Effective estate management is essential in providing students with quality learning environments. Strategically optimising educational facilities for performance requires data. Accurate, current data, that’s easy to understand. This is where resources like CAD and Building Information Modeling (BIM) become invaluable. 

Data empowers estate managers to visualise, analyse, and enhance their estates so that they can be confident in their decisions at both an operational and executive level. 

But the true transformation happens when data becomes integrated, providing a dynamic and singular source of truth. By consolidating information across areas like pupil capacity, energy usage, building performance and more, decision-makers gain robust analytical capabilities and the insights necessary for long-term planning. 

In short, comprehensive data platforms allow schools to elevate from day-to-day maintenance to big-picture planning and mitigation.

2D CAD: the Foundation of Good Estate Management 

If something isn’t measured or mapped, how can it be managed? 2D CAD is the starting point for effective estate management as it provides a mapped outline of an environment, with associated room and building schedules. Almost every decision in estate management relates to the buildings themselves, and 2D CAD gives you the geographical location and reference of every exterior and interior feature. 

2D CAD can be the beginning of a data set, but it can very easily become a data silo. For optimal school estate planning, integrated data is fundamental. 

Data Sets not Data Silos

Comprehensive data sets enable transparency across an estate and are at the core of well-informed planning. That’s why leading estate and education experts advocate bringing together data from platforms like 2D CAD, 3D BIM and Excel Schedules into unified, interactive dashboards. 

By owning their data, schools gain complete control over the application and analysis, rather than relying on external access. Using visual maps like 2D CAD as a base, additional layers can be incorporated based on the school’s exact requirements. 

Unlocking the Power of CAD with Data Integration

2D CAD drawings provide the ideal launch pad for informed decisions. Visually mapping out school buildings in a structured digital format delivers clarity on capacity, layouts and space utilisation. How many classrooms are available? What facilities connect to which blocks? Where are the pain points and bottlenecks?

This moves estate and school leaders from guesswork into informed strategy. Fragmented outdated information is transformed into organised floor plans with decision-driving functionality. Common applications include highlighting disability access across sites, tracking fire safety assets and their inspection cycles or creating detailed door schedules for improved lifecycle management.

Integrated Data Sets for Good Estate Management – Conclusion

Data visualisations like CAD and BIM provide digestible insights that guide daily operations and long-term planning. But getting data-driven doesn’t end there. 

Integrating additional records and maintaining up-to-date information puts you in the best possible position for effective and strategic estate planning. As additional records are collated, CAD plans evolve into centralised data hubs, uniting cross-functional information to overcome data silos. The future of optimised estate management undoubtedly lies in this unified, data-centric approach.

Thanks for reading!

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This article covers what Good Estate Management for Schools means, its key objectives and benefits, and how you can implement it into your school estate management.

What is GEMS: Good Estate Management for Schools?

The UK Government produced a guide called ‘Good Estate Management for Schools’ (GEMS). It’s a manual, resource library and toolkit from the Department for Education to support schools with everything that comes under estate management.

GEMS serves as a one-stop-shop for schools, equipping them with the knowledge and resources necessary to optimise their estates’ operations.

It’s designed to help schools and academies effectively manage their buildings and premises so they can provide an optimal environment for staff and students.

Some of the key aspects of good estate management include strategic planning, asset management, pupil capacity, compliance, sustainability, space utilisation, stakeholder engagement, procurement, and data management.

Good Estate Management for Schools

What does the GEMS guidance cover?

The Good Estate Management for Schools guidance covers the fundamentals of managing your estate well and details the key procedures and documents that all schools should have in place. 

It provides step-by-step guidance and practical tools for schools to assess their current estate management practices and identify areas for improvement. 

By following the GEMS guidance, schools can streamline their estate management processes, reduce operational costs, enhance sustainability, and ultimately provide a safe, well-maintained, and supportive physical infrastructure for students and staff alike.

Main objectives of Good Estate Management for Schools

The main objective of GEMS is to help schools manage their land and buildings effectively to maintain a safe, healthy and sustainable school environment. It gives all the necessary information and resources for schools to confidently carry out the following: 

• Take a strategic approach to estate management, ensuring the estate supports educational goals
• Plan and organise estate resources with documented processes and procedures
• Understand estate land and buildings and the necessary documentation 
• How to measure, manage and improve energy efficiency and sustainability
• Maintain an estate and get value for money 
• Meet legal responsibilities for health and safety through policies and processes
• Plan, manage and deliver estate improvement projects

Benefits of GEMS

GEMS guidance is considered to be best practice in the management and maintenance of school estates. By following the GEMS guidance, you’ll feel more confident that you’re making good investment decisions to provide an estate that’s safe and suitable for everyone. 

Advantages of Good Estate Management for Schools

1. Lower running costs
2. Making better investment decisions
3. Improve health and safety
4. Manage your estate’s water and energy usage more effectively
5. Improved sustainability
6. More efficient use of space
7. Improved learning outcomes
8. Better morale for students and teachers
9. Reducing the rate of accidents
10. Improving the appeal of your spaces
11. Create an environment that supports your educational vision
12. Understand your land and buildings and how best to manage them

The DfE has an official list of benefits of Good Estate Management for Schools. 

How to Implement Good Estate Management into your School or Estate

Start by completing the official GEMS Organisational Self-Assessment Tool to get an idea of how well you’re currently managing your estate, and where improvements can be made. 

Once you’ve identified areas that need attention, consult the detailed GEMS guidance and use the provided templates and resources to develop an action plan. Establish clear policies and procedures around key areas like maintenance, health and safety, energy efficiency, and space utilisation.

The DfE has a list of handy tools, templates and extra resources to help make the most of your school’s infrastructure and services.

Data-Driven Estate Management

The most important part of strategic estate management for schools is having and maintaining accurate information. Because if you can’t see it, how can you measure it? And if you can’t measure it, how can you know the performance or progress of anything within your estate?

Effective estate management decisions rely on accurate and comprehensive data. Our SPM estate dashboards and integrated datasets empower schools to make informed choices confidently.

And not only that. Our data-driven solutions offer schools and estates numerous advantages, including the ability to:

• Assess building conditions, suitability, and capacity
• Prioritise and budget for repairs, refurbishments, or replacements
• Align estate plans with the school’s vision and educational priorities
• Optimally manage buildings, grounds, and facilities
• Establish preventive maintenance programs to extend asset lifespan
• Ensure compliance with health, safety, and accessibility regulations
• Develop procedures for inspections, risk assessments, and emergency planning
• Improve energy efficiency and reduce environmental impact
• Engage stakeholders in estate management decisions
• Manage community use of facilities outside school hours
• Procure goods, services, and contractors cost-effectively
• Monitor contractor performance and safety
• Maintain accurate and up-to-date records and data
• Report on condition, usage, and performance to governing bodies

We give schools the information they need, in an easy-to-understand format, so they can answer questions that position them above and beyond where they need to be. 

That’s some pretty big talk, but we’ve got every confidence that we’ve got the tools and knowledge to back it up. 

Get in touch with our team for an informal conversation about your school’s needs and challenges, and to find out how our estate management data could help. 

And don’t worry if you just want a quick chat to find out more about what we do, there’s no obligation to take things further. Every conversation we have with a school helps us improve our service and what we provide, so we’re always happy to jump on a call!

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Good Estate Management for Schools (GEMS) FAQs

What is an estate management strategy?

The estate management strategy of a school brings together the policies, procedures and plans for effectively managing the school’s land, buildings and other physical assets to support its educational mission.

What is strategic estate management? 

Strategic estate management is the practice of taking a comprehensive, long-term approach to managing a school’s property portfolio and built assets as a strategic resource to enable the delivery of educational services effectively and efficiently.

What is an asset management plan for schools? 

An asset management plan for schools is a documented strategy that outlines how a school’s physical assets (buildings, equipment, land etc.) will be managed, maintained and upgraded over their lifecycle to maximise their value and support the school’s objectives.

What is a school estate manager?

A School Estate Manager is responsible for overseeing or managing an estate and its facilities. The Estate Manager aims to provide pupils, staff and visitors with facilities and services of the highest standards possible within the budgetary constraints.

Globally, population trends are shifting, with almost all countries experiencing declining birth rates and ageing populations. In the UK, these trends are pronounced, with no signs of returning to previous levels. This raises questions about the future of education.

Recent government reports indicate a significant decrease in pupil numbers, with predictions showing a 12% drop over the next decade. This signals a major demographic shift that will directly impact schools.

In this article, we explore the implications of declining populations for UK schools, focusing on the challenges and opportunities ahead.

What’s Driving the Population Trends

The UK has traditionally experienced steady population growth. However, recent trends show a very pronounced slowdown, attributed to several socio-economic factors including economic conditions, healthcare advancements, lifestyle choices, and government policies. This shift has profound implications for future planning in sectors like education.

Is Global Population Decline Inevitable?

Globally, population trends are influenced by numerous variables so it’s impossible to predict the future. However, while some regions may see slight changes, current patterns suggest a continuing trend of population decline in many developed countries.

China, for example, has just had its second year of record-low birthrates. Described by the Guardian as a “demographic timebomb”, the growth of the ageing population combined with the shrinking taxpaying population is likely to bankrupt the current pension system by 2035.

What’s affecting the population growth in the UK?

Key factors influencing population trends in the UK include decreasing birth rates, ageing populations, migration patterns, and rising cost of living. The most significant contributors to population decline are declining birth rates and an ageing demographic.

Certain regions in the UK are more affected by population decline than others, putting immense strain on estates and schools in areas such as Central London. 

“London Councils say almost 15% of school places in the city are now unfilled. It is forecasting a further 7% decrease in new pupils between now and 2026-27.”

The unfilled places are attributed to families being pushed out of London areas due to rising living costs, Brexit and Covid.

Impact on School Numbers and Education

The UK education system is already facing several immense challenges. Including funding constraints, teacher shortages, and RAAC issues. The shrinking young population adds another layer of complexity to an already difficult landscape.

So what can be done?

Education stakeholders have reservations about closing schools, in case the population returns to previous levels of growth. But there are no signs of this happening in the UK or globally. 

With declining pupil numbers, schools could be closed, or their capacity and resources adjusted. However, this hurts local communities. 

Another option is schools catering to a more diverse student population, including varying age groups and backgrounds. Labour is considering creating thousands of nursery places inside existing primary schools. And seeing as the UK has one of the most expensive childcare systems in the world, with some parents spending as much as 80% of their take-home pay on care for young children, the increase in available childcare places would be a welcome addition. 

A Collaboration Between Government, Educators, and Communities

A collaborative approach involving government, educators, and communities is vital for navigating the challenges posed by demographic changes. Policymakers must anticipate and begin planning for these demographic changes, to ensure the future of the education system.

Investing in the quality and accessibility of education is essential to ensure that all students, regardless of their location, age, or the size of their school, receive a high standard of education.

At the heart of it all? Data.

Accurate data is and will continue to be crucial for effective planning and resource allocation in schools. 

As pupil numbers fluctuate, maintaining accurate and up-to-date pupil capacity and building data will be fundamental. These reports will provide critical data for schools to make informed decisions about resource allocation, infrastructure adjustments, and future planning. 

Also, it allows estate leaders to back themselves up against the threat of closure, resource reduction and funding cuts from the government and local authorities. 

The Future of UK Education – Conclusion

The declining population in the UK will have significant implications for the future of education. This trend necessitates ongoing research, dialogue, and innovative policy-making to ensure that schools adapt effectively and continue to provide high-quality education. 

The collaborative efforts of all stakeholders will be crucial in shaping a resilient and responsive education system for the future.

Want to talk to our team about getting your estate data? 

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During 2021 the DfE announced a new programme to assess the pupil capacity of secondary and special schools across the country. The plan involves sending Valuation Office Agency (VOA) surveyors to every school to measure available space and calculate pupil capacity.

The programme has been running for a couple of months so it is too early to assess outcomes from the Net Capacity Assessment (NCA) programme as no completed assessments have been issued to schools. So far the collected room data is being made available to the first schools to check. 

While it can be seen as a valuable tool for assessing big-picture school capacity, there are concerns about the lack of transparency in the methodology and the weight of evidence the assessments will carry in negotiations between schools and local authorities for pupil places. 

Will the NCA data just be another piece of information in an already complex negotiation or deemed to be the definitive number?

The Benefits of NCAP 

Undoubtedly, the NCAP will encourage more detailed and consistent data collection and recording of pupil capacity numbers across the country. There will be an increased awareness of the importance of school data collection, which is a huge benefit to schools, trusts, local authorities, and the government. 

So what’s the problem?

The NCA programme data isn’t detailed enough for schools to use in their operational planning. It only provides a general overview of the school’s capacity, and it doesn’t take into account specific factors such as; curriculum and timetabling, and the use of shared spaces. This makes it difficult for schools to use the data to make informed decisions about their capacity needs and to model required changes.

Methodology – How is the data being collected?

Although the overall goal of the project is beneficial, there is room for error in the data collection methods. The VOA was selected to conduct the assessments due to their experience in assessing buildings. However, they have no applicable experience in school pupil capacity, and their data collection process is not well-documented so far. The collected NCA data doesn’t appear to be entered into a controlled app environment, and it isn’t clear how the VOA is ensuring consistency across their team. 

Who is going to be visited?

There has been some confusion about who will be notified of the data collection process. The DfE has stated that Head Teachers and Estates Managers will be notified, but some have not received any communication from the department. This has led to some concerns that schools won’t have enough time to prepare.

The message may have been buried in the general communication and information that the government sends across the year, but the DfE insists they have made a lot of effort to contact everybody. 

If you are unsure whether your school will be visited, the DfE has created an online document that includes a tranche list of currently scheduled visits.

DfE Net Capacity Assessments for Special Schools

There has been no prescribed method for calculating the pupil capacity of special schools, making it difficult to accurately assess the number of pupils that can be accommodated. Visits are conducted when schools are closed to minimise disruption. However, this means room usage and specific requirements of special needs children are not taken into account, potentially leading to inconsistencies in the NCA’s assessment. 

In a recent example during the pilot stage, the NCA found that one school had more space than it needed. In contrast, another school was reported to have double the amount of pupils than the calculated pupil capacity. One school was concerned they were opening themselves up to health and safety issues by continuing to operate with current pupil numbers when there is now a government document that says to halve or double it. 

Both schools sought advice from the local authority. In the first example, the local authority said to trust the document and squeeze more children in, and in the ‘over-capacity’ case the school was told the outcome should be used as a broad brush guideline.  

The verdict – self-service a better solution?

The NCA has great potential to be a valuable tool for assessing school capacity. By introducing compulsory capacity assessment, the program may encourage schools to prioritise obtaining detailed data on their facilities. 

Rather than the centralised, one-size-fits-all approach, schools should commission a detailed report on their school’s capacity themselves. The key factor in a detailed Pupil Capacity Report is the modelling of potential changes room by room to understand the capacity implications. A detailed report will take into account the curriculum and timetable with detail on the exact number of each space type required. This data will be accurate, detailed and tailored to the specific needs of the school. It can be used to identify areas where capacity is limited, apply for funding grants, minimise potential risks and disruptions, and enable planning for future growth. 

What next?

School Property Matters create independent, comprehensive pupil capacity reports for thousands of schools and trusts across the country. We work with our customers to establish their requirements and create a solution completely tailored to their needs. 

Speak to Pamela to find out how SPM can advise your Net Capacity requirements.

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In July 2023, the Department for Education (DfE) launched its long-awaited Net Capacity Assessment Programme for all state-funded secondary and special schools. The programme aims to improve the accuracy of pupil capacity data held about these schools and ensure it is up-to-date, allowing for informed decision-making by Local Authorities and the DfE. 

While the programme is a hugely positive step in recognising the importance of having accurate and up-to-date pupil capacity data, it’s important to note that its purpose is to support high-level decision-making. Net capacity assessments allow for data collection by a single, standardised measure and do not consider individual circumstances in schools that can impact what the buildings can reasonably accommodate. It. is also important to note that the value of robust pupil capacity data extends beyond large-scale central decision-making, it’s also integral for the efficient day-to-day functioning of individual schools. This is highlighted in the Good Estate Management guide for schools which states that ‘data and information about the estate is the foundation of estate management’; independent pupil capacity data forms a crucial part of this foundation, allowing estate leaders to clearly see how well the operational unit can be accommodated within the built environment. 

Net capacity assessments serve as the standard DfE measure for evaluating pupil capacity. They establish a baseline count of available ‘workspaces’ within different areas of a school’s estate. While this information plays a crucial role in determining a school’s capacity, it overlooks the operational differences and subjective factors that can have a significant impact on how the learning environment utilises the buildings. This can result in an oversimplified and incomplete figure that inadequately supports decision-making processes. It is because of this that, over the last two decades, School Property Matters has advocated for the importance of robust, independent pupil capacity data to be incorporated as a fundamental of good estate management. Independent data provides an objective starting point for data-driven decision-making that is accessible to all stakeholders and represents all factors to offer a complete picture of pupil capacity within schools. 

School Property Matters’ reports provide a much deeper level of analysis designed to equip schools with everything they need to make effective data-driven decisions. In addition to offering an objective starting point, our reports incorporate a three-step analysis that includes Net Capacity Assessments, BB103/4 space comparisons and Curriculum Analysis for schools that operate a curriculum requiring movement to different areas of the school. This comprehensive analysis takes into account the operational differences and subjective factors that impact how the learning environment utilises the buildings, ensuring that schools have access to a complete and accurate picture when managing pupil capacity.  

Whilst the Net Capacity Assessment Programme is a fantastic step in recognising the crucial role of accurate pupil capacity data to support informed high-level decision-making by the DfE and Local Authority, the data provided to schools as part of this initiative remains overly simplistic and fails to equip them with a complete picture. Similar to condition surveys collected as part of the Condition Data Collection Programme, the data collected by this programme isn’t tailored to guide schools in their decision-making processes, nor to support them in understanding how changes to pupil capacity would impact the space requirements needed in different areas of their school. It is for this reason we advocate for schools to equip themselves with their own pupil capacity data rather than relying solely on the net capacity assessments carried out as part of this programme. 

School Property Matters celebrates 20 years of supporting great estates!

2023 marks the 20th year of operation for School Property Matters (SPM), a Lancashire based business specialising in the collection and analysis of school estate data. Over it’s time in operation SPM has completed over 1060 projects in schools all over the country, including Local Authority clients, individual schools, Single Academy Trusts, special schools and some of the largest Multi Academy Trusts in the country.

Managing Director and Founder, Jeremy Pilgrim had this to say about the most recent milestone:

“20 years ago, when SPM was founded, it was based on the belief that schools deserved the highest quality estate data, and that this data was a crucial tool to support effective management of their estates. Today, that belief is still the central focus for SPM and is at the heart of everything we do. To see how the team has grown and evolved over the last 20 years makes me incredibly proud of all we have achieved. Thank you to everyone who has been a part of SPM over the last 2 decades, here’s to the next 20 years!”

As part of the 20th Anniversary celebrations, SPM will be running a number of different fundraising initiatives throughout 2023, including taking part in this years ‘Tough Mudder’ tournament! The team will be working to help to raise money for a new sensory garden at Highfurlong School, who are working to provide a top quality education for pupils with a wide range of special educational needs based in Blackpool and surrounding areas.

Join School Property Matters in celebrating this momentous occasion, you can donate to the charity fundraiser here: https://www.justgiving.com/crowdfunding/20yearsofspm and follow the journey on social media!

Following decades of rising concerns about carbon emissions, the solution now seems clear: ‘Net-Zero Whole Life Carbon Road Map’ by 2050 for the built environment.

We are entering a pivotal moment in the fight against climate change. This is because it is now undeniable that we are living through the results of the climate crisis and that without changing our way of life, it would be impossible to achieve the 2050 target set by the UK government. Now the question is, how do school estates fit into this picture and what changes need to be made to our school estates?

From the lesser-known carbon emissions — often overshadowed by discussion around operational carbon emissions, which remains a paramount issue to discuss — embodied carbon was one of the topics brought to light at the global climate summit COP26, on the ‘Built Environment Day’. The rising discussion around embodied carbon highlights the significant impact of built emissions on our climate goals; to reduce carbon emissions and become net-zero by 2050. 

In line with this, the World Green Building Council (WGBC) launched their ‘Net Zero Whole Life Carbon Roadmap’ during the Built Environment Day at COP26. It states that by 2050 new buildings will need to be built to be net-zero for operational carbon emissions and that a mass retrofit programme is needed for older buildings. It also sets out proposed statutory and regulatory changes to reduce embodied emissions that are needed for the UK to reach the goal of Net Zero by 2050.

As outlined in the WGBC’s carbon roadmap, embodied emissions cannot be completely removed or reduced, unlike operational carbon. It is because of this reason that we must track embodied carbon in buildings to ensure these emissions do not exceed the UK’s carbon budget and that we can offset these emissions in other ways.

This brings us back to the question, how do schools work towards Net Zero by 2050 and where do the estates fit into this?

A great place to start is understanding the carbon impact of your buildings, not only operationally but the embodied carbon element too. Only by having accurate data on the true carbon footprint of your school can you start to work towards net zero.

In April 2021 the Education Secretary reasserted the Government’s vision that every UK school ought to be part of a multi-academy trust ‘family’.

The DfE followed up this sentiment in its non-statutory guidance paper ‘Building Strong Academy Trusts’ published in May 2021, stating: “academy trusts can make the most effective use of centralised processes…to empower schools to focus on teaching and knowledge building.”

The trend towards convergence into trusts has been gathering momentum for several years, however since the Covid 19 pandemic the need to work together has been proven to be more important than ever. There is definitely a surge in trust expansion and merging in line with the Government’s vision.

Listed among the benefits of working as a trust is that of a dedicated management team whose only job is to ensure that the trust estate is fit for purpose and is delivering the right educational environment that staff, pupils and parents expect.

By overseeing resources, processes, problems and opportunities through an ever more strategic and centralised lens, distractions to teaching and learning can be minimised.

The centralisation of management processes and decision making requires each academy trust member’s real-world data to be readily accessible and understood, beginning with detailed information about the fabric and condition of all the buildings.

Since 2002 School Property Matters has developed a proven track record in providing specialist consultancy and capacity planning support to Headteachers, School Business Managers and Trust Estates Managers across the country from Lancashire to the South Coast.

Managing Director Jeremy Pilgrim says: “You cannot manage what you cannot measure – and this needs to be the tenet of every multi-academy trust management team.

“In order to manage fund allocations equitably, it is vital to know what buildings there are, what condition they’re in, how the space is being used within each location and what the priorities are relative to each other.”

Management teams’ main consideration is to get everyone working well together, and to treat everyone’s needs fairly in creating the right learning environments. Only with clear objective and inarguable data can this be achieved.

School Property Matters gathers Floor Plans, Condition Surveys and Capacity Plans, which are powerful assets for an expanding trust, or a prospective school on the cusp of being absorbed into a trust.

Through the School Property Matters Customer Portal the trust management team have access, all in one place, to the detailed CAD drawings, condition and capacity reports that are necessary to make informed, objective decisions about how Condition Improvement Funding needs to be prioritised throughout the trust.

Commenting on the impact of centralised data Nick Layfield, Operations Manager at Flying High Trust in the East Midlands, says: “The data School Property Matters provides helps to formulate a logical sequence of what needs to be done. Headteachers and site managers… have more appreciation of how to balance their individual needs with the collective needs of the Trust.”

Accurate data, good governance and clear development plans make for good communication, understanding and satisfaction within the trust community.

To explore how estate management data can transform your trust’s ability to expand contact us today on 01253 376376.