Project: Bunyole Institute – Model School Assurance

Create a practical route from poor learning facilities to accountable school improvement.

• Establish pupil needs, teaching priorities, site conditions and operating resources.
• Give school leadership, local participants and PHC clear responsibilities and workable records.
• Compare development options before committing capital.
• Define the next funding requirement and the actions for months four to six.

Agree PHC scope, funding, access and a local contact before mobilisation. Keep school operations, PHC delivery and capital works as separate budget categories.

• School baseline: enrolment, attendance, teaching needs, staffing, facilities, assets, land information and operating finances recorded and reviewed with school leadership.
• Working assurance: named owners, current action and concern records, traceable spending and three monthly progress reports.
• Development options: an agreed school brief, a comparison of repair, replacement and phased construction, and indicative local costs.
• Investment decision: a recorded recommendation to proceed, revise or pause, showing funding needs, dependencies and further evidence required.
• Local delivery capability: the team can maintain core records and explain outstanding actions and costs.
• Next-stage plan: a funded action schedule for days 91–180 and an outline of the reusable school assurance template.

• Confirm leadership, access, responsibilities and the go/no-go decision.
• Build the initial school and site record and identify the priority information gaps.
• Start simple action, concern, spending and reporting routines.

• Days 1–7 — PHC lead and Blaise: brief school leadership, agree the scope and decision process, and complete the readiness review.
• Days 1–7 — school leadership: identify urgent building, safeguarding and teaching-continuity concerns; assign immediate responses and obtain specialist help where needed.
• By day 14 — Blaise and school leadership: gather pupil, attendance, grade, staffing and timetable records; discuss priorities with staff, families and pupils through suitable school arrangements.
• By day 21 — local coordinator: gather the site layout, land documents, permissions, facility information and asset inventory; identify technical assessments needed.
• By day 21 — finance contact: assemble income, expenditure, commitments, account details and supporting records; separate PHC costs from school and capital costs.
• By day 30 — PHC team: assign action owners and review dates, open the concern and decision records, and agree weekly check-ins and monthly reporting.
• Day 30 — school and PHC leads: review readiness, initial findings, urgent actions and the work required to complete the baseline.

• Readiness report and recorded go/no-go decision.
• School Baseline Pack v1 with source records and a dated list of gaps.
• Initial site and asset record and technical-assessment brief.
• Responsibility map, priority action list and concern register.
• Initial budget and spending record, reporting calendar and day-30 progress report.

• School leadership and the project lead are identified; the readiness decision is recorded.
• Every priority action and urgent concern has an owner, next step and review date.
• Each baseline topic has a source record or a named action to obtain it.
• The day-30 review records progress, spending, unresolved issues and decisions.

• Agree the educational and facilities brief with the school.
• Make activity, action, concern and spending records usable by the local team.
• Shortlist improvement options and identify costs, constraints and funding gaps.

• By day 40 — school leadership and Blaise: review the baseline, confirm pupil and classroom requirements, and rank priorities by learning, safety, urgency and affordability.
• By day 45 — PHC team: set up Portal access, Timechunk recording and the seven PHC Lists; train local participants and agree an offline fallback.
• By day 45 — finance contact and PHC analyst: reconcile opening records, agree payment approvals and evidence requirements, and establish regular cost review.
• By day 50 — Blaise and technical advisers: assess facilities, land and permission requirements, site access and the route to maintaining teaching during development.
• By day 55 — technical advisers with the PHC team: compare repair, replacement and phased construction; consult conventional, low-cost and 3D-printing providers against local feasibility.
• By day 60 — PHC analyst and local coordinator: collect comparable local estimates and record scope, exclusions, logistics, maintenance and operating implications.
• Day 60 — school and PHC leads: review the option shortlist, team capacity, authorised early actions and the evidence needed for the day-90 decision.

• School Baseline Pack v2 and agreed pupil, teaching and facilities brief.
• Working PHC records, ledger and participant access arrangements.
• Prioritised improvement plan with owners, dependencies and resource needs.
• Options comparison and local cost evidence, including technical questions still to resolve.
• Day-60 progress report, cost review and decision record.

• School leadership signs off the brief and records the basis for pupil and classroom requirements.
• Every shortlisted option uses the same comparison criteria and identifies missing evidence.
• Local participants demonstrate the records needed for their assigned tasks.
• Every recorded payment has an approval and supporting evidence or an exception action.
• The second monthly review assigns decisions, owners and dates.

• Establish the strongest practical school improvement route and its funding requirement.
• Make monthly reporting and local recordkeeping routine.
• Agree the day-90 decision and a realistic continuation plan.

• By day 70 — PHC lead and technical advisers: review the shortlisted options against educational needs, land, permissions, feasibility, total cost and teaching continuity.
• By day 75 — finance contact and PHC analyst: assemble the next-stage budget, funding gap, operating costs and risk-based contingency; distinguish estimates from quotations.
• By day 80 — local coordinator and PHC team: check action completion, spending evidence and indicator records; resolve gaps or record their effect on the decision.
• By day 80 — school leadership and Blaise: discuss the preferred route with staff and families and record feedback and concerns.
• By day 85 — PHC lead: issue the decision pack to school leadership and sponsors, showing the recommendation, alternatives, costs, dependencies and decisions required.
• By day 90 — school leadership and sponsors: decide whether to proceed, revise or pause; record responsibilities, funding conditions and further assessment work.
• By day 90 — local coordinator and PHC team: agree the days 91–180 schedule, demonstrate routine record updates and document the first reusable templates and lessons.

• Month-three decision pack: school brief, options appraisal, indicative costs, funding gap, risks and recommendation.
• Recorded school and sponsor decision, with reasons, conditions, owners and dates.
• Third monthly progress report and reconciled PHC spending record.
• Days 91–180 action plan, matched to available funding and team capacity.
• Local operating guide covering roles, records, reporting, approvals and escalation.
• School assurance template v1 and an initial learning log for existing schools and new builds.

• The day-90 review records a decision, or a specific assessment action with an owner and date where evidence is insufficient.
• The funding pack separates PHC delivery, school operations and capital works and explains the basis of its costs.
• Three monthly reports and their decisions are available, with spending records and outstanding exceptions visible.
• Every continuation action has an owner, due date, resource requirement and funding status.
• Local participants can update their records and identify when an issue needs escalation.