Step 1: 10YPP start-up and desktop Condition Assessment
Before beginning work, your 10YPP consultant will contact you to introduce themselves and schedule a visit. Your consultant may also use this opportunity to complete the desktop Condition Assessment and detailed physical Condition Assessment of your school buildings.
The 10YPP consultant will schedule a meeting. Participants may include your consultant, principal, board members and staff with property knowledge.
The purpose of this meeting is to introduce all parties and establish a good relationship, to set expectations and to understand roles and responsibilities.
Your 10YPP consultant may also take this opportunity to complete the desktop Condition Assessment and detailed physical assessment.
Prior to this meeting you should review the extent of access needed by the consultant and their staff by completing a School Access Plan. Every contractor or consultant who is likely to have unsupervised access to students at a school during normal school hours must be Police vetted. The school board of trustees is responsible for determining the conditions of access for contractors.
A Condition Assessment is a systematic review of all building, plant, facilities and underground services. The findings are used to identify what maintenance works are required over the next 10 years. The Condition Assessment has two parts; a desktop assessment and detailed physical assessment.
The Condition Assessment begins with the 10YPP consultant conducting a desktop assessment of your school property – gathering the knowledge of those people who understand your school property well, such as the principal, caretaker and other property personnel.
The desktop Condition Assessment includes:
1. Identifying 'Strategic Impacts'
The consultant will discuss any 'Strategic Impacts' at your school. 'Strategic Impacts' are factors or planned actions that will affect the use or condition of a building or service now or in the future. For example, if you identify that a building is due to be replaced, it may need essential work to keep it operational in the meantime, but will not need painting or new floor coverings.
Other 'Strategic Impacts' to consider are:
- predicted changes in enrolments
- the impact of new technology
- the effect of Ministry programmes like earthquake strengthening or weathertightness repair
- specialist reports - for example structural reports that will impact the Condition Assessment.
The 10YPP consultant will guide you through this discussion.
2. Agreeing 'Maintenance Standards'
Agree the required 'Maintenance Standard' for each building and service with the consultant. The standards define a desired condition of buildings and services in a school and establish quality levels.
Each building or service will have one of the following 'Maintenance Standards'.
|A||Specialist spaces are spaces that need a higher level of maintenance than other areas (for example science laboratories).|
|B||General spaces are general classrooms and administrative facilities.|
|C||Minimal is the standard for buildings and services that have a limited life, fulfil a non-core function or have a basic utility function only (for example ancillary buildings such as a caretaker or storage shed).|
|D||Mothball is the standard for buildings and services that are closed and not in current use.|
3. School Evaluation of the Physical Environment (SEPE)
You are responsible for completing the SEPE. This is a questionnaire about how well the whole school site supports teaching and learning, including the diverse needs and wellbeing of all. It will help to establish priorities for any property upgrades.
You will receive the blank SEPE via email from the Ministry, please complete it and return it to the same email address EIS.Assets@education.govt.nz.
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