
Community Technology College courtesy of Sandwell Metropolitan Borough Pages 50-53: Norham Community
Page 4: Great Torrington Bluecoat CE Infant and Council); St Winifred’s RC Junior School; Technology College
Nursery School; Great Torrington Bluecoat CE Chafford Hundred Campus (photograph Pages 54-57: Great Torrington Bluecoat CE Infant
Infant and Nursery School; Dyke House School; courtesy of Chafford Hundred Campus) and Nursery School; Willowbrook Primary School
Carlton Hill Primary School Page 27: Woodlands Primary School Page 58-61: Hatchford Community Primary
Page 5: Minsthorpe Community College; (photograph courtesy of Medway Council) School; Coleshill Heath Primary School
Great Torrington Bluecoat CE Infant and Nursery Page 28: Jo Richardson Community School Page 62-65: St Winifred’s RC Junior School
School; Minsthorpe Community College; (photograph courtesy of Architecture plb, Page 66-69: Four Acres Primary School
Mitchell High School; Oaks Park High School; Bouygues UK and Construction Photography) Page 70-73: Woodlands Primary School
St Winifred’s RC Junior School Page 29: Dyke House School (photograph courtesy of Medway Council)
Page 6: Jo Richardson Community School Page 31: Oaks Park High School Page 74-77: Willowbrook Primary School
(photograph courtesy of Architecture plb, Page 34: Oaks Park High School; Parklands High Page 79-81: Hatchford Community
Bouygues UK and Construction Photography) School (photograph courtesy of Daniel Primary School
Page 8: St Winifred’s RC Junior School; Hopkinson Architectural Photography) Page 82-85: Coleshill Heath Primary School
Coleshill Heath Primary School;The Campus Page 36: Montagu Community Full Service School; Page 86-89: Montagu Community Full
(photograph courtesy of Morley von Sternberg) Dunfermline Queen Anne High School Service School
Page 10: Parklands High School (photograph (photograph courtesy of Learning through Page 90-93: Great Torrington Bluecoat CE
courtesy of Daniel Hopkinson Architectural Landscapes taken by John Mcpake) Infant and Nursery School
Photography) Page 38: The Campus (photographs courtesy Page 94-97: Carlton Hill Primary School
Page 12: Great Torrington Bluecoat CE Infant of Morley von Sternberg) Page 98-101: Oaks Park High School
and Nursery School Page 39: St Winifred’s RC Junior School; Page 102-105: Dyke House School
Page 13: Norham Community Technology College Chafford Hundred Campus (photograph courtesy Page 106-109: Mitchell High School
Page 14: Minsthorpe Community College of Chafford Hundred Campus);The Campus Page 110-113: Minsthorpe Community College
Page 16: The Campus;The Campus (photographs (photographs courtesy of Morley von Sternberg); Page 114-117: Jo Richardson Community School
courtesy of Morley von Sternberg) Chafford Hundred Campus (photograph courtesy (photographs courtesy of Architecture plb,
Page 18: Jo Richardson Community School of Chafford Hundred Campus) Bouygues UK and Construction Photography)
(photograph courtesy of Architecture plb, Page 42: Mitchell High School; Mitchell High School Page 118-121: Parklands High School (photographs
Bouygues UK and Construction Photography) Page 43: Montagu Community Full Service School; courtesy of Andrew Beard Architect Ltd. and
Page 20: Four Acres Primary School Parklands High School (photograph courtesy of Daniel Hopkinson Architectural Photography)
Page 21: Great Torrington Bluecoat CE Infant Daniel Hopkinson Architectural Photography); Page 122-125: The Meadows School
and Nursery School Montagu Community Full Service School (photographs courtesy of Sandwell Metropolitan
Page 22: Jo Richardson Community School Page 44: Willowbrook Primary School; Carlton Borough Council)
(photograph courtesy of Architecture plb, Hill Primary School; St Winifred’s RC Junior School Page 126-129: Chafford Hundred
Bouygues UK and Construction Photography) Page 45: Parklands High School (photograph Campus (photographs courtesy of
courtesy of Daniel Hopkinson Architectural Chafford Hundred Campus)
Photography); Dyke House School;
St Winifred’s RC Junior School

Copies of this publication can also be obtained from:
DfES Publications
PO Box 5050
Sherwood Park
Annesley
Nottingham NG15 0DJ
tel: 0845 60 222 60

fax: 0845 60 333 60
textphone: 0845 60 555 60
email: dfes@prolog.uk.com
Please quote ref: 2092-2005DCL-EN

ISBN: 1-84478-739-7
PPAPG/D35/1205/xxxx
© Crown copyright 2006
Produced by the Department for Education and Skills. Extracts from this
document may be reproduced for non commercial education or training
purposes on the condition that the source is acknowledged.

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cover for PDF 26/5/06 11:17 am Page 2

schools for the

section two: establishing extended facilities 11

section three: developing the vision 19

section five: case studies 49

2 designing schools for extended services

St Winifred’s RC Junior School, Lewisham 62

appendix one: self assessment 130

4 designing schools for extended services

8 designing schools for extended services

Why extended How are schools creating

section one: the policy context 9

12 designing schools for extended services

section two: establishing extended facilities 13

14 designing schools for extended services

Consultation and Funding for extended

section two: establishing extended facilities 15

16 designing schools for extended services

section two: establishing extended facilities 17

20 designing schools for extended services

section three: developing the vision 21

A: The design and

24 designing schools for extended services

3 Creating Excellent Buildings: A guide for clients, CABE 2003, www.cabe.org.uk

The Meadows School, Identifying stakeholders Thirdly: Develop a participation plan

26 designing schools for extended services

Woodlands involved its local

section four: design 27

Jo Richardson Community School, Barking and Dagenham: Designing the masterplan

28 designing schools for extended services

section four: design 29

30 designing schools for extended services

10 Exemplar Designs: Concepts and ideas, DfES 2004

section four: design 31

B: Important design issues

32 designing schools for extended services

• Spaces suitable for

services, additional to main school spaces

1 some schools prefer separate community access

1 dedicated equipment store may be useful

1 space depends on group size and frequency

School clubs 1 need to avoid damage to pupils’ work

/study support • ••••••••• 2 need to assess H&S if using practical spaces

1 some SEN services require specialist facilities

1 dedicated equipment store useful

Healthcare 1:1 consultation

Other 1:1 consultation

Combining school and community

An enhanced dining area, including a café,

34 designing schools for extended services

Music Music Music Studio

200 sqm school 178 sqm community 378 sqm combined

St. Sports hall Activity St. Sports hall Activity

St. Dance Weights St. Dance Weights plus

836 sqm school 500 sqm community 1336 sqm combined

Library Library Library

Books 10,000 Books 10,000 Books 20,000

180 sqm school 200 sqm community 380 sqm combined

Dining Café Dining

160 sqm school 150 sqm community 310 sqm combined

section four: design 35

36 designing schools for extended services

Left and below

Right Far right

Left and below

Right Far right