Section Three:
The Commission
findings
Strategy to achieve the policy
The policies of Building Schools for the Future and
the Primary Capital Programme were welcomed as
an unprecedented opportunity and a means to
signal the pivotal role of education in modern living
and learning. The opinion was that it requires
‘leadership and people willing to engage in radical
re-thinking’, otherwise we will just ‘replicate what
The whole child we are used to’.
Supporting and developing the whole child
requires a multi-agency approach that was not A number of concerns were expressed, some of
entirely welcomed by all. Again, responses pointed which have already been indicated:
to the involvement of parents and carers as an
important element. • Insufficient imagination or rigorous debate
_
‘It’s
about rebuilding factory schools rather than
transforming education.’
‘We need to take guidance from
learners. A holistic approach to • The need for pedagogy, as well as innovative
learning
_
social, academic and design, to influence buildings and the physical
environmental learning
_
must be environment. Despite some pilots, such as the
embraced. Nothing in isolation.’ ‘Future Classrooms’ initiative, it appears difficult
Educational supplier to tackle this with certainty:
‘Education seems to have been somewhat
further down the line in the planning
considerations than building. Currently it appears
3.4 that new builds are not embracing new spaces
School building and renewal for learning. The schools without walls, enabling
learning, are still a vision of the future.’
Short summary of the policy Educational supplier
Primary Capital Programme
• £200 million for the rebuilding or refurbishment • The lack of mechanism to promote discussion
of over half of England’s 18,000 primary schools about appropriate resources: not just for learning
• improving access to ICT, sports, arts and after- but facilities, furniture and equipment.
school facilities
• Commissioning appears cost-driven rather than
Building Schools for the Future outcome-driven. There were some comments
• aims to rebuild or renew every secondary school from schools that private funding (PFI) ‘sacrifices
in England over the next 10
_
15 years
_
to be our integrity and independence’ as it takes
rolled out in ‘waves’ important aspects of strategic decision-making
• development of exemplar designs to ensure out of a school’s hands. For example, a school
consistently high design standards might wish to open its spaces up to the
• ICT provision and 14
_
19 reforms are key themes community out of hours but may not be
• increasing participation of communities, teachers permitted under contract to do this.
and pupils in designs
• The buildings and fittings must be maintainable
There were 35 replies to this survey topic of which and able to accommodate to any likely economic
nearly half were from schools. situation.
46
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