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School rebuilding programme: methodology for prioritising the second set of 50 schools

Updated 8 February 2024

Applies to England

This document describes the principles and methodology used to identify the second set of 50 projects in the school rebuilding programme.

Methodology for prioritising the second set of 50 schools

We have prioritised schools^{[footnote 1]} for the second set of 50 projects based on the condition of their buildings. Schools have been prioritised that have buildings that are in the poorest condition, as identified in data collected by the department in the Condition Data Collection (CDC).

The CDC dataset brings together condition data covering almost all schools in the English school estate^{[footnote 2]}. The data was collected between 2017 and 2019, with schools having the opportunity to review their information before the data was finalised. A full explanation of how CDC data was collected is available at Condition Data Collection programme: information and guidance.

Schools have been prioritised where CDC data shows that poor condition is most highly concentrated and urgent.

The methodology for prioritisation consists of the following steps.

1. Calculation of condition need per metre squared for each block

Condition need in each block^{[footnote 3]} was calculated using the sum of the condition need in C-, Cx- and D-graded external walls and roofs, and D-graded mechanical equipment and electrical equipment, as identified in CDC data. These building elements were used to give the most representative view of whether a block has a need for rebuilding. C ratings mean that components are ‘exhibiting major defects and/or not operating as intended’. Cx ratings mean that components are in C condition, but are now obsolete, therefore in order to resolve the need the component will need full replacement. D ratings mean components are ‘life expired and/or have serious risk of imminent failure’.

The calculated need was divided by the gross internal floor area (GIFA) to produce a value for the condition need per metre squared, for each block. More information on calculating condition need per metre squared can be found in the Condition of School Buildings Survey: key findings document.

This step was completed for every block of every school in the CDC dataset.

2. Calculation of condition need per metre squared for the highest-need area of each school

For each site, blocks were ordered from highest need per metre squared, to lowest. Blocks were then added in order of need until their combined GIFA met a minimum threshold of 1,200m².

We grouped blocks in this way to create a minimum project size and avoid prioritising very small projects less suited to a centrally delivered rebuilding programme, while allowing sites with a collection of small blocks to be considered as one project. The total need in the blocks was divided by the total GIFA of the blocks, to give the condition need per metre squared for the collection of the highest-need blocks on each site.

When adding the final block, if only a portion of a block was needed to meet the threshold, we counted only that portion of the block. On some sites, a single block (or portion of a single block) was included in the calculation while on other sites several blocks were included, depending on the size of blocks that had the highest level of need on each site.

Where a school’s total site GIFA was below 1,200m² an exception was made and the condition need per metre squared was calculated including all the site’s blocks, so that all schools were included in the methodology.

This step was completed for every school in the CDC dataset.

3. Verification of current condition need and prioritisation of schools

Having completed steps 1 and 2, schools showing the greatest need were investigated in detail to verify the condition need on each site, before taking decisions to prioritise schools for the programme.

We reviewed the information we hold on schools, then contacted the responsible bodies for the schools showing the greatest need, to collect up-to-date details about their condition. These responsible bodies completed an online form, submitting information to confirm the current condition of the identified buildings. We reviewed this information and visited school sites to verify it.

As stated on gov.uk during the process, schools were not prioritised if any of the following were true:

• the school had closed since the CDC data was collected
• the need identified in CDC had since been resolved
• following review, the need identified through CDC did not require a rebuilding or significant refurbishment project to resolve it
• following review of all projects, the school was not one of the 50 projects with the greatest need

4. Inclusion of special educational needs (SEN) schools and alternative provision (AP) schools

To ensure these school types were represented in the second set of 50 projects some schools were prioritised specifically from these categories.

The special educational needs (SEN) schools and alternative provision (AP) schools showing the greatest need in step 2 were identified as high priority candidates for the programme and taken to step 3.

Three SEN schools and one AP school were included in the 50 projects, broadly in line with the proportion of these schools in the school estate.

Types of schools included in the methodology

School types in scope of the school rebuilding programme are:

• maintained schools, including maintained nursery schools
• foundation schools
• voluntary-aided schools
• voluntary-controlled schools
• academies (including free schools, studio schools and university technical colleges)
• maintained and non-maintained special schools
• sixth-form colleges
• alternative provision (including pupil referral units)
• city technology colleges

1. Where references are made to schools throughout this document, this includes sixth-form colleges. ↩

2. There are 22,031 schools in the CDC dataset. This is the total number of publicly funded schools and sixth-form colleges in England as of September 2019, with the exception of 46 schools not included due to having ongoing major building works at the time of the CDC visits. Any schools that have opened since September 2019 are also not included in the CDC dataset. ↩

3. The CDC dataset holds data by block. One building can consist of more than one block. For example, if a building was extended after originally being built, those separate parts will be categorised as separate blocks, because their age, construction type and condition could differ. ↩