Most schools have developed their facilities in a piecemeal fashion over time, and as a result, individual buildings are likely to be in different physical conditions. Issues such as space standards, ease of circulation, accessibility and internal environment will vary across the estate. Successful schools which have increased in size over time may suffer particular legacy issues resulting from infill development. Refurbishment is not a simple panacea for all these issues. The solution must be driven by the education vision first and followed by a deep and thoughtful analysis of the existing building stock.

Only then will value for money solutions emerge that deliver environments fit for 21st century teaching and learning. Older buildings have their own inherent benefits and a large scale refurbishment also provides opportunities to correct mistakes made in previous development programmes. Improving circulation, or carefully introducing more uses into under-utilised space, are good examples of quick wins. There are inevitably disadvantages associated with the refurbishment option, including the risk that works will focus on fixing the buildings rather than delivering the educational transformation.

Constraints of existing buildings, construction risk allocation and securing sources of funding are other issues that need to be considered in the business case. Phasing and decanting issues are also more significant than for new- build schemes, and a high cost decant solution such as the purchase of temporary classrooms will reduce funding available for construction.works. Phasing of works so that new build elements can be used as decant space, together with the programming of refurbishment to major shared spaces such as halls and kitchens, may extend the programme, but will defend the overall budget.

The scope of refurbishment will, in many cases, need to be very extensive. Space standards have been increased by around 18% in Building Bulletin 98 (the latest edition of the Secondary Schools Briefing Framework) which means that preferred room sizes and departmental or faculty clusters may be difficult to incorporate into existing building shells, and creative solutions will be needed in order to find productive uses for ‘leftover’ space.

There are significant practical benefits associated with the refurbishment of existing facilities including:

• Retaining the use of the site as a school. The refurbishment may also trigger other aspects of local regeneration through provision of additional community facilities;
• Retention of aspects of the existing schools estate that work, and that contribute to school and neighbourhood identity;
• Retention of potential benefits of good space standards;
• Using existing buildings as the organisational ‘building blocks’ of a larger redevelopment including aspects of new build.

Issues for policy makers

Points to inform an estates strategy

• Ensure both the architects and educationalists consider the conclusions of the existing building condition surveys very carefully. Do not rely on a building surveyor’s opinion alone as to whether a building should be retained or demolished. School buildings often have hidden qualities and potentials that are not immediately apparent.
• Carefully analyse the existing buildings to investigate their spatial efficiency. What may appear to be a building worth retaining may in fact be very inefficient and could be replaced by a new building that is much smaller and may meet the vision better.
• Work closely with the school to identify surplus capacity and use these spaces to reduce the amount of decanting within the overall redevelopment programme.
• Use temporary accommodation only as a last resort and ensure pupils and staff only move once during the building works.
• Ensure both the school and builders have the space to learn and work safely without disruption.
• Consider the sustainability and recycling opportunities of buildings to be demolished.