The Suitability Assessment Method Statement addresses six areas:

1. Scope
2. Input by Schools
3. Accommodation Models
4. Room Types
5. Room Identification
6. Disabled Access

1. Scope

Although the entire education property portfolio will be assessed for suitability this document specifically applies only to schools i.e.

• Nursery Schools
• Primary Schools
• Secondary Schools
• Special Schools
• The Birmingham Behavioural Support Service (registered as a single PRU)

The following are excluded, but will be the subject of future method statements:

• Environmental and Outdoor Education Day & Residential Centres
• Community Day Nurseries
• Adult Education Centres
• Office Buildings etc.

Unattached Playing Fields are not separately assessed, but included indirectly in the suitability assessments of schools using them.

2. Input by Schools

The initial assessment was made by Head Teachers with support and guidance from consultants, following approval to the methodology and the guidance documents by the Property Working Group.

An explanatory letter, the DfES booklet on suitability assessment, copies of the appropriate accommodation model and the consultants guidance notes were also issued to schools.

Following completion of the assessment form, data is now recorded in the AMP database. This may be reassessed annually by schools or as a result of an agreed increase in school capacity.

3. Accommodation Models

As an alternative to curriculum analysis and modelling, a range of accommodation models for mainstream schools was developed consistent with the maxima shown in the appropriate DfES Building Bulletin (BB82). These models drew on recent experience of new school buildings particularly Birmingham’s first PPP project. Following any changes to Standard Number, schools will be reassessed.

Because of the wide range of differing types and sizes of special schools an accommodation model was developed with each Head Teacher.

It is possible for schools to establish their accommodation requirements by curriculum analysis. Guidance is available on the DfES web site (LINK). Schools will need to discuss their identified accommodation requirement with Education Property Services, which must be within the area guidelines established by BB82.

4. Room Types

The DfEE guidance allows for up to 3 additional room types to be included for each school. In order to provide consistent data for strategic purposes a limited number only of additional room types are allowed for each phase:

Nursery Schools

• No Additional Room Types

Primary Schools

• ‘Specialist Teaching Area’ - additional teaching space not normally used by a class, available for specialist use at the schools option.

Secondary Schools

• History/Geography/RE Room - basically a large classroom.
• General Purpose Workshop - equivalent to ‘Multi Materials Workshop’ used in BB82.

Special Schools

• Sensory Curriculum Space - the definition of SEN room was expanded to include withdrawal spaces at Special Schools, rather than invent a new space category.
• Internal Play Space - added to cover one establishment. (part of the PRU) which has no access to external play).

5. Room Identification

Wherever possible Head Teachers and Consultants must identify rooms using either the current cleaning schedule or a plan produced by the school. These identifiers will be incorporated into scale plans currently being generated and referred to in the AMP database.

6. Disabled Access

Birmingham has a detailed access audit of all its schools and all other educational establishments, identifying in detail all building issues impacting on the use of the building by users with a very wide range of disabilities. This information is retained by the individual Head Teacher for his/her site. We are currently assessing how our existing information may be made compatible with DfEE suitability requirements.