Navigating the Department for Education’s new Estate Management Standards: What schools need to know

By Pete Watton, property services team, Capita Entrust. 

The Department for Education (DfE) has recently introduced a new set of estate management standards designed to help schools manage their estates more effectively. These standards aim to support schools in prioritising projects, building on good practice, and ensuring compliance with legal requirements. But what do these new guidelines mean in practice, and how can schools rise to the challenge of meeting them?

Why new standards?

Managing a school estate is a complex task, involving everything from compliance and funding to building condition and strategic planning. The new standards set out clear requirements for estate management practices and processes, aligning with the DfE’s Estate Management Competency Framework (published June 2023), which details the skills and qualifications needed for school estates staff.

Who are the standards for?

These standards are intended for a wide audience: school leaders, trustees, school business professionals, and anyone responsible for the day-to-day running of the school estate. In short, effective estate management is a collective responsibility.

The four levels of compliance

The standards are structured across four levels:

• Level 1: Baseline
• Level 2: Transitioning
• Level 3: Fully Effective
• Level 4: Advanced

Schools are required to reach at least the baseline level, but the framework encourages progression to higher levels as best practice.

Key areas covered

The standards are broken down into several core areas:

1. Strategic estates management

• Baseline: Policies, governance, estate strategy, and asset management plan in place.
• Transitioning: Climate action plan linked to the estate vision.
• Fully Effective: Regular structured review meetings.
• Advanced: Asset management plan and estate vision aligned with budget cycles.

2. Planning and organising resources

• Baseline: Governing board oversight, named individual responsible, accurate budget process.
• Transitioning: Continuity planning, due diligence with contractors.
• Fully Effective: Integration of climate adaptation plans and cyber prevention.
• Advanced: Use of up-to-date condition data for budgeting and investment planning.

3. Understanding and managing land and buildings

• Baseline: Asset register, tenure information, compliance register, building layout plans, energy and cost data.
• Transitioning: Proactive use of condition data for planning.
• Fully Effective: Use of digital building information modelling (BIM) where feasible.

4. Maintaining the estate

• Baseline: Safe, warm, dry buildings; suitable learning environments; adherence to HSE guidance.
• Transitioning: Balance between planned and reactive maintenance.
• Fully Effective: Embedded maintenance plans within estate strategy.

5. Health and safety

• Baseline: Statutory responsibilities managed, health and safety policy in place.
• Transitioning: Regular risk assessment reviews, staff training (e.g., asbestos regulations).
• Fully Effective: Structural stability inspections.

6. Fire safety, asbestos, legionella

• Baseline: Up-to-date risk assessments and management plans.
• Advanced: Enhanced documentation and photographic records.

7. Digital technology and sustainability

• Fully Effective: Digital technology requirements considered.
• Advanced: Engagement with national sustainability initiatives.

8. Other requirements

• Display energy certificates, secure perimeters, and controlled access.

Challenges and contradictions

While the standards provide a comprehensive framework, there are some overlaps and contradictions between the levels. For example, some requirements listed at advanced or transitioning levels—such as using up-to-date condition data or ensuring staff training—arguably should be baseline expectations. Achieving baseline compliance will be the main challenge for many schools, but once reached, progressing through the levels should become more manageable.

Supporting schools

To help schools meet these new standards, solutions like Capita’s Total Asset Management (TAMs) system have been developed, offering practical support to achieve baseline compliance and beyond.

The DfE’s new estate management standards set a clear path for schools to follow, with a strong emphasis on safety, efficiency, and strategic planning. While the journey to compliance may be challenging, the benefits—safer environments, reduced risks, and better resource use—are well worth the effort.

To discuss your estate management compliance and how Capita’s TAM solution can help get in touch.