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Open Day for Education Framework Teams

Open Day for Education Framework Teams. "Building Better Schools for the Future". Agenda. Opening Eamonn Boylan Framework Update Don Bryson Building Schools for the Future Ian Glaister Allan Seaborn Dave Carty Guidance through the PQQ John Finlay

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Open Day for Education Framework Teams

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  1. Open Day for Education Framework Teams "Building Better Schools for the Future"

  2. Agenda • Opening Eamonn Boylan • Framework Update Don Bryson • Building Schools for the Future Ian Glaister Allan Seaborn Dave Carty • Guidance through the PQQ John Finlay • Reality check Nigel Curry • Procurement Strategy John Lorimer • Questions Don Bryson • Coffee and informal questions

  3. Open Day for Education Framework Teams "Building Better Schools for the Future"

  4. Strategic Objectives "Building Better Schools for the Future" Eamonn Boylan MCC DEPUTY CHIEF EXECUTIVE

  5. Open Day for Education Framework Teams "Building Better Schools for the Future"

  6. Historical Review of Procurement "Building Better Schools for the Future" Don Bryson MCC Deputy Property Development Manager

  7. Historical Review of Procurement Partnering Early Partnering SLOAC Negotiated Measured Term Contract In-house Surveyors Single Source PFI Traditional Design and Build Private Architects City Architects PPP

  8. Our Vision "Building Better Schools for the Future"

  9. Our Vision through:- • Improved design • Less waste and duplication • Improved delivery • More certainty of costs • Better life cycle costs "Building Better Schools for the Future"

  10. Vision how:- • through Partnership • all parties involved in the process • integrated team from the outset • supply chain and sub-contractor involvement • risk/reward sharing • continuous value engineering • Member and community involvement OPEN : FRANK : HONEST "Building Better Schools for the Future"

  11. Vision leading to:- • Better educational results • Greater inclusion within the community • Better safety and environmental performance • Reduced demand on future school budgets by addressing whole life cycle costings at inception "Building Better Schools for the Future"

  12. Open Day for Education Framework Teams "Building Better Schools for the Future"

  13. Manchester’s Vision for Education Ian Glaister Assistant Chief Education Officer

  14. Manchester’s Vision for Education Greater Manchester

  15. Manchester’s Vision for Education The Department

  16. Manchester’s Vision for Education The Department School Population • Primary 41,424 • Secondary 23,904 • Special 1,546 • Pre School 28,479 Educational Premises • 139 Primary Schools • 23 High Schools • 20 Special Schools • 40 Children Centres • 26 Adult Education • 45 Other Services

  17. Manchester’s Vision for Education The Department Types of Construction • 49 Clasp • 29 Traditional > 2 Storey • 32 Traditional < 2 Storey • 47 Framed > 2 Storey • 21 Framed < 2 Storey

  18. Manchester’s Vision for Education The Department Types of Construction • 49 Clasp • 29 Traditional > 2 Storey • 32 Traditional < 2 Storey • 47 Framed > 2 Storey • 21 Framed < 2 Storey Age • 7 Pre 1900 • 27 1900 – 1930 • 45 1930 – 1960 • 64 1960 – 1990 • 9 1990 –

  19. Manchester’s Vision for Education The Department Issues for Schools • Behaviour • Transforming secondary • education • Low history of achievement • Deprivation • External pressures • Poor environment Issues for LEAs • Raising attainment • Inclusion • Special educational needs • Workforce agenda • ICT • Community

  20. Manchester’s Vision for Education How we achieve the vision • Education development plan • Excellence in cities • Transforming secondary education • Domains of influence • Developing and sustaining high standards in primary phase • Retention and commitment of staff • The effective use of ICT • Special educational needs

  21. Open Day for Education Framework Teams "Building Better Schools for the Future"

  22. Manchester’s Vision for Education Allan Seaborn Head of Planning and Property Dave Carty Head of Corporate Property

  23. Review of School PlacesSchool Organisation Plan and BSF • Key Aims of Education Planning • Factors Affecting Planning • Primary Position • Secondary Position • Special Position • Building Schools For The Future

  24. Principal Aims • Ensure proper availability and distribution of places in high quality and well maintained schools • Ensure that all education building stock is developed and maintained to the highest standards for the benefits of all users

  25. Ensure that the number of school places is adequate to meet demand and offers real choice for parents Provide safe and environmentally friendly premises for teachers and pupils to operate in Contribute to the inclusion agenda, including community use Contribute to City’s regeneration strategy Contribute to City’s crime & disorder strategy through effective security Key Activities – Planning and Property

  26. Factors Affecting Planning - Local • Falling birth rate • Redevelopment versus regeneration • Pupil loss & gain • Transience • Asylum seekers & refugees • Success of higher education institutions • Change in population types • Fewer RC, more non-RC

  27. External Influences External Influences • Aspirations of other agencies • Sure Start, NEM, EAZ, Urban Splash • CE / RC diocesan authorities • (Review of parishes) • Aspirations of other faith communities

  28. External Influences • HMI / OFSTED recommendations • Tied in to inspection / standards agenda • School capacity measurement • New net capacity • Capital funding tie-in • Only bid once per year • Some LEAs reducing surplus capacity • Other LEAs increasing capacity to take Manchester children

  29. Parental Preference • Schools in any LEA • Standards • Reputation • Transport • School types • Specialist • Grammar • Independent • City Academy • Denominational • Single sex/co-educational • Inclusion Agenda • Statutory changes to admissions policies • RC places opened up • Co-ordinated admission – multiple places

  30. Growth and Decline • 4 Planning Districts

  31. Primary Position • North >>> Mixture of shortages/surpluses • East >>> Mainly surpluses • (but one new school required) • Center/South >>> Tight with some shortages • Wythenshawe >>> Mainly Surpluses • RC >>> Surpluses

  32. Secondary Position • All Existing Schools Retained • New school in East • New school in North

  33. Special Position • Retain specialist schools • Close MLD, EBD, VI • Move to greater Inclusion

  34. Open Day for Education Framework Teams "Building Better Schools for the Future"

  35. Details of the Selection Process "Building Better Schools for the Future" John Finlay MCC TECHNICAL CORPORATE SERVICES

  36. Details of the Selection Process • The Framework Management Team • The Consultation Process • Overview of Selection Process • Scoring Mechanism • Detailed Review of Questionnaire • Programme of Events

  37. Management of the Framework • Core Team • 5 members from within the Council • Carry out detailed reviews of bids • Manage the implementation of the Framework Agreement • Manage review of performance (KPI’s) • Full “Buildings for the Future” Framework/PFI Team • Yet to be finalised but will include Council Members and Head Teachers • Review and approve findings of the Core Team • Executive Members Group • Final Approval on behalf of Manchester City Council • Wider Stakeholders • Actively consulted and informed from outset

  38. Framework Objectives

  39. 2-Stage Selection Process To appoint Constructor Teams to design and construct or construct education related projectsover a 3-5 year period • 1st Stage – Pre-Qualification • Objective review of Pre-Qualification Questionnaires by Core Team • Produce a short-list of between 10 and 12 Teams for informal interview • Produce a short-list of between 6 and 8 Teams for progression to 2nd stage • 2nd Stage – Final Selection • Detailed analysis of bids including Team presentations, interviews, site & office visits • Select between 2 and 5 Teams for final negotiation

  40. Scoring Mechanism • Pre-Qualification Stage – look for evidence that the Teams have the experience, financial and technical capability to undertake the work

  41. Scoring Mechanism • Final Selection Stage – look for evidence of the Teams’ abilities to deliver the Framework Objectives

  42. Detailed Review of Documents • Part A – Identity of Applicant • Part B – Quality & Experience Evaluation • Part C – Statutory Requirements • Part D – Financial Evaluation • Part E – Declaration

  43. Part A – Identity of Applicant Not Assessed • A1,2,3 – Name & address • A4,5,6 – Details of lead contact • A7-13 – Name & details of lead organisation • A14,15 – Details of contractual commitments

  44. Part B – Quality & ExperienceEvaluation • B1 PROFESSIONAL RESOURCE CAPABILITY • B1.1 - Provide details of the structure, roles and relationships of your Design Team. • Please include the following: • Organisational chart identifying roles and relationships • Names, addresses & contact details (including key S/Cs) • Practice backgrounds & profiles • Relevant qualifications, skills and experience of the key personnel • No word limit • 2½% of marks

  45. Part B – Quality & Experience Evaluation • B1 PROFESSIONAL RESOURCE CAPABILITY • B1.2 - Provide examples (3 max.) of relevant projects you have undertaken within the last 3 years, which demonstrate your ability to undertake education related works and/or adopt collaborative ways of working. • Include evidence of the team members/organisations working together on such projects and a list of references and their contact details. • 6 pages max. • 5% of marks

  46. Part B – Quality & Experience Evaluation • B1 PROFESSIONAL RESOURCE CAPABILITY • B1.3 - Explain your approach to the design of schools. In your response you may include, but are not limited to, the following topics: ·Design philosophy ·Team dynamics ·Systems and processes ·Stakeholder communication • Word limit – 1500 words • 7½% of marks

  47. Part B – Quality & Experience Evaluation • B1 PROFESSIONAL RESOURCE CAPABILITY • B1.4 – Raising Education Standards & Neighbourhood Renewal - Explain how your approach to the design and construction of schools has improved educational standards and contributed to the neighbourhood renewal of projects you have undertaken • Word limit – 250 words • 2½% of marks

  48. Part B – Quality & Experience Evaluation • B1 PROFESSIONAL RESOURCE CAPABILITY • B1.5 – Explain your approach to major High School extensions and alterations with particular reference to continued delivery and minimum disturbance to the education provision. • Word limit – 1000 words • 2½% of marks

  49. Part B – Quality & Experience Evaluation • B 1.2, B1.3, B1.4 and B1.5 should only be addressed by the lead designer • Lead design teams must only be linked to a single constructor

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