Secondary School Design Brief June 06

SECONDARY SCHOOL DESIGN
BRIEF
SPRING 2006
Authors
Veronica Bushell – Capital Projects Development Officer, Children, Families & Education
Peter G Guise – Income & Value Coordinator, KCC Property Group
John Lattimore – Capital Projects Development Manager, Children, Families & Education
Contributors
Peter Banbury & Chris Shaw – ISG, Chief Executive’s Department

Alan Day – Senior Policy Officer (Digital Curriculum), Children, Families & Education
Colin Godfrey – Biodiversity Officer, Strategic Planning
Karen Mills – Policy Officer, Children, Families & Education
Val Markley & Keith Macey – Access Officers, KCC Property Group
Carolyn McKenzie - Economic Development, Environment & Regeneration
Diana Robinson – SEN Advisor, Children, Families & Education
Mark Sleep - Client Services Manager, Children, Families & Education
Darryl Mattingly – Corporate Risk & Insurance Manager, Chief Executive’s Department
Photographs on front Page
Top left Invicta Grammar School – New teaching extension

Top right The Towers School – New teaching block
Centre Tunbridge Wells Girls’ Grammar School – New teaching block
Bottom left Homewood School and Sixth Form Centre – New communications block
Bottom right Homewood School and Sixth Form Centre – Dining extension
Secondary School Design Brief
Contents
1. General Principles and Considerations
2. BB98 ‘Headline’ Summary
3. Summary of Overall Minimum Formulae for both Building and Site Areas
4. School Premises Regulations 1999
5. Other Important Reference Documents
Appendices
Appendix A: Schedule of Recommended Rooms for each Form of Entry

(Ranges from 4FE to12FE with additional rooms for post 16 pupils)
Appendix B: Room Data Sheet
Appendix C: Disability Discrimination Act (DDA)
Appendix D: Hearing Enhancement Systems (HES)
Appendix E: Biodiversity & Ecology
Appendix F: Environmental Management
Appendix G: Community Use of Schools - The 24 / 7 School
Appendix H: Schedule of suggested Furniture & Equipment
Appendix I: ICT in Secondary Schools

Kent County Council
Children, Families & Education Directorate

+
Design of Mainstream Secondary Schools for pupils aged 11-18
1. General Principles and Considerations
Kent County Council recognises the important role that school accommodation plays in
providing appropriate learning environments conducive to enhancing learning experiences
and raising educational standards.
As the largest Local Education Authority (LEA) Kent is at the forefront of major initiatives -
PFI, Academies and Building Schools for the Future (BSF). These are exciting times for
Kent Secondary Schools. Kent County Council has the opportunity to influence and
improve school designs for the benefit of secondary school children, the teaching profession
and the wider community. We intend to meet the challenge of the information age. In
bringing forward secondary school design solutions the council will encourage design
consultants to be mindful of:
• Innovation – promoting refreshing design solutions that are radical and a visionary
educational approach whilst achieving functionality and fitness for purpose.
• Inclusion – taking full account of the needs of pupils, staff and visitors who may, for
example, require reasonable special design aspects i.e. hearing and sight impairments,
mobility needs etc.
• Flexibility – incorporating design aspects and features that will enable the built
accommodation to be used for a range of activities, not only by the school, but also for
the benefit of the community.
• Adaptability – the design solution should encompass the ability to enable some future
adaptations to meet changing needs and developments particularly in ICT.
• Sustainability – the design and infrastructure should address the current needs and future
requirements. The new Kent Design Guide will assist the design consultant. Currently
available from http://www.kent.gov.uk/publications/council-and-democracy/kent-design-
guide.htm
• Environmental Performance – acoustics, ventilation, heating and daylight plus the design
of outdoor environmental areas. The Building Research Establish Environmental
Assessment Method (BREEAM) for schools will assist in guiding the design consultant
and will become mandatory for school projects from 2007.
• Technology – recognising the part that Information Technology plays, not only in
everyday life, but also in the life of a school. ICT is now an essential tool in all subjects.
• Consultation – the council’s property and project professionals will provide substantial
assistance to consultants, however, account needs to be taken of the aspirations of all
stakeholders including teachers, governors, parents and other interested parties e.g.
neighbours, Parish and District Councils, Diocesan/church authorities.
• Procurement – consideration should be given to the best procurement route to match
design, time and budget issues, taking into account that higher specification and
sustainable and better quality materials may significantly reduce future maintenance
liabilities.
• Energy Efficiency – heating & lighting installations (as well as appropriate ventilation)
needs careful consideration in order to reduce CO2 emissions and to optimise running
costs.
• Safety and security – consideration should be given to the design and siting of the
building to ensure that unwanted visitors cannot enter the building without permission,
along with clear defined site boundaries using appropriate fencing and/or planting, if
necessary intruder alarms. www.securedbydesign.com is a useful website for advice
including the local police.
• Biodiversity – at feasibility stage consideration needs to be given to how a design may
adversely affect any wildlife or habitat in the area, and suitable steps should be taken to
avoid or limit any disturbance.
This design brief has been developed to identify the provision required for secondary
schools. It is not considered to be prescriptive in so far as the individual design of secondary
schools will be a matter for each project design team. Resultant design solutions will be
expected to incorporate the elements and considerations contained within this brief.
The variety and complexity of secondary schools coupled with the level of detail contained
in DfES Building Bulletin 98, has led us to adopt BB98 standards and guidance rather than
produce a “Kent specific” brief. This document highlights the major principles within
BB98, and puts a “Kent gloss” on certain aspects.
Designers should use their best endeavours to be creative within the overall parameters set
out in this brief and other guidance, and should be aware that additional funding resources
are not readily available.
The brief has been developed mainly with the provision of new whole schools and new
extensions in mind although it may also be used in considering the suitability and
adaptability of existing premises. When existing premises are being considered for
expansion, extension or adaptation, it will be appropriate to consider such
expansion/extension/adaptation in relation to the whole school provision. Special care
should be taken when phased development is planned for operational reasons to ensure the
phases provide the necessary accommodation in the correct order for teaching purposes and
that minimum disruption is caused to the school.
Secondary schools provide statutory education facilities for pupils between the ages of
eleven and sixteen, although many secondary schools provide a range of academic and
vocational courses for pupils up to the age of nineteen. Schools of the future will need to
operate within a more flexible teaching environment as the learning day increasingly extends
from the “normal 9am to 3pm day”. Teachers in secondary schools take considerable time
and effort to create an atmosphere within the school that seeks to bring out the best in pupils
and enhance the learning experience. The school building and the surrounding area must
support this ethos and its design should promote opportunities to support teachers’ efforts to
provide stimulation in learning.
A variety of finishes and textures should be used, both internally and externally, which are
aesthetically pleasing whilst taking into account the Disability Discrimination Act (DDA)
regulations. External brickwork, especially at a lower level, should have sharp edges
eliminated. Wherever possible, pitched roofs should be used. Throughout the school,
appropriate variation in floor, wall, ceiling and other finishes including colours should be
deployed in order to both match the varied use of internal areas and to encourage pupils to
behave appropriately in different areas and as they move round the building. The treatment
of finishes should be such as to minimise noise transmission between areas of the building.
Corridors in secondary schools have to facilitate the efficient and safe movement of large
numbers of students, and they must be adequate for this purpose. This does not mean that
they should not, where possible, be incorporated in other areas or promote imaginative
functional use. Care should be taken regarding the inter-relationship of spaces.
Access to natural light is a factor in pupils’ achievement as insufficient light can reduce
attention span and encourage lethargy.
Special attention should be given to the following:
• disturbance factors
• distance between class bases, toilets and central resource areas
• circulation – especially width of corridors to accommodate the movement of large
numbers of pupils
• ease of supervision between internal spaces
• routes/access into the school building - DDA regulations
• perception of visitors entering the school
• teaching areas planned to allow for subjects to be appropriately suited with relevant
storage and resources
• teaching areas and open spaces to be appropriately arranged to support curriculum needs
• position of toilets and changing rooms in relation to external spaces and ease of access
from within the building
• external and internal recreational areas to provide a rich variety of spacious play areas
• ease of supervision at break times
• outdoor spaces to enhance curriculum activities
• out-of-hours use – zoning heating systems, for example
The design of the building should take into account relevant legislative requirements and
minimise the risk of crime, especially vandalism and arson. Appropriate fire precaution
measures must be integral to the design. In the event of fire the building must be able to be
vacated easily, speedily and safely with clear fire assembly points.
2. BB98 ‘Headline’ Summary
The basis for planning secondary school accommodation is contained within the DfES
publication Building Bulletin 98 (BB98) “Briefing Framework for Secondary School
Places”.
The document promotes a structured approach to design in the context of a strategic

premises development plan. This is an approach which the authority endorses. Design
teams will need to have regard to the advice within the document which sets out in detail, in
Part C, recommended minimum room sizes for each curriculum area. Kent generally accepts
the guideline within BB98 but considers that 60m² is a more “comfortable” size for non-
specialist classrooms, than the 56m² minimum recommended. Flexible teaching areas could
also be considered by creating double class size areas with partitions, for larger class sizes,
for practical subjects or mock exams, see examples shown in illustrations 1 and 2.
BB98 also recommends the minimum size for a four-court sports hall of 594m² (18 x 33 x
7.6h). Consideration will need to be given to whether the sports hall will be used for just
badminton or for other activities which require wider run-off areas. If this is the case Sport
England recommends a larger hall of 646m² (34 x 19 x 7.6h).
Additionally, it is recommended that each project design team consider the advice contained
within the DfES publication Building Bulletin 95 “Schools For The Future”.
Illustration 1
Double class space with partition to create two classes when necessary
Illustration 2
Lecture theatre with folding seating to allow for dual use
BB98 is set out in four main sections. The contents and main headings of each section are
summarised overleaf.
Part A – The Briefing Process
• The client team

• Outcome – based approach
• Strategic Premises Development Plan developed through options appraisal
• Objective comparison of future premises needs with current buildings
¾ Capacity/site area/curriculum analysis
¾ AMP condition and suitability data
¾ Options
¾ Feasibility study
• Single project or phased solution
Part B – Design Criteria
• Vision
¾ Education performance
¾ Staff satisfaction
¾ Pupil satisfaction
¾ Community involvement
• Design Implications
¾ Organisation – departmental; year groupings
¾ Resources – central or dispersed locations
¾ Timetabling
¾ Technology
¾ Furniture and equipment
¾ Extended school facilities; flexibility; multi-use; community use
• Key Design Requirements

¾ Flexibility and adaptability
¾ Access and inclusion
¾ Safety and security
¾ Environmental performance – BREEAM
Part C – The Buildings
• Gross area =
• Net or useable area
¾ Basic teaching area (general and specialist)
¾ Halls
¾ Learning resources
¾ Staff and administration
¾ Storage
¾ Dining and social
¾ Supplementary net area (requires additional funding)
¾ Enhancements beyond recommendations
¾ Extra support
¾ Non-school provision
• Non-net area
¾ Toilets and personal care
¾ Kitchen
¾ Circulation
¾ Plant
¾ Walls
• Schedules of accommodation
¾ Recommended min/max areas per room and per subject area
¾ “Ready reckoner” formulae
Part D – The Site
• Gross site area =

¾ Net site area (playing fields)
¾ Pitches
¾ Courts
¾ Social (soft)
¾ Social (hard)
¾ Habitat
• Buildings and access area

¾ Footprint
¾ Delivery access
¾ Refuse
¾ Paths
¾ Parking
¾ Drop off
¾ Cycle storage
• Supplementary site area (requires additional funding)
In addition to the advice in BB98, there are a number of other Building Bulletins which offer
advice on specialist subjects, see Section 5 ‘Other Important Reference Documents’.
3. Summary of Overall Minimum Formulae for both Building and Site Areas
BB98 appendices show options and example schedules of accommodation for various sizes
of schools and curricula needs including key formulae for minimum building and site areas
as shown in the examples overleaf.
The recommended net areas are in the form of formulae, based on a constant figure plus a
further figure per pupil place. In all formulae: ‘N’ is the total number of pupil places the
school is planning to accommodate, including post 16. The areas calculated are in square
metres - m².
BB98 Key Formulae for Floor Areas
Floor Areas 11 – 16 Secondary 11-18 Secondary

Basic teaching 50 + 3N 200 + 3.06N
Halls 600 + 0.3N 600 + 0.3N
Total teaching area 650 + 3.3N 800 + 3.36N
Learning resource areas 75 + 0.25N 125 + 0.29N

Staff & Administration 125 + 0.3N 125 + 0.31N
Storage 175 + 0.35N 200 + 0.36N
Dining & Social 25 + 0.2N 100 + 0.26N
Float 250 + 0.3N 250 + 0.32N
Total Net Building Area 1300 + 4.7N 1600 + 4.9N

Likely Gross Building Area 1850 + 6.7N 2250 + 7N
The recommended schedule of accommodation for each Form of Entry (FE) is shown in
Appendix A.
BB98 Key Formulae for External Play and Gross Site Areas
Pupils
For Each 11-18 5FE 6FE 7FE 8FE
External Play Areas Secondary 1050 +
N= 750 + 100 900 + 250
300
1200 +350
School number of (16+) (16+) (16+)
(16+)
pupil places
Number of pupils 850 1150 1350 1550
m² m² m² M²
Pitches – team game area 10000 35N 39750 50250 57250 64250
Soft play (informal & social) 800 2.5N 2925 3675 4175 4675
Games courts (hard surfaces) 600 2N 2300 2900 3300 3700
Hard play (informal & social) 400 1.5N 1675 2125 2425 2725
Habitat 200 1N 1050 1350 1550 1750
Float 1000 5N 5250 6750 7750 8750
Total External Net Area 13000 47N 52950 67050 76450 85850
Likely Site Area: from 14000 52N 58200 73800 84200 94600
to 16000 59N 66150 83850 95650 107450
4. School Premises Regulations 1999
Design teams should also take into account ‘The Education (School Premises) Regulations
1999’ (Statutory Instrument 1999 No.2) that refers to premises standards for schools. The
document relates to the following minimum standards;
• Washrooms for pupils and staff

¾ the recommended provision for pupils is – one per 20 pupils ages 5+, one per 10
for pupils under the age of 5
¾ the recommended provision for staff is – one per 10 full time equivalent member
of staff (see BB98, page 46)
• Medical accommodation
• Staff accommodation
• Ancillary facilities
• Health, safety and welfare
• Acoustics
• Lighting
• Heating
• Ventilation
• Water Supplies and drainage
• Playing fields
5. Other Important Reference Documents
Other literature that project managers / design teams will need to refer to are:
• Building Biodiversity in Kent - a supplement to Kent Design
• Disability Discrimination Act 1995 and BS8300:2001
• DfES Building Bulletin 80: Science Accommodation in Secondary Schools: A Design

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

Schools: A Design Guide
• DfES Building Bulletin 85: School Grounds - A Guide to Good Practice
• DfES Building Bulletin 86: Music Accommodation in Secondary Schools
• DfES Building Bulletin 89: Art Accommodation in Secondary Schools
• DfES Building Bulletin 95: Schools For The Future, Designs for Learning Communities
• DfES Building Bulletin 91: Access for Disabled People to School Buildings
• Other appropriate DfES Building Bulletins e.g. Acoustic, Building Regulations &
Environment Design in Schools.
• DfES ‘Furniture and Equipment in Schools: A Purchasing Guide’ Managing School

Facilities Guide 7
• English Nature Leaflets & Research Reports
• Kent Association of Local Authorities: Kent Design CD-Rom –

www.kent.gov.uk/NR/rdonlyres/73C435B8-24CA-43A5-B250-
F1FF1C8CC1B1/625/KDtechap.pdf
• Kent County Council Vehicle Parking Standards –

http://www.kmsp.org.uk/pdfs/draft/SPG4VPSSep03.pdf
• KCC_TEMPLATE_01 School for the Future –

http://www.kent.gov.uk/publications/education-and-learning/bsf-school-future.htm
• Sixth Form Colleges – see Learning and Skills Council –

http://www.lsc.gov.uk/National/default.htm
• Sport England – Guidance Note on the Provision of Sports Facilities for Secondary
Schools –
http://www.sportscotland.org.uk/ChannelNavigation/Resource+Library/Publications/Des
ign+Guidance+for+Secondary+School+Sports+Facilities.htm
• The Education (Schools Premises) Regulation, 1999
• Workplace (Health, Safety & Welfare) Regulations, 1992

Appendix A
Schedule of Recommended Rooms
For each Form of Entry
(Ranges from 4FE to 12FE, with additional

rooms for post 16 pupils)
Appendix B
Room Data Sheet
(Example)
Room Name Space Ref. Space Use
Size Mechanical Services
Room Relationships Heating
Access Mech. Vent
Special Environmental Factors HWS / CWS
Finishes: Elec. Water Saver

Floor Ceiling
Other
Walls Skirting
Doors:
Fire Rating Vision Panel
Fan Light Glazed Panel Electrical Services
Ironmongery:
Lock Handles Lighting
Latch Closer Emergency Lighting
Suite Sign/Other Power
Fittings Telephone
Hand Dryer
Sanitary Fittings: Computer Points
WC Drink. Fountain Fire Alarm
LB Cleaners Sink Intruder
Shower Sink TV Outlet
Disabled WC Urinal Other
Other
Items supplied &
fixed by GC
Fire Extinguishers
H & S Signs
Others
1
Appendix C
Disability Discrimination Act (DDA)

The Disability Discrimination Act (DDA)
The Disability Discrimination Act 1995 (DDA) places a duty on employers and service
providers not to treat people with disabilities less favourably than others. The Act
encompasses employment provisions; public access to goods, facilities and services;
education and transport.
Within the secondary school environment all of these areas of the Act are relevant. Part I -
defines the term disability, which includes ambulant disabled; people with a sensory loss;
wheelchair users; people who have mental health issues and people with a literacy or
learning difficulty. The employment of staff with disabilities is covered by Part II. Use of
school facilities by the general public and activities that bring parents into the school is
covered by Part III. Meeting Additional Education Needs and Resources is covered by
Part IV. This section is split into pre and post 16 provision, so if the school also has adult
education on site then different responsibilities in relation to the removal of physical
barriers apply. A school sixth form provision is however covered by Part IV. Transport is
an ongoing issue for schools and meeting the transport needs of disabled people is covered
by Part V.
When designing secondary schools all of these issues need to be considered and a fully
inclusive design drawn up. A fully inclusive design means that the building will work
well for everyone and eliminates the need to make separate provision for disabled people.
Minimum standards have been developed to assist with this process in the form of
BS8300:2001 ‘Design of buildings and their approaches to meet the needs of disabled
people’ (amended 2005) This gives guidance on design to meet the wide range of
disabilities within Part I of the Act. The revised (May 2004) Approved Document M of
the building regulations also demands inclusive environment for new buildings in line
with the British Standards (BS).
There are a few basic principles of design for new build:
• All designs must comply or go beyond the BS8300:2001 and Approved Document
M.
• All approaches, entrances and fire exits to have level access or if unachievable
then provide fully compliant ramps, steps and/or lifts.
• Internal changes of level on any storey of a building are not acceptable. If they
cannot be achieved, seek advice from the KCC Access Officers.
• Use of stair lifts is not acceptable.
• If the building has more than one floor, ensure there is provision of lift and stair
access to all areas.
• Hearing enhancement systems to be installed in areas where information is
exchanged, e.g. the visitor reception area, classrooms, reading areas in nursery
rooms and main halls.
• Fire alarm systems to have visual and audio indicators.
• Ensure colour contrast throughout the building. Where glazing is used, ensure
daylight glare is manageable, either by carefully selection of internal surfaces or
provision of blinds.
The above list is not exhaustive and full reference should be made to BS8300: 2001.
Further advice is given in KCC’s Guidance to Technical References; copies are available
by calling the KCC Inclusive Access & Design team on 01622 696023 or emailing
[email protected].
Appendix D
Hearing Enhancement Systems (HES)

Guidance Note
Hearing Enhancement Systems
Introduction
Hearing enhancement systems (HES) is the generic name used to describe a range of
equipment aimed to minimise unnecessary background noise to benefit people with
hearing impairments. Generally they will not benefit people who are profoundly deaf.
Application of hearing enhancements systems

Generally HES should be provided wherever information is given out, for example,
reception counters, meeting rooms, conference rooms, classrooms, halls, interview rooms.
Fixed systems are preferred to portable units, however where there are a large number of
rooms infrequently used, portable units may be better.
Schools
All new and existing buildings should have fixed systems to reception counters, main
halls/theatres, meeting/conference rooms, Headteachers office, or any other room where
information is regularly given out.
Classrooms in - Primary Schools Secondary Schools

Existing buildings Portable systems until next Portable systems until next
refurbishment then install fixed refurbishment, then install fixed
systems. systems to a percentage of rooms,
depending on use of classrooms
New buildings Fixed systems designed and Fixed systems are not expected in
built into every classroom. every single classroom of new
e.g. soundfield systems. secondary schools. Provision will
depend on use of classrooms, e.g.
install to 1 of 3 English classrooms,
focus on rooms for community use,
disabled pupils & staff etc.
Emergency telephones within passenger lifts should have inductive couplers as per
BS8300.
Access audit recommendations
Access audits will identify the need and location for hearing enhancement systems, e.g.
reception counters, classrooms, halls and theatres for public services. Access audits will
not assess the individual needs of disabled people with hearing impairments, these are
undertaken on an individual basis in addition to the ‘public’ needs identified above. Prior
to installing equipment, suppliers and manufacturers should be consulted to recommend
the most suitable type of equipment for the needs of all the buildings users.
2
Types of hearing enhancement systems
Induction loops
Induction loops convert sound via a microphone into a varying magnetic field, which is
converted back to amplified sound by an individual’s hearing aid (where a ‘T’ switch is
fitted). Loops help to cut out extraneous background noise.
Induction loops should be fitted where information is given verbally, e.g. reception
counters and meeting rooms. Care must be taken where loops are used in adjacent rooms
or floors, due to overspill, this is particularly an issue for confidential meetings.
Infrared systems
Infrared systems work on different principles by converting a sound source into an
infrared light signal, and require special receiving headsets. This system is more suitable
for controlled areas such as theatres and lecture rooms, where headsets can be borrowed
from a central source. The system is of particular value where confidentiality is
important. As the technology is based on light, sound cannot be picked up outside the
room in which the infrared signals are generated.
FM Radio Aid Systems
These are useful for deaf students and students with auditory processing disorders. A radio
aid system greatly improves the clarity of sound by allowing a human voice or another
desired sound source, to be fed electronically into listening devices reducing background
noise and sound loss between speaker and listener. Radio aid systems work with the users'
hearing aids, cochlear implant processors or headphones. A transmitter is worn by the
person speaking and a receiver by the listener. The system is wireless, can be worn
discreetly and allows for complete freedom of movement.
Sound Field Systems
A sound field system is an amplification system which provides an even spread of sound
around a room. The term 'soundfield' has been adopted to describe a sound system using a
number of speakers distributed around a classroom. A soundfield allows all the students
to hear equally well wherever they are seated and whichever direction the teacher faces.
Soundfield systems are beneficial to all students, and particularly those with attention,
behavioural and processing difficulties.
Physical environment
In addition to hearing enhancement systems, consideration should also be given in the first
instance to good building design to create a suitable acoustic environment –
¾ Adequate sound insulation.
¾ Avoid too many hard surfaces.
¾ Use buffer zones to separate quiet and noisy areas.
¾ Heating, extract or air-conditioning equipment needs regular maintenance to minimise
excessive background noise.
3
¾ Main power supplies in buildings create a considerable magnetic field that causes a
loud hum in hearing aids. Care should be taken to route the cable away from public
spaces.
¾ Low level lighting (less than 2.3m floor to underside of light fitting), computers and
overhead/slide projectors can create background noise and interference with hearing
aids.
Reference:
Descriptions of hearing enhancement systems and good acoustic design from Designing
for Accessibility 2004 Edition published by the Centre for Accessible Environments.
Further advice is also available from the KCC Inclusive Access & Design team on 01622
696023 or by emailing [email protected].
3
Appendix E
Biodiversity
&
Ecology
1
Biodiversity & Ecology
Kent supports a diversity of habitats and species largely stemming from its varied geology
and land use history. As well as having intrinsic importance, biodiversity contributes
significantly to the people of Kent’s quality of life and wellbeing. By recognising the
value of biodiversity in school developments, the opportunity exists to:
• Retain and encourage local wildlife

• Provide an educational resource – wildlife areas can provide formal or informal
field laboratories for biological, geographical and environmental sciences
• Help children relate to their natural environment through interactions with local
wildlife
As well as protecting biodiversity for its own sake, there are also legal imperatives. In
England, there are five main pieces of legislation providing statutory protection for certain
species of animal, plant and trees. These are the Wildlife & Countryside Act 1981, The
Countryside & Rights of Way Act 2000 (CROW 2000), The Conservation (Natural
Habitats) Regulations (1994), The Protection of Badgers Act (1992) and The Town and
Country Planning (Trees) Regulations 1999. Kent also has its own Biodiversity Action
Plan, 1997 and in addition, planning authorities are required to consider ecology and the
environment under Planning Policy Guidance 9 (Nature Conservation) 1994.
As an example, species that are widely distributed in Kent, such as great crested newts,
dormice and bats are European Protected Species and as such are protected against:
• Deliberate disturbance, capture or killing

• Deliberate taking or destruction of their eggs
• Damage or destruction of their breeding site or resting places
Any work that could potentially impact on the above species requires a licence from the
Department of Environment, Food and Rural Affairs (Defra). Undertaking work without a
valid licence, or other offences against protected species, could result in a fine of up to
£5,000 or six months in prison per offence, i.e. destroying two active nests could result in
a fine of up to £10,000. Further information on wildlife licensing can be found on the
Defra website - http://www.defra.gov.uk/
Some species of animals, while not afforded full protection are protected against certain
acts. For example, all species of reptile found in Kent are protected, under the terms of the
Wildlife and Countryside Act 1981, from deliberate injury or killing while the habitat of
water voles is protected. If protected species are known to be present, or in the close
vicinity of a school site, the views of English Nature should be sought at the earliest
opportunity - http://www.english-nature.org.uk/ Full Schedules of protected animals and
plants can be found at - http://www.naturenet.net/index.php
It is important to remember that, if protected species are found on the proposed building
site, it may delay the start of works, as there are limitations in terms of seasons when
species can be removed. Investigation works should be considered as earliest as possible,
maybe when a new school or expansion is first considered.
2
As well as statutorily protected species, development should aim to avoid negative
impacts on other rare, UK or Local Biodiversity Action Plan (BAP) habitats or species.
Information on the Kent BAP can be obtained at www.kent.gov.uk/biodiversity.
To ensure that the above legislation is adhered to and maximum benefits for wildlife are
achieved, ecological surveys should be undertaken prior to the commencement of
development. Surveys should identify habitats; species and features, which would be,
affected either directly or indirectly by the development. They should then evaluate the
importance of the features identified and determine the type, duration and significance of
potential effects arising from the development. Finally they should assess the overall
balance of losses and gains, taking any proposed mitigation measures into account.
Development should always aim to result in no net loss for wildlife, and where possible,
produce biodiversity gains.
Reference:
Further advice can be obtained from Sue Meads, Property Group on telephone number
01622 696021.
2
Appendix F
Environmental Management
Environmental Management
There is a greater awareness of the environment and heightened concerns about the
damage caused to it by building developments. Designers of new schools, extensions to
schools and major refurbishment must ensure that their designs and the materials used in
construction and finishing create as little impact on the environment as possible.
KCC is committed to the principle of sustainable development and recommends taking

measures to counteract climate change including reducing carbon dioxide emissions and
other greenhouse gases.
Design choices can have a considerable effect on the environment over the life of a
building. Orientation, positioning of the development, engineering solutions and
construction materials chosen are all-important. Most school buildings will remain in use
for many years to come so it is vitally important that they are as environmentally friendly
as possible.
Below are some of the areas that require detailed consideration:
Asbestos
Clearly, asbestos-based materials should not be specified in new school designs.
Whenever proposals for extensions or refurbishment are proposed designers should ensure
that an asbestos survey has been carried out and check the schools asbestos register. An
action plan to deal with any asbestos found should be agreed with the client.
Energy
Design solutions should promote energy efficiency. Caretakers must be instructed and
trained in the use and management of heating and other energy controls.
Harmful Substances
Care should be taken by designers to specify alternatives to substances such as cleaning
agents containing formaldehyde and phosphates.
Health & Safety

All proposals for development must comply with CDM regulations. The building
regulations Part B on Fire are due to be reviewed and the DfES will be re-issuing BB7
(currently withdrawn) on Fire Safety Guidance for Schools which will include advice on
sprinklers.
Lead-free Paint
Lead is an obvious poison and has been shown to cause brain damage in young children.
Lead-free paint must be specified.
Lead Pipework
Lead pipework in existing schools is an obvious health hazard. When refurbishing an
existing school a programme of removal and replacement should be drawn up and no lead
pipework should be used in new buildings or extensions.
1
Legionella
Designers should ensure that appropriate steps are in place to minimise the opportunity for
growth of legionella within the water supply systems.
Lighting
In new designs daylight should be the main form of lighting in a school to ensure lights
are not required to be on all day plus energy efficient lighting should be specified to
reduce running costs.
Maintenance
Design solutions should facilitate easy maintenance of buildings and plant by looking at
an optimum design to balance maintenance with running costs. With the Caretakers
instructed and trained in specific maintenance requirements will also reduce costs.
Nitrogen Oxide Emissions

Nitrogen Oxide is a product of combustion from power generation. The burning of fossil
fuels is a high producer of Nitrogen Oxide so, for example, electricity used for space
heating from a coal-fired power station is not particularly environmentally friendly.
Ozone Depleting Chemicals

The principle causes of ozone depletion in construction is from CFC's and HCFC's. Care
should be taken when specifying materials such as insulation materials which use these
carbons and alternative methods of production and, indeed alternative materials, should be
used.
Recycling
Recycling waste reduces the impact on the environment, so the design of a school and the
operational use of the school should encourage the recycling of materials used in such
activities as craft design and technology.
Site Selection
Wherever possible it is preferable to select derelict land or a previously developed site
providing it is safe and not colonised by important wildlife - please refer to Appendix E
Biodiversity & Ecology for further information.
Solar Panels
Since the use of solar panels is a free energy from the sun, designers should consider the
use of solar panels in new designs to help save energy and reduce heat and lighting costs.
Sources of Hardwoods & Softwoods

Wood is the most ecologically friendly construction material, as much less energy is
needed to manufacture and construct a timber framed building than steel or concrete.
However, due regard should be paid to managed forest sources.
Transport
Transport is often the largest use of energy associated with a school and can have a
significant impact on the environment. Invariably, schools new and existing, are now
required, as a condition of planning permission, to formulate an acceptable home-to-
school transport policy (travel plan).
This will include some provision for car parking and "drop off / pick up zones" but will
also need to incorporate proposals for pedestrian / cycle routes to school, cycle storage
1
and on site vehicular, pedestrian and cycle management. This of course will depend on
the size of the proposed and existing site. Further guidance can be obtained from KCC
Highways Department.
Use of Recycled Materials

The use of waste or recycled materials saves both energy and raw materials. Designers are
encouraged to use products manufactured from these.
Ventilation
The design of a naturally ventilated building should aim to achieve a high quality of
indoor air and good control over ventilation. For example, designers should select
appropriate types of sizes of window openings, in order to produce a naturally controlled
environment. Where air contamination may result from school activities (i.e. chemical
experiments or wood machining) appropriate measures to meet the requirements of
COSHH should be specified such as fume cupboards or ventilation hoods.
Volatile Organic Compounds

Many building components act as a source of volatile organic compounds. For example
water-based paints are now more readily available as an alternative to solvent based
paints.
Water Economy
Water is a valuable natural resource and designers should specify water conservation
measures, e.g. the use of systemisers in toilet areas. Greywater should also be considered
even though the engineering of systems are still a relatively young technology, it is
however making rapid progress.
Water Quality
Poor maintenance of cold water systems can lead to contamination of water supplies.
Designers should ensure that water tanks are not oversized, are properly insulated and
permit easy maintenance.
At present the Environmental and Sustainable Construction Code of Practice for KCC
New Build and Refurbishment works is currently under review. The Code of Practice will
be consistent with Technical Annexes being developed under Kent Design and
forthcoming Government Guidance. The Code of Practice and any related Technical
Annexes will be incorporated into this document at a later date, whilst minimum
performance standards will also be applied to ensure that environmentally responsible
development is encouraged across all divisions. These standards will need to be met in
order to satisfy planning policy guidance.
Reference:
Further advice and guidance on the review of the Code of Practice for KCC can be
obtained from Carolyn McKenzie, KCC Economic Development Team on 01622 221916.
Appendix G
Community Use of Schools
The 24 / 7 School
Community Use of Schools
Schools do not exist in a vacuum. The circumstances and needs of the local community -
whether that is the community of parents, or the immediate local population - has a direct
influence on the way in which a school operates.
As set out in Kent County Council’s ‘The next Four Years’, KCC is committed to
supporting and developing schools in their role at heart of the community. Schools
contain a valuable concentration of facilities and expertise. These resources are not being
used to their full potential if the community beyond its own pupils cannot access them, if
they are not combined with other services when appropriate, and if a school remains
closed in the evenings and at weekends.
Becoming a Kent Community School is a way for a school to maximise its potential,
positively influence its environment and provide an essential community learning
resource.
What is an extended / community school? The simplest description is a school that goes
beyond the normal functions of a school i.e. lessons, meetings with parents and out-of-
school activities.
Extended use might include dual use of its facilities, e.g. sports hall community use or
meeting rooms utilised by local groups. It can also be a community base for other agencies
such as the health service and the voluntary sector.
Schools that qualify as a Community School are a focal point for a range of educational,
cultural, family, community and health services for pupils, staff, families and the wider
population. This might mean basing teams of multi-agency professionals on the school
site, or locating services there, working in partnership with private providers, the
voluntary or community sector or parents’ groups. The aim is to make a range of services
more accessible, better co-ordinated, and driven by the needs of those they serve, with
schools possibly open all the year round including school holidays.
There may be opportunities for new, integrated approaches (among other things) like the
introduction of “Children’s Centres” that would offer early education and childcare,
family support health services, employment advice and specialist support on a single site.
Plus adult education linked to the 14-19 curriculum and business-based vocational
training. The intention is to involve the community more in the life of the school, and the
school in the life of the community. Many schools will be already be doing elements of
this e.g. breakfast clubs, after-school clubs, holiday play schemes (clubs), literacy or ICT
classes for parents and sharing specialist facilities.
When designing new schools or extensions to schools, design teams should take these
issues into consideration to ensure we meet the “Governments Five Year Plan” that was
published in July 2004.
Where to find out more:

KCC – Children, Families & Education - Community Schools Development Team
www.teachernet.gov.uk/educationoverview/briefing/extendedschools/
Appendix H
Schedule of Suggested
Furniture & Equipment

Schedule of Suggested Fixed and Loose Furniture and Equipment
All pinboards & Tamperproof display boards to comply with European Standards
BS EN 13823:2002 and BS EN 11925 - 2 Fire Safety & Noticeboards requirements Approved
Document B to be met.
No. of Items Specification
General Classrooms including 6th form

15 Tables – 1200L x 600W x 710H mm
30 Stacking Chairs - Polyprop Chair stacking 430mm high
1 Book Trolley
1 Wastebin
1 Clock - 12" Diameter, Battery Operated
8 Lockers with 4 lockable areas
1 Whiteboard - 1800 x 1200mm
1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard to fit available wall space
2 Tamperproof Display Boards
1 Teachers Table with locking drawers – 1200L x 800W x 710H mm
1 Teachers Chair - VDU Chair no arms high back
1 Tall Locking storage Cupboard – Metal two doors – 915W x 458D x 1830H mm
1 Four drawer filing cabinet – 458W x 622D x 1320H mm
1 Low Level Cupboard – 1000W x 500D x 710H mm
1 Height Adjustable Shelves – 25mm, 4 Tier 400mm deep shelving with brackets
1 Paper Towel Dispenser
1 Soap Dispenser
Services for Interactive Whiteboard
Services for Data Projector
ICT Classrooms
15 Tables – 1500L x 7500W x 710H mm
30 Stacking Chairs - Polyprop Chair - 430mm high
1 High Back Operator Chair - VDU Chair no arms high back
1 Printer Table – 800L x 800W x 710H mm
1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep shelving with brackets
1 Wastebin - Plastic - 14 litre
1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboard
1 CD/DVD player
14
Science Laboratories - 30 Students
30 Stools - Student – 620mm high with back
1 Draughtsman chair High Back, Height Adjustable, 5 Star base with footring
1 Teachers Bench – 1850L x 1500W x 800H mm
15 Tables – 1200L x 600W x 850H mm
6 Under bench Tray Units/Locking cupboards to fit beneath all Perimeter Benching –
1000W x 450D x 820H mm
2 Swing Bin - 45 litres
6 Tall locking storage cupboards Metal Two Door Cupboard – 1830H x 458D x 915W mm
6 Perimeter benching to include sinks – 1600D x 850H mm
4 Pedestal with gas & electric services – 600L x 600W x 850H mm, 2 Double Gas and 2
Double Electric
1 Wall Mounted Eyewash Station – 150W x 250H mm
4 Coat & bag storage – 1250H x 400D x 300W mm (4 Slots)
1 Wall Cupboards - 1000W x 300D x 660H mm
1 Pinboard to wall 400 - 500mm high, fabric covered pinboard to fit available wall space
1 First Aid Box - 50 Person First Aid Case
1 Goggle Rack for 30 sets of Goggles
1 Metre Rule Rack – 300D x 1200H x 600W mm
2 Four Drawer Filing Cabinet – 458W x 622D x 1320H mm
Science Prep Room

1 Undercounter Fridge with freezer box - 4.9cu.ft –500W x 500D x 850H mm
1 12 Place Dishwasher – 600W x 600D x 850H mm
1 Mobile Re-circulatory Fume Cupboard 1000W mm
8 Table – 1200L x 600W x 850H mm
4 Prep table –1600L x 800W x 850H mm
4 Mobile Tray racks - 60 Tray – 1056W x 435D x 1725H mm
2 Metal bin
1 Eyewash Station - Wall Mounted
1 Fixed Shelves
1 Large Belfast type sink with cupboards
1 Perimeter Benching with cupboards below – 600D x 850H mm
1 Pinboard to wall - 400 - 500mm high, fabric covered to fit available wall space
1 Requisition Board 6 hooks to hold A4 sheet - 1200 x 1200mm with hooks
3 Tool Boards to be fixed to wall - 1200 x 1200mm
8 Equipment trolley – 1000W x 750H x 450D mm
5 Coat Hooks Double on backing board
3 Two Shelf Trolley for Power packs – 1000W x 750H x 450D mm
4 Gas - Double - Flip/Turn
Chemical Store
1 Flammable Cupboard - small - 712H x 915L x 459D mm
1 Poisons Cupboard – 1006W x 465D x 1800H mm
1 Acids Cupboard / Alkaline Store – 1006W x 465D x 1800H mm
1 Radioactive Cupboard Material Storage – 458W x 458D x 762H mm
1 Workbench - 1200L x 600W x 710H mm
1 Stainless Steel Sink with cupboards below - Single Drainer Inset into Worktop
1 Tall Metal Cupboards open with lipped shelves – 1800H x 400D x 1000W mm
Graphics Room
1 Tables – 1200L x 600W x 850H mm
8 Tables – 1600L x 800W x 850H mm
30 Stools - Student
1 Teachers chair - VDU Chair no arms high back
3 Tall locking storage cupboard – Metal Two Door –1830H x 458D x 915W mm
1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep spur shelving with adjustable
brackets
1 Inboard to wall - 400 - 500mm high fabric covered inboard to fit available wall space
1 Sink with cupboards below - Stainless Steel Single Drained Inset into Worktop
1 Etching Bath
1 Air Compressor - Portable
Resistant Materials Classroom – 27 Students

3 Floor Cupboards with 3 shelves - 900mm
6 Heavy Duty Steel Frame Workbench with 2 door cupboards fitted with Well Top type –
1200L x 1200W x 850H mm
27 Wood Work Vice fitted to Bench - 7"
27 Metal Work Vice on Tray - 3"
1 Variable Height Bench Fitted Wood Work Vice
1 Mechanics Vice Including Fitting
2 Floor Fixed Footstep Model Drill - Medians Bench Drill 13mm 3 Phase
2 Floor Fixed Task Light for Medians Drill - The unit comprises a heat resistant shade with
on/off switch.
1 Floor Fixed Antelope Bandfacer AN2 3 Phase (Sander) - Vertical Bandfacer with
standard tilting table 226L x 278D mm and indexed 135-90°. Integral dust extractor and
the added safety feature of an emergency stop bar.
1 Floor Fixed Bandsaw Basato 5.2 - 3 Phase Specifications: Throat: 440mm. Depth of cut
300mm. Table. No volt release switch. Emergency foot switch and key switch.
1 Cross/Mitre Gauge Basato 5.2 - As Above
1 Floor Fixed Wood Lathe Scheppach DMS 1100.
2 Bench Mounted Hegner Multicut 1 EDU - Fret Saw
1 Vacuum Forming Machine
1 Reducing Frame 10" x 9"
1 Flange Cutter TC
1 Strip Heater
1 Hot Wire Cutter 280-240V
1 Convection Oven Model 200FD with Stand – 1760L x 406W x 460H mm external.
13amp plug
1 Dip Coating Equipment Set
1 Mercury 25W Laser Cutter
1 CAD/CAM Printer
1 Local Dust extraction for all equipment
30 Stools - Student 620h with back
2 Dustbins 80 Litre Twist Locking lid
1 Equipment Trolley Three column
1 Pinboard to wall 400 - 500mm high, fabric covered pinboard to fit available wall space
1 Whiteboard 1800 x 1200mm
1 Draughtsman chair - High Back, Height Adjustable, 5 Star base with footring
1 Four Drawer Filing Cabinet - 458W x 622D x 1320H mm
1 Workbench with sink and cupboards below
2 Coat & bag storage - 2 x 4 Bays – 1250H x 400D x 300W mm (4 Slots)
Textiles
12 Sewing Machines
1 Overlocker
1 Drying Rack - 30 Shelf Dryer 51W x 122D x 99H mm
8 Lockers with 4 lockable areas
1 Tall mobile Trolley with trays of various sizes – 1055W x 420D x 1500H mm
1 Bin - Plastic - 14 litre
2 Large swing bin - 45 Litre - Plastic
24 Stacking Chairs - Polyprop - 430mm high
9 Pupil Table – 1500L x 750W x 710H mm
1 Large Print Table – 1500L x 1000W mm
2 Ironing Boards - Foldaway Height Adjustable
1 Tall Cupboard with hanging rail – 1800L x 458W x 915H mm
1 Tall locking storage cupboard – Metal Two Door – 1830H x 458W x 915L mm
1 Sink with cupboards below - Stainless Steel Single Drainer Inset into Worktop
1 Perimeter Benching for Sewing Machines - cupboards below – 600D x 850H mm
1 Whiteboard - 1800 X 1200mm
1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard
Textiles Store
1 Height Adjustable Shelving - Lipped 25mm, 4 Tier 400mm deep shelving with brackets -
lipped edge
Food Technology
1 TeachersCchair - VDU Chair no arms high back
10 Tables – 1200L x 600W x 710H mm
1 Table Height Adjustable – 1200L x 600W x 650 – 850H mm
3 Tables – 1500L x 750W x 710H mm
20 Stacking Chairs - Polyprop Chair stacking 430 mm high
6 Large Pedal Bin - 30 Litre - Stainless Steel
2 Tall locking storage cupboard – Metal Two Door – 1830H x 458D x 915W mm
2 Large Swing Bin – 1000W x 420D x1500H mm
5 Electric Cooker - 1 Halogen - Four Ring Electric Cooker
5 Gas Cooker - Four Burner Hob,
1 Multi Fuel Range
1 Tall Freezer
2 Undercounter Fridge -No Freezer Box, 4.9cu.ft
1 Washing Machine -11Ib Wash load, 1300 rpm spin speed
1 Tumble Dryer - 12Ib Drying Load (140 minute timer)
1 Dishwasher - 12 Place Dishwasher
4 Microwave
1 Soap Dispenser
1 Wash Hand Basin
6 Sink with cupboards below - Stainless Steel Single Drainer Inset into Worktop.
1 Height Adjustable Shelves -25mm, 4 Tier 300mm deep shelving with brackets
1 Wall Cupboards – 1000W x 300D x 660H mm
1 Underbench storage with drawer units – 1000W x 450D x 820H mm
3 Coat & Bag Storage - 12 slots – 1250H x 400D x 300W mm (4 Slots in each)
1 Hand Dryer
1 Wash hand basin
Food Storeroom
Technology Prep room
1 Dust Extraction
1 Tilt Arbor Saw TA315-3 with Extension/Rear - Phase 3 kW. With thermal overload no
volt release and lock off emergency stop switch. Foot operated stop switch.
1 Planer Thicknesser MB 308 three phase - Key switch
1 Tormek Wet Grinding Machine
1 Gryphon Bench Grinder - Dust Extractor three phase. The wheel size is 200 x 25mm.
1 Metal Chopsaw with Pedestal
1 Racking-Horizontal Bar /5 Arm
1 Vertical Racking
1 Sheet Metal Racking
2 Cupboards with Roller Shutters – 1830H x 500D x 915W mm
1 Flammables Cupboard - 712H x 915L x 459D mm
1 Bench with Shelves above - 600D x 850H mm
2 Equipment Trolley Three column – 850H mm)
1 Gabro Sheet Folder - Aluminum 1.25mm & 2.00mm
1 Dustbins - 80 Litre Twist Locking lid
2 Coat Hooks Double on Backboard
Art Classrooms (Not all items necessarily required for each art room)
13 Tables - 1600L x 800W x 710H mm
2 Table Height Adjustable - 650 – 850H x 1200L x 600W mm
30 Stacking Chairs - Polyprop - 430 mm high or Stools Student – 620H mm with back
2 Large Swing Bin - 45 Litre - Plastic
4 A1 Plan Chest - Wood 6 Drawer 1000L x 700W x710H mm
2 Tall Locking Metal storage cupboard - Two Door Cupboard 1830H x 458D x 915W mm
2 Storage Cupboards – 1250H x 400D x 300W (4 Slots)
1 Perimeter Benching with mobile storage below – 600D x 850H mm
1 Bench Mounted Drying Rack - 40 Wire Shelves 39L x 50W x 60H mm
2 Print Table - 2000 x 1000mm
1 Portable Light Box
1 Table for Pugmill – 1600L x 800W x 710H mm
1 Pugmill with an electronic overload starter and stop button fitted as standard. Dimensions
800L x 280W x 500H mm
15 Coat Hooks - double on backing board
2 Sinks - large silkwash type
2 Sinks with cupboards below – Stainless Steel Single Drainer Inset into Worktop.
1 Hand Dryer
1 Soap Dispenser
Kiln Room
1 Kiln – Front Loading
1 Lockable Store Cupboard for Chemicals & Glazes - Metal Two Door – 1800H x 915W x
458D mm
1 Slotted Racks – minimum depth 500mm Metal Shelves
Dance
1 Cupboard for Sound System - Locking – 725W x 450D x 725H mm
1 Curtain to cover mirror - Full length curtain on track
1 Mirror to one wall - Full Length Mirror
1 Barre - to one wall 48mm Diameter mounted on brackets
Drama Studio
1 Curtain to cover wall track to allow door to open - Full length curtain on track
4 Tables – 600L x 600W x 400H mm
Audio Room
1 Table – 1200L x 600W x 710H mm
Music Classroom
17 Tables – 1200L x 600W x 710H mm
1 Teachers Chair - VDU - no arms high back
1 ½ Staved Whiteboard - 1800 x 1200mm
5 Coat Hooks, Double on backing board
Music Practice Rooms

6 Stacking Chairs Polyprop - 430mm high
2 Tables – 1200L x 600W x 710H mm
Music Group Room

1 ½ Staved Whiteboard 1800 x 1200mm
1 Teachers Chair - VDU - no arms high back
Recording Studio
2 Tables – 1200L x 600W x 710H mm
1 Shelving at one end - 25mm, 4 Tier 400mm deep shelving with brackets
2 2 height adjustable high shelves
1 ½ Staved Whiteboard - 1800 x 1200mm
Gym
Wall Bars
Rope Sets
Beams
Fixed Basket Ball Goals at either end
25 Floor Mats - 2m x 1m Chipfoam mats
3 Vaulting Horses
3 Boxes - 1.4m x 1.25m high
2 Trampettes - Frame Size 1.1m x 1.1m, Bed Size 0.6 x 0.6m
3 Springboard - Competition Spring Board FIG Approved
4 Crash Mats
10 Benches
Services for interactive whiteboard
Sports Hall
2 Cricket Nets - Astro Floor for nets mats
1 Dividing Net - Retractable
1 Volley Ball Net & Posts - Club Standard
1 Badminton Nets & Posts - integral transport wheels
2 Fixed Basket Ball Goals at either end
1 5 -a-Side Football nets - 4.9m x 1.2m high
1 Netball Posts - Height Adjustable. Complete with integral wheeling system and nets -
Adjusts 1.9m to 3.05m
Changing Rooms
Slatted Benches with Coat hooks – 1825H x 1500W x 300D mm
Fitness Room
2 Rowing machine
2 Upright Bikes
2 Sit down Bikes
2 Treadmill
2 Cross Trainer
1 Mirror to one wall - Full Length
6 Mats - 2m x 1m
Assembly Hall
Curtains
180 Exam Tables
10 Exam Table Trolleys with Shelves
10 Chair Trolleys
1 Pinboard to wall
Dining
12 Bench Seating - 3.6m
6 Bench Tables - 3.6m
1 Dining Bench to wall – 6m
1 Pinboard to wall
Kitchen (minimum requirement)

2 6 Burner Gas Oven Range – ¾" 42.8KW
2 Twin Basket Deep Fat Fryer – ¾" 35.8KW
1 Atmospheric Steaming Oven – ½" 13.3KW
1 Convection Oven – ¾" 7.8KW
2 Fridge
2 Freezer
1 Food Mixer
1 Meat Slicer
1 Potato Peeler
1 Dishwasher – pass through
1 Table for Dishwasher – to suit site and space
1 Dishwasher Rinse Sink & Spray – to fit table
1 Water Softener
2 Wash Hand Basin
1 Bucket Sink
3 Hot Cupboard – 1200 x 800mm
3 Tables – Stainless Steel – 650 x 1800mm
1 Ventilation Canopy
4 Racking – 1200 x 400mm
1 Cleaning Store with Shelving – 2m² minimum
1 Staff Accommodation – approximately 10m²
1 Insect Killer
Library & Careers

Storage for 10,000 books
Library reception desk
1 Tall Locking Metal Storage Cupboard - Two Door 1830H x 458D x 915W mm
3 Tables – 1200L x 600W x 710H mm
5 Tables - Round 1200 Diameter
10 PC Tables - 1600L x 800W x 710H mm
2 PC Corner Tables - 1500 x 1500mm
1 Modular reception unit with storage
4 Coffee Table – 600L x 600W x 400H mm
12 Easy Chairs - upholstered no arms, 600W x 600D x 410H mm
5 Coat & bag storage - 20 slots – 1250H x 400D x 300W mm (4 Slots in each)
1 Pinboard to wall – 400 - 500mm high, fabric covered pinboard
26 Single sided book shelves - 1200mm high
1 Magazine Rack
2 Spinners
6th Form Study

11 Tables – 1200L x 600W x 710H mm
4 Tables – 1500L x 750W x 710H mm
Student Common Room

1 Breakfast bar benching – 600D x 850H mm
1 Electric Cooker - Four Ring
1 Microwave
1 Fridge
4 Stools – Student 620mm high with back
24 Upholstered Stacking chairs 4 legged
1 Round table – 710h x 700mm Diameter
3 Hard type Floor Cushions
1 A1 Plan chest - mobile Wood 6 Drawer 1000L x 700W x710H mm
1 Full height Deep Tray unit 18 deep trays – 1800H x 1055W x 420D mm
1 Bookcase - 900W x 300D x 1500H mm
1 Large swing bin - 45 Litre - Plastic
7 Tables – 1200L x 600W x 710H mm
5 Tables – 1500L x 750W x 710H mm
1 Triple Screen - 1.8m x 1.2m Triple Screen
2 Coat & Bag Storage - 8 slots – 1250H x 400D x 300W mm (4 Slots in each)
Tutorial Rooms
1 Tables – 1200L x 600W x 710H mm
2 Four Drawer Filing Cabinet – 458W x 622D x 1320H
Resource Rooms
12 Stacking Chairs – Polyprop - 430mm high
3 Tables – 1600L x 800W x 710H mm
2 Tables – 1200L x 600W x 710H mm
1 Tall Locking Storage Cupboard - Metal Two Door – 1830H x 458D x 915W
1 Full Height Tray Unit - 18 trays – 1800H x 1055W x 420D mm
1 Full Height Tray Unit - 27 trays – 1800H x 1055W x 420D mm
Resource Areas
1 Tamperproof Display Board
Pinboard to wall - 400 - 500mm high - fabric covered pinboard to fit available wall space
Speech Therapy
4 Tables –1200L x 600W x 710H mm
8 Stacking Chairs - Polyprop Chair - 430mm high
6 Easy Chairs - upholstered no arms
Medical Room
1 Folding Bed – 1850L x 800W mm
1 Screen – Folding floor standing
1 Tall Locking Storage Cupboard – 1830H x 458D x 915W mm
1 Four Drawer Filing Cabinet - 458W x 622D x 1320H
1 Fridge with Freezer Box - 4.9cu.ft
1 Eyewash Station - Wall Mounted
1 Hand Dryer
1 Evac Chair
1 High Shelf
Head Teachers Office

1 Managers Chair - high back swivel chair, 5 star base, height adjustable, upholstered
2 Upholstered Stacking chairs - 4 legged
1 Tambour Cupboards – 951W x 532D x 1100H mm
1 Whiteboard 1200 x 900mm
Head of Unit Offices

1 Desk with locking drawers – 1600L x 800W x 710H mm
1 Round table – 710H x 700mm Diameter
2 Easy Chairs upholstered no arms
1 Coffee table – 600L x 600W x 400H mm
1 Tall locking storage cupboard - Metal Two Door - 458D x 915W x 1830H mm
Offices
1 Desk with locking drawers – 1600L x 800W x 710H mm
1 High Back Operator Chair VDU Chair no arms high back
Height Adjustable Shelves 25mm, 4 Tier 300mm deep shelving with brackets
Pinboard to wall - 400 - 500mm high, fabric covered pinboard to fit available wall space
1 Upholstered Stacking Chair
1 Table – 1200L x 600W x 710H mm
1 Safe (possibly Bursar’s Office)
1 Key Cupboard (possibly Bursar’s Office)
Staff Room
1 Fridge No Freezer Box, 4.9cu.ft
1 Dishwasher - 12 Place Dishwasher
1 Microwave
1 Bookcase – 900W x 300D x 1500H mm
75-100 Easy Chairs upholstered no arms
10 Pigeon Holes - 100
50 Coat Hooks, Double on backing board
2 Swing Bins
Staff Workrooms
6 Tables – 1200L x 600W x 710H mm
2 Tall locking storage cupboard – Metal Two Door – 1830H x 458D x 915W mm
1 High Shelf 25mm, 1 Tier 300mm deep spur shelving with adjustable brackets
6 Upholstered Stacking chairs - 4 legged stacking chair
Meeting or Conference Room

1 Meeting table - to seat 12
12 Meeting Chairs - Upholstered
1 Low Level Cupboard – 1000W x 500D x 710H mm
1 Bookcase – 900W x 300D x 1200H mm
1 Tamperproof Display boards
Reprographics Room
2 Tables – 1600L x 800W x 710H mm
1 Bench to one wall – 600D x 850H mm
1 High Level Shelving - 2 x height adjustable - 25mm, 1 Tier 400mm deep spur with
adjustable brackets
1 Vertical dividers for shelves adjustable
Server/Technicians Room
1 Table – 1500L x 750W x 850H mm
1 Draughtsman Chair - High Back, Height Adjustable, 5 Star base with footring
Reception
Crescent Desk or similar with locking drawers – 1600L x 1200W x 800H mm
1 Return table – 4800L x 600W x 800H mm
1 Tables – 1200L x 600W x 710H mm
2 Tall Locking Storage Cupboard – Metal Two Door – 1830H x 458D x 915W mm
1 Box File Cupboard - Metal Two Door – 1830H x 458D x 915W mm
1 Key Cabinet - 20 keys wall mounted
1 Pinboard to wall – to fit wall space
1 Register Shelves - Foyer - 40 open slots – 800H x 740W x 300D mm
Waiting area
Entrance Lobby
Tamperproof Display boards
Pinboard to Wall - 400 - 500mm high, fabric covered pinboard
Trophy Cabinet
Stores – Standard
Stationery Store
Four Drawer Filing Cabinet - 458W x 622D x 1320H mm
Height Adjustable Shelves - 25mm, 4 Tier 400mm deep shelving with brackets
Exam Store
1 Exam Security Cupboard - Metal Two door double locking 1830H x 458D x 915W mm
WC’s
1 Hand Dryers to suit No. of Toilets
1 Toilet Roll Dispenser to suit No. of Toilets
1 Soap Dispensers to suit No. of Toilets
1 Mirror to wall to suit No. of Toilets
1 Personal Hygiene Dispenser – If Female Toilets – Minimum one per female block.
Disabled Shower/WC’s
1 Hand Dryers to suit No. of Toilets
1 Toilet Roll Dispenser to suit No. of Toilets
1 Soap Dispenser to suit No. of Toilets
1 Mirror to wall to suit toilet
1 Personal Hygiene Dispenser – If Female Toilets - appropriate No. for Female Toilets
1 Shower Curtain
Cleaner Cupboards
1 Cleaners Sink
1 Shelves
Corridors
Tamperproof Display Boards
Pinboard to wall - 400 - 500mm high, fabric covered pinboard
External
6 External Litter Bins Fixed to floor 90 Litre Capacity
Appendix I
ICT in Secondary School

Objective
Provide advice and guidance to project managers and consultants on aspects of

ICT in the design of Secondary Schools in Kent.
Date: 25th January 2006
Peter Banbury, ICT Projects Officer, The EIS Centre, Oxford Road, Maidstone, Kent ME15
8AW – Tel No. 01622 683708
Chris Shaw, Network Development Manager, The EIS Centre (as above)
Alan Day, Snr Policy Officer (Digital Curriculum) – Sessions House, Maidstone Kent ME14
1XQ
CONTENTS
Introduction
Purpose of Design Brief
Principles
1.0 From Vision to Reality
Main Output Documents
2.0 Key Considerations
3.0 General Guidance
4.0 School Specialism
5.0 System Architecture
6.0 System Integration
7.0 Operational Considerations
8.0 Classroom ICT Environments
References
Introduction
Purpose of Design Brief
To provide guidance for project managers and consultants on aspects of ICT that needs to
be considered when building or refurbishing secondary schools.
Principles
The design of ICT systems must follow institutional and educational functional
requirements not dictate them. The requirements of educators and learners are paramount.
School leaders, educators and managers require advice and guidance to interpret what is
feasible within technical and budget constraints during the life-cycle of a major project, and
the potential benefits to teaching and learning.
The purpose of this design brief is to provide guidance on the drafting of a detailed
functional specification from the school’s educational vision and ICT vision.
A detailed technical specification and appendix schedules will be drafted from the
functional specification.
Many of the concepts in this Design Brief have been drawn from the KCC Education and
Libraries Directorate Secondary Strategy1.
This is a working document and will be revised2 as issues are raised by schools and from
Building Schools for the Future (BSF)3 and other projects.
1
1.0 From Vision to Reality
The ICT infrastructure in a new school, refurbishment or extension is a substantial financial

investment. Currently the guidance for BSF is that 10% of a new-build budget is typically
allocated to ICT. Strategies are required to ensure best value and that the resulting system
delivers the school’s requirements. There are requirements under European Union law that
competition and openness are observed. The following stages in design and procurement are
typical and each requires the right approach and type of documentation.
Main Output Documents
1.1 ICT Vision – Defines the role that ICT will play in delivering and supporting the school’s
vision for learning, management and administration. It should examine the key functions
that the school will perform and sets out the role that ICT will play in transforming and
supporting each of these. It may form part of a larger vision of how the school
environment as a whole will empower and motivate students and staff. It should focus on
the needs of the school’s learners and educators, whether as students or as part of the
wider community.
1.2 Functional Specification - The purpose of the Functional Specification is to develop a

more detailed statement of the functionality and outputs that will be required of the ICT
system, in order that a Technical ICT Specialist may develop these into a Contract
Specification. Keeping the requirements in functional terms, rather than technical terms,
ensures that educationalists, managers and administrators are able to define what they
want from the system in their own terms. These should be based on Becta Standard
documents4.
1.3 Technical Specification - an interpretation of the requirements of the Functional

Specification prepared by the Educational ICT Specialist, and the production of a detailed
schedule of equipment, infrastructure and services required. Where a specific technology
is suggested, e.g. wireless networking, it will often be necessary to specify standards
and/or other details. e.g. that encryption is used, or the number of workstations on one
channel. A technical specification is complex to write and requires specific expertise, but
provides a basis on which to monitor delivery to ensure adequate services are provided.
1.4 Operational Requirement for Procurement - The requirements of European law with
respect to procurement must be met where the purchase exceeds €200k. A “European
procurement” through the Journal (OJEU) may be required, or an appropriate existing
procurement or framework contract may be used.
1.5 Contract - Once the prime contractor has been selected, a contract can be drafted based
on the functional and technical requirements incorporated in the procurement operational
requirement. This stage is vital as the firm will supply against this contract, not against
what the schools might later wish it had asked for in the light of experience. Changes will
be subject to a ‘change request’ process.
1.6 The SEGfL document “Broadband Best Value” covers procurement of broadband for
schools and has sections relevant to networking procurement. (www.segfl.org.uk)
2
2.0 Key Considerations
This section provides a concise outline of the key information required in order that ICT can
meet the requirements of the educational vision. All stages of design must involve the school’s
Senior Management Team (SMT) to ensure that learning and teaching is leading the ICT design
process. Where this is not possible, for instance when the school is new and no appointments
have been made, assumptions should be drawn from the latest revision of the secondary
strategy document. It is not reasonable to expect architects and engineers, however expert in
their fields, to know what they are looking for in terms of pupil grouping, supervision and
teaching styles.
2.1 The forecast number of pupils in each year group when the school is at maximum
capacity will have an impact in the infrastructure specification, and will need to be
modeled as accurately as possible. The numbers of computing devices and peripherals
should reflect the actual pupil and staff numbers year on year, and be based on an
agreed ratio.
2.2 Secondary schools typically operate to a timetable, therefore it is important to produce a

model timetable for the proposed subjects, rooms and pupil numbers. This will provide an
essential profile of numbers and locations of staff and pupils, which in turn will ensure
that there is sufficient data points and bandwidth. For example, vocational subjects often
have smaller classes and greater access to ICT; this may require a greater number of
smaller classrooms with higher levels of ICT to be considered, or open areas with mixed
classes. Flexible spaces are a key requirement at the design stage.
2.3 Most Secondary Schools have specialisms in particular curriculum areas which will need
to be supported by appropriate ICT applications and systems. Advice should be sought
from either subject advisors, or the Specialist Schools and Academies Trust (SSAT)5 as
to the most appropriate provision. The SSAT operates an ICT register giving examples of
effective practice and consultant contacts.
2.4 Learning and teaching styles will affect the type of ICT provision. For instance a decision
that every pupil will use a laptop or portable device changes the wireless network
requirement. A discussion on this fundamental issue must start early in the design
process, although the ideas will develop over time.
2.5 A review of administration objectives and processes, both ICT and manual, may reveal
that changes need to be made before the new ICT systems are designed. School
administrative functions will become more sophisticated and will be carried out by
virtually all staff, for instance on-line lessons attendance. The integration of systems at
school, LA and central government levels will increase.
2.6 Extended and community use of school buildings and particularly the ICT facilities is
being developed. Requirements for access, security and robustness must be resolved
for each.
3
General Guidance
2.7 The use of ICT in the school should be inclusive, accessible, intuitive, consistent,
effective and motivational. Schools require flexible access to ICT in order to facilitate a
range of learning and teaching styles. Regular changes to the curriculum are a feature of
education, and this will require a robust infrastructure with sufficient capacity and
flexibility to develop over time.
2.8 It is essential that ICT systems are integrated. In addition to curriculum requirements, the
ICT infrastructure design must consider building facilities; such as heating and ventilation,
CCTV, boiler monitoring, access control, telephony, as well as home-school access and
administration. This Systems Integration may require specialist consultancy, but should
be considered essential.
2.9 Extended school use beyond traditional teaching times is an expectation, and
consideration must be given to physical and logical access control. Tight but transparent
security of learners, ICT systems and estate must be maintained. Conflicts between the
requirements for openness of access and good security must be resolved in the design.
ICT systems must be accessible within a clear security policy. Specific ICT systems
intended for shared community use such as publishing and performance spaces will be
designed to ensure that configurations can be easily created, stored and retrieved.
2.10 A rich multimedia experience must be available to all users. Network design should be
based on an assumption that all pupils will expect high bandwidth applications such as
video and audio on-demand. This may be created at home, in school or in locations in the
community.
2.11 The range of technologies will increase over time requiring that core network services
have sufficient power, physical space and bandwidth for growth.
2.12 The initial provision for hard-wired data outlets should be based on a minimum ratio of 1
outlet for every 4 users in teaching and learning, and 1:1 in administration areas. Where
possible this ratio should be improved, as the additional cost of cabling during
construction is insignificant.
2.13 There is an expectation that there will be a gradual growth in the use of mobile computing
devices, with an eventual 1:1 ratio. As the standards for wireless connection are evolving
rapidly, the design of wireless networks for schools requires great care and current
advice must be sought.
2.14 The majority of classrooms will require a data projector and interactive display device
(usually a whiteboard), with sufficient data outlets for other technologies such as video
conferencing if required.
2.15 A Learning Platform is likely to be considered to facilitate personalised learning, content

creation and delivery, administration, and communication.
2.16 This must wherever possible combine with initiatives at County and Cluster level
to ensure that the school is able to operate collaboratively with other schools in
Kent and maximise economies of scale.
2.17 The School will maintain a public facing web site6 that will provide important School
information as well as promoting community activities and providing an environment for
the communications and exchange of information between community groups and other
stakeholders.
4
2.18 Parents will be encouraged to provide access to Internet connected computing at home.
Where this is not possible the School will facilitate access through a range of means
which may include a loan pool of mobile computers, USB memory sticks, and extended
opening of computer facilities.
2.19 The relationship between the school and suppliers is particularly important and needs to
be written into the ICT requirement. Wherever possible, a managed service approach
should be adopted, with clear service level agreements in place for support. (This
relationship may be defined or constrained by projects within PFI/BSF programmes).
2.20 The choice of network operating system will profoundly affect the design of the data
infrastructure, and should be considered at the design stage. In particular, there are
choices to be made between thick and thin client, and proprietary or open source
operating systems. The educational requirements should determine the approach.
2.21 The Additional Educational Needs (AEN) profile of the school may affect the ICT
provision with respect to access specialist peripherals and assistive technologies.
2.22 Finance is always an issue and a model of the financial implications for capital, revenue
costs should be started early. Total Cost of Ownership is equally an important factor.
The school’s ICT vision may be constrained by finance, or could be expanded if finance
permits; in either case knowledge of the financial implications will enable decisions to be
made.
5
3.0 School Specialism
3.1 The use of ICT has the potential to motivate, engage and excite students, as well as
being an organising and enabling tool for learning. Each of the specialisms being
developed in schools has a strong requirement for ICT that will need to be established
with the lead subject staff and KCC advisers early in the design process.
3.2 A particular difficulty is that such specialist use is frequently leading-edge and will
develop quickly over time. Maintaining the school in this leadership position requires
continual technical development and sustainable financing. It is therefore essential that
schools have robust change review procedures in place.
3.3 The ability for specialist staff to network with others across the country is important and
should be an expectation on all staff and be supported by ICT facilities such as live
communications and videoconferencing.
3.4 Cultural and vocational links are important, and already being developed between Kent
County Council and regions within Europe and across the world. These provide
opportunities for cultural exchanges, and the use of live communications such as
videoconferencing, audio conferencing and instant messaging.
3.5 The specialism of a school is likely to have been developed through discussion with the
local community, the District Council and KCC. Opportunities for students to experience
the use of ICT in work experience or by the discussion of projects with local experts
should be sought during the design stage to identify additional ICT requirements.
6
4.0 System Architecture
ICT provision can be divided into the following areas:
• Facilities: accommodation; mechanical & electrical.
• WAN connectivity and Services
• Data and e-Learning Services (may be WAN or LAN located).
• Network: data cabling and switching.
• Network: servers and storage and operating systems.
• User Devices and peripherals
• Application Software
4.1 Facilities: Accommodation; mechanical & electrical
Guidance is available for architects, however the following are particular areas related to
ICT.
Heat is generated by all electrical equipment, and care must be taken to ensure that
where large numbers of devices are located there is sufficient ventilation and cooling.
Sufficient mains power should be provided to meet predicted future needs.
Floor mounted power and data boxes should be avoided wherever possible.
Sufficient work areas should be provided to ensure that technical support can be
provided.
It is likely that users will bring portable devices to the ICT Support Desk and the
ability to separate the visitor’s area from the secure area is important.
Suitably located secure accommodation is required for network servers and core
equipment needs to be provided with appropriate levels of physical security,
environmental management and room for maintenance and support operations. This
generally needs to be located adjacent to incoming data services.
4.2 WAN connectivity and Services
There will be a high-speed broadband connection into the School which will be
provided by the Kent Community Network (KCN). This provides access to the local
authority and national education networks. The specified capacity of the connection to
the KCN will need to be established.
Voice Over IP (VoIP) telephony will be sufficiently mature to allow full integration of
voice and data throughout the ICT infrastructure. A contingency would be the
provision of ISDN telephony.
A filtering system should be provided for Internet access. Filtering is a service

provided by the Kent Community Network. For secondary schools, a filtering server
in the school is currently required which is integrated with the school LAN. The
school has local fine control over filtering. The interaction of content delivery services
with filtering should be considered.
7
4.3 Data and e-Learning Services
Common data services must meet the requirements of teaching, learning and
administration through a single sign-on (SSO).
Common data services and provisioning should be able to flexibly capture, evolve
and integrate processes across organisational boundaries based around the school
management information system as the prime trusted source of user data and
information.
Data and Learning services must be based around open or de facto standards
determined by Becta.
The student should be presented with a consistent, personalised user interface when
accessing any computer on the premises. Standard cross-curricular software tools,
such as an office suite must be available from any computer.
A Learning Platform is an important part of the ICT environment, for both students
and teachers, and should be accessible from any Internet connected computer.
Consideration should be given to the provision of a parent /student notification

system for managing pupil absences that is linked to the electronic registration
system and should incorporate SMS and email.
A suitable Management MIS system which best supports the needs of the school and
which conforms to the requirements of the Local Authority and DfES Information
Management Strategies. Ideally this should be web-accessible.
Where a school requires, Freeview digital TV output could be stored for

asynchronous retrieval at any data point on the network. This system will also
provide a storage and retrieval resource for other video based content.
4.4 Network: data cabling and switching.
ICT needs to be consolidated around a resilient, integrated and adaptive

infrastructure that has sufficient capacity for growth and flexibility to accommodate
changing requirements.
The systems deployed should be compatible with the BECTA networking standards
for security and design.
Two logically separated internal IP networks should be considered, one for building
facilities management managed remotely and a combined administration/curricular
network to be managed locally.
The admin/curricular network will need to cope with a variety of applications. The use
of rich media content such as digital video, media streaming and video conferencing
is a core requirement which require a high bandwidth and appropriate quality of
service. Headroom to accommodate later additions to services and applications is
essential.
Currently all client computing devices should be ‘fat client’ to ensure they can cope
with the high level of multi-media that students will be able to access. The potential
of ‘thin client’ will be kept under review, but is not currently considered appropriate in
a rich media learning environment. Thin client is however appropriate for
administration and data warehousing use.
8
The network will consist of a high-capacity copper or fibre-optic cable to connect
switches in key buildings to the central switch. All cabling and switches must be
securely located, but accessible for maintenance without a requirement to work at
heights. The ability to draw in additional cabling into planned space in cable ways
and trays is essential.
Structured twisted pair cabling should be provided, compliant with the IEA Category 6
standard or fibre standards if appropriate.
In general classrooms there should be a minimum of one network port, hard wired,
for every four students. In specified areas this will rise to a port for every student.
The number of wireless devices may affect this requirement.
Mobile devices should be connected to a structured cabling infrastructure overlaid by

a ‘switch’ managed wireless network. Wireless standards are evolving rapidly; it is
therefore recommended that specialist advice be sought at the time of specification.
In almost all cases a wireless network will complement a wired network, and may
include mobile wireless access points attached to storage / charging trolleys for
specific curriculum areas.
Where a large population of wireless devices is required, a centrally managed

wireless system that allows for automated load balancing and central management
should be specified (or provided centrally as an infrastructure service from the Kent
Community Network).
4.5 Network: servers, storage and operating systems.
These should be specified by a specialist consultant able to translate functional

requirements into a technical specification.
There are a number of considerations which are dependent on the choice of

infrastructure design. Thin client systems have different server requirements to rich
client systems. The other main choice is between open source software and
Microsoft operating systems.
In all cases, there will be a need to address supporting back-up regimes, disaster
recovery, virus protection, user account management, and security.
4.6 User Devices and peripherals
There is an expectation that the ratio of computers to pupils will move to 1:1 over
time, with a high population of mobile computing devices. These devices may be
owned or managed by the school, by students or by community users.
Portable devices are becoming smaller, cheaper, and battery life is improving rapidly,
as are the wireless networking standards. Due to the relative speed of improvements,
decisions as to the best devices to serve the needs of users will be made
operationally during the life of the School, but the initial numbers to be supplied will
be specified.
The life cycle for mobile devices should typically not exceed 3 years. This is due to
battery life, and general increased wear and tear.
The life cycle for desktop systems should typically not exceed 4 years, except where
thin client devices have been specified.
9
Peripherals have varying life-cycles; however care should be given to ensuring that
printers in particular are fit for purpose. Careful consideration will need to be given to
the cost of consumables and the number of copies before major components will
require replacement.
4.7 Application Software
Each computer will have available an ‘Office’ suite of programs that includes word-
processing, spreadsheet, database, Internet browser, email, live communications and
a range of standard utilities.
Wherever possible, subject specific content and applications should be delivered

through a browser, and be located on institution based servers or local authority
services using the national education network.
Consideration MUST be given to ensuring that proprietary file formats are avoided,
as this prevents home access in many cases.
10
5.0 Systems Integration
5.1 The Schools ICT systems must provide exceptional functionality, maintain flexibility and
operate flawlessly. Systems integration is the key to meeting these goals. Systems
integration is the process of bringing together technology components to support the
organisational processes of staff, learners, parents and the wider community, and
ensuring that the components work in a unified way. It is essential that it includes
business process, such as transition and change management.
5.2 The school will review its management processes and systems, both formal and informal,
before the design of any new ICT system. This will be an opportunity to identify
weaknesses, confirm strengths and make improvements to gain as much advantage as
possible from the use of ICT.
5.3 Coherent and clear work processes will enable the design of ICT administrative systems.
Staff roles including typically office manager, administration system manager and bursar
may need to be reviewed plus their management by SMT.
5.4 The chosen ICT main contractor will need to have demonstrable experience in
interpreting the needs of the School and integrating and optimising diverse ICT services
and applications. Front and back-office functions will integrate around a common
database infrastructure based on the school MIS system, and will include the following.
Single Sign-On identity management.
User interfaces.
Storage management, backup and recovery strategies.
Configuration Support.
Performance Monitoring.
Capacity Planning.
Resilient design and Disaster Recovery Planning.
Server and network configuration and installation.
Systems, network, database and application management.
Web applications and transactions.
Access Control and Security.
Registration (optional), linked to the School’s MIS.
Library Management.
Photocopier and printing.
Cashless Catering.
11
6.0 Operational Considerations
6.1 The conventional model of system ownership is that ICT systems are owned by the
school. This approach has the advantage of simplicity, the title is clear and there is no
financial implication for later years. The disadvantage may be the financial outlay in one
year, that all risk is taken by the school and that a technical support team is required.
6.2 Leasing is discouraged, and shouldn’t be considered without consulting the local
authority finance section for guidance, as there are alternatives available that offer better
value for money.
6.3 Managed services are where external agencies supply specified ICT services and and/or
equipment to agreed service levels. The essence of the managed service is the transfer
of an assessed risk to a provider, taking account of product life-cycle and total cost of
ownership (TCO). This approach places the least technical demand on the school,
reduces the employment cost of technical staff and provides a single point of contact for
communications. Managed services are perceived to be expensive; however, in total
cost of ownership terms, a managed service may be comparable with ownership and
leasing.
6.4 Most schools use external agencies for some aspects of ICT support. Often hardware
maintenance is externalised, with few schools building or repairing their own. The
management of the wide area network is an external responsibility and often the schools
administration system, except for user management, is often maintained by the Local
Authority staff.
6.5 Most schools employ their own technical staff. Good staff are difficult to appoint and
retain and there is a realisation that rates of pay must match the job descriptions and
compete with industry and commerce. This approach, where successful, can provide
good flexibility and speed of response.
6.6 Contracts for system support are available through EIS, the Local Authority ICT business
unit, or a number of commercial firms. Such contracts may vary from part-time technician
support to a contract covering complete systems. It is also possible to engage expert
consultancy for complex network issues, new system design or procurement.
6.7 All maintenance and technical Support must be based on the BECTA Framework for IT
Support (FITS). The emphasis is on proactive tasks as well as reactive ones. Technical
support is not just a function responsible for resolving incidents, but a service provider
whose main objective is incident prevention. It offers the following advantages:
• Tried and tested processes designed for a school environment.

• Separated administrative and technical tasks to ensure the assignment of the most appropriate
resources.
• Teaching staff protected from becoming involved in technical issues.
• Capture of service level and performance data.
• The training needs of network managers and technical support staff will be identified and
addressed as part of a regular review process.
6.8 Printing Management should be proactive with automatic advance warning of possible
problems, and the ability to solve the problems from a desk through a simple web-based
management tool. This will make it easier to prevent problems before they occur and to
troubleshoot quickly.
12
The printer management system should aim to provide the following facilities.
• Installation, configuration and management of printers remotely and easily.

• Viewing the complete printing system through one management console – device groupings,
customisable maps, status pages, troubleshooting and consumables information.
• Administrator control with customised user profiles integrated with the schools MIS with printing
credits and charging facilities.
• Instant notification of printer issues, supply alerts and real-time status reports.
• Printers should connect directly to the network in all cases, allowing them to be managed
effectively.
13
7.0 Classroom ICT Environments
7.1 Typical components of an interactive classroom environment can be one or more of the
following:
• Interactive Whiteboards
• Teacher desktop computer / laptop docking station or lectern.
• Wireless connectivity.
• Tablet PC’s
• Data projector
• CD/DVD players
• Media storage and retrieval
7.2 Typical scenarios
We have followed best practice and suggest that all spaces be identified and categorised according to
subject and/or function as part of the architects brief. This will best be determined by modelling the
predicted timetable and student/staff movements.
Spaces can be divided into broad classifications:
Standard Teaching Room: those rooms not identified as having a particular requirement for ICT.
Extended ICT teaching room: where there is likely to be a need for additional numbers of desktop
computers. Typically these can be vocational teaching areas.
ICT Suites: where there are fixed computers for whole class use.
Administration Areas
Specialist teaching spaces: where there are special requirements or considerations, e.g. design
and technology, performing arts, graphic design etc.
Teacher Tablet PC / laptop delivering content and resources through a data projector and/or interactive
whiteboard, from network, DVD or Internet.
The teacher multimedia lectern should be considered to ensure that teachers have a practical, secure
and well organised station for their equipment. This will typically provide cable and connection
management and security; allowing the laptop to connect to the other interactive elements in one
operation, and ensure that their devices do not run out of battery power during a session. Ideally this
should be usable in more than one location within the room to allow for different teaching styles.
It is important that ICT resources are available at the point of learning need, creating a virtual 1:1 ratio in
any lesson. This is typically achieved by the use of trolleys to create a mobile ICT suite. Each trolley can
typically provide either 15 or 30 No. laptops / Tablet PC’s, a networked managed wireless access point,
and a mono A4 laser printer. Storage areas would need to be provided within each classroom for the
sighting of the trolleys, with adjacent power outlets and data points. This will enable them to be moved to
rooms in preparation of a lesson.
14
7.3 Standard Teaching Room
In order to provide flexible access to ICT facilities in any teaching room, consideration should be given to
accommodating up to 2 No. laptop trolleys, each with a recommended capacity of 15 laptops/tablets.
Data point and power outlet should be provided adjacent to the space. Each mobile trolley should be
fitted with a managed wireless access point, built-in charging system and networked A4 mono laser
printer. Using this method, computers can be wheeled into place, and plugged into the network for
immediate use in teaching rooms.
A minimum of 4 No. data points should be provided at waist height at the front of the classroom, mounted
in pairs either side of the interactive whiteboard. This is to accommodate the teacher lectern
(recommended), or desk, allowing it to be located either side of the interactive whiteboard.
2 No. high level data points should be provided during building or refurbishment for wireless access
points to be fitted when required.
Each room should be equipped with a ceiling mounted data projector and either an interactive
whiteboard, or other interactive presentation system, with audio system, DVD player.
A moveable lectern equipped with network data point and power for teacher laptop / tablet can provide an
effective means of ensuring that teachers have secure access to laptop docking facilities in the teaching
room.
7.4 ‘Extended ICT’ Teaching Room
Consideration should be given to providing higher levels of access to ICT resources in certain subject
areas. Typical examples are in vocational subjects such as business studies.
Specification should be as for the ‘standard teaching room’ with the addition of 5 No. fixed hard-wired
computers distributed within the room.
7.5 ICT Suite
Room / Space is equipped as a ‘standard teaching room’ but fully populated with 1:1 ratio of hard-wired
desktop computers instead of laptop trolley.
In addition, the following should be considered:
• Air conditioning provided where the room is enclosed.

• A4 colour laser printer.
7.6 Administration
Administration offices and staff offices will contain a minimum of 1 No. hard-wired desktop computer per
occupant based on maximum permitted occupancy. Each office will have a networked mono A4 laser
printer. Where offices are in close proximity, a workgroup mono A4 laser printer could be provided. Each
office occupant should be provisioned with a telephony handset.
15
References
The Becta functional and technical specifications are in development (as at October 2005). The latest
versions can be downloaded from:
http://www.becta.org.uk/corporate/display.cfm?section=22&id=4665
EIS is a KCC business unit that provides ICT support to schools and community projects, and offer a full
range of services. Established for many years, with a strong reputation built on a high a level of technical
expertise, EIS have an unrivalled understanding of educational needs in Kent schools.
As part of Kent County Council, and co-authors of this document they are ideally placed to provide
impartial and authoritative advice. If you have any queries related to this document or its content, please
contact EIS on 01622-683708, or by email to [email protected].
1
The Secondary Strategy can be found at www.clusterweb.org.uk/Policy/keypolicy.cfm
2
Always check with www.clusterweb.org.uk/Policy/keypolicy.cfm for latest version.
3
BSF – Building Schools for the Future Programme. Further information can be found at www.p4s.org.uk
4
Becta Functional Specification Institutional Infrastructure vA, Nov 2005.
5
SSAT ICT Register can be found at www.ict-register.net
6
There are various standards applicable to the use of images of children and for web-site accessibility that will need
to be addressed. Please take advice.
16

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SECONDARY SCHOOL DESIGN

Peter Banbury & Chris Shaw – ISG, Chief Executive’s Department

Photographs on front Page

Top left Invicta Grammar School – New teaching extension

1. General Principles and Considerations

2. BB98 ‘Headline’ Summary

4. School Premises Regulations 1999

5. Other Important Reference Documents

Appendix A: Schedule of Recommended Rooms for each Form of Entry

Appendix B: Room Data Sheet

Appendix C: Disability Discrimination Act (DDA)

Appendix D: Hearing Enhancement Systems (HES)

Appendix E: Biodiversity & Ecology

Appendix F: Environmental Management

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

Appendix H: Schedule of suggested Furniture & Equipment

Appendix I: ICT in Secondary Schools

Children, Families & Education Directorate

1. General Principles and Considerations

Special attention should be given to the following:

2. BB98 ‘Headline’ Summary

The document promotes a structured approach to design in the context of a strategic

• The client team

Part B – Design Criteria

• Key Design Requirements

Part C – The Buildings

Part D – The Site

• Gross site area =

• Buildings and access area

• Supplementary site area (requires additional funding)

Floor Areas 11 – 16 Secondary 11-18 Secondary

Learning resource areas 75 + 0.25N 125 + 0.29N

Total Net Building Area 1300 + 4.7N 1600 + 4.9N

4. School Premises Regulations 1999

• Washrooms for pupils and staff

5. Other Important Reference Documents

• Building Biodiversity in Kent - a supplement to Kent Design

• Disability Discrimination Act 1995 and BS8300:2001

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

• DfES Building Bulletin 81: Design and Technology Accommodation in Secondary

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

• DfES Building Bulletin 86: Music Accommodation in Secondary Schools

• DfES Building Bulletin 89: Art Accommodation in Secondary Schools

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

• English Nature Leaflets & Research Reports

• Kent Association of Local Authorities: Kent Design CD-Rom –

• Kent County Council Vehicle Parking Standards –

• KCC_TEMPLATE_01 School for the Future –

• Sixth Form Colleges – see Learning and Skills Council –

• The Education (Schools Premises) Regulation, 1999

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

Schedule of Recommended Rooms

For each Form of Entry

(Ranges from 4FE to 12FE, with additional

Room Data Sheet

Size Mechanical Services

Room Relationships Heating

Access Mech. Vent

Special Environmental Factors HWS / CWS

Finishes: Elec. Water Saver