Last month the Department for Education released a new piece of guidance to help school building owners and maintenance staff identify building systems and prioritise maintenance and repair of their school estate.

It is non-statutory guidance intended to give those responsible for planning and carrying out maintenance a high-level overview of the types of construction that may be present in their estates and to help identify these common types of construction. It outlines some of the common areas that should be considered to ensure buildings remain serviceable and structural elements do not deteriorate.

Why are we seeing this guidance now?

Concerns over the structural safety of schools have been circulating for several years, since 2021 the DfE has assessed the threat to safety in school buildings as a critical risk. The focus on RAAC (reinforced autoclaved aerated concrete) shone a temporary light on some of the challenges facing the sector in the autumn of 2023. However, the presence of RAAC is just one of the many structural issues currently facing the aging school estate, with 38% of school buildings beyond their initial life design (National Audit Office, School Buildings Report, June 2023).

Now that the DfE has concluded its RAAC management, with all schools identified having plans in place to remove it or remove its load bearing role, this new guidance is an indication that there is a move to get ahead of other structural issues that exist. In the guidance there is a particular focus on building structures called ‘system builds’, which are construction types commonly used in the post war period between 1945 and the mid 1970s when a significant number of school buildings were constructed due to significant demand for new school places.

The National Audit Office suggest that there are an estimated 13,800 system builds across the school estate, of which 3,600 particularly concern the DfE due to their concrete or timber frames which may mean they are more susceptible to deterioration which could lead to a higher risk of hidden structural defeats.

What has been done so far?

According to the new guidance, in the 20 years following the war, up to 80 different ‘system-builds’ were developed using a variety of steel, timber or precast concrete frames with lightweight cladding panels and partitions.

Two types of system build have already been escalated by the DfE following urgent building closures, known as Laingspan and Integrid system builds, and 23 schools identified were prioritised for the first phase of the School Rebuilding Programme. These types of system builds were also named on the highest priority of the latest condition improvement fund guidance but are missing from this new guidance suggesting the DfE are confident they have now dealt with these particular system build types.

Looking at other types of system builds, it is understood that in September 2022 the DfE had planned research to better understand the safety risks of system builds with timber frames using invasive structural assessments, however no further information about whether studies have progressed, and results have been released.

What is included in the guidance?

Part one of the guidance provides a brief overall history of the development of the school estate, followed by an overview of common construction types in part two. Here the guide provides information on HORSA buildings (temporary accommodation which precedes system builds and are past their life design) and post war ‘system builds’ summarised as CLASP. The appendix includes detailed information on three types of system builds including Derwent (Timber frame); Orlit (Precast reinforced concrete); CLASP (Pin jointed steel).

What should schools and multi-academy trusts do with the guidance?

According to the guidance, the reader should be able to identify if they have buildings of these types and then use the visual guides to identify areas that should be given special attention and consideration for targeted inspection and maintenance.

It is designed to be used in conjunction with good estate management for schools (GEMs) which has also been recently updated to reflect this greater emphasis on building structure. Schools and trusts are now being told that they should (used to be ‘may’) include a ‘suitably detailed assessment of your buildings structure’ in their condition surveys.  

The guidance makes it clear that it is not intended to be exhaustive and further information should be sought from a suitably qualified building professional if needed.

If a school identifies a structural issue, it asks them to complete a DfE Structural Issues form to advise the department. This is located on the capital portal currently under RAAC questionnaire.

Surveyors to Education’s key takeouts:

It is important that all education settings understand the building structure of all the blocks within their estate to ensure they are being maintained appropriately and kept safe.

In our experience, despite being past their initial life design, most system builds can be kept structurally sound with adequate maintenance although, there may certain situations where replacement of buildings would be the preferred or necessary solution. While structural safety is the primary concern, these types of buildings are often very thermally inefficient which has implications for energy efficiency and the achievability of net zero. Asbestos based material may also be prevalent in these buildings.

If you would like help in identifying what type of system builds may be present on your estate, how these buildings should be managed or how to improve thermal efficiencies within your buildings, please get in touch on 0116 5070130 or email enquire@s2e.org.uk..

Surveyors to Education is a team of building surveyors, architects, engineers and health and safety specialists who can assist across all areas of estate management from information gathering using appropriate surveys, devising estate strategies and budget prioritisation to ensure schools and multi-academy trusts make the most of their buildings and capital spending.