Page 21 - ECDoE_Planning and Delivery of School Infrastructure_Status Report_Jan2020

Water
Schools must have suf cient legal water supply available at all times for drinking, personal hygiene, and food preparation (where required). The type of supply must meet the school’s speci c environment and must be maintained. Sources of water supply could include:
• A municipal reticulation network;
• Rainwater harvesting & tanker supply from municipalities; • Mobile tankers;
• Boreholes; and
• Local reservoirs and dams.
Sanitation facilities that are easily accessible to all learners and educators must be available. These facilities must provide privacy and security, promote health and hygiene standards, comply with all relevant laws and be maintained in good working order. The type of supply must meet the school’s speci c environment. Sanitation facilities can include:
• Waterborne sanitation;
• Small bore sewer reticulation; • Ventilated improved pit latrines; and
• Septic or conservancy tank systems; • Composting toilets.
The norms and standards for school sanitation provide guidelines on the number of toilets and washbasins to be provided for girls, as well as the number of toilets, basins, and urinals to be made available for boys, as well as male and female educators, in primary and high schools respectively.
Plain pit and bucket latrines are not allowed at schools!
Sanitation
Perimeter and school safety
Providing a safe environment conducive to
teaching and learning is important. Every school site, including all outbuildings and sporting and recreational facilities, must be surrounded by appropriate fencing to a minimum height of at least 1,8 meters. All school buildings must have at least one form of safety and security measure, such as:
• Burglar proo ng to all opening window sections
on all ground oor buildings accessible to learners
and educators;
• Security guard arrangements; and
• Where available, an alarm system linked to a
rapid armed response service.
Laboratories for science, technology, and life sciences
60m2
Schools offering science subjects must have a laboratory that includes the necessary apparatus and consumables for conducting experiments and scienti c investigations. All apparatus may be housed in a laboratory, mobile laboratory, classroom or a safe container. Apparatus need to be stored in a lockable storage facility and must adhere to safety standards.
Multipurpose Hall
120m2
Tuckshop
15m2
Dining Room
100m2
Administration areas
Staff kitchenette
12m2
Principal’s of ce Administration of ce
20m2
Staff room
60m2
Strong room
10m2
Deputy Principal’s of ce Head of Department’s of ce Reception area Admin storage area Printing room
15m2
Electricity
Schools must have suf cient legal power supply to meet their requirements.
This could include:
• Connection to the
electrical grid;
• Generators; and
• Alternative energy
(Solar and wind power).
Sport and recreation
facilities
Schools must have areas where physical education, sporting, and recreational activities can be practiced. This type of facilities will be determined by the activities offered by the school. If this is not available schools may use the facilities at another school or in the local community.
Minimum Universal Design for learners with
disabilities and special education needs
As with mainstream schools, all schools intended for learners with special education needs (LSEN) must comply with Universal Design taking into consideration the nature of the specialised support programme offered at the school. This must include, but not be limited to:
• Clear oor area in passages, walkways, and points of access for people using wheelchairs and other mobility devices and aids;
• Parking to be located as close as possible to entrance areas;
• Ramps and handrails with regulated slopes, heights, and spacing;
• Toilets must meet the requirements of the National Building Regulations; • Adequate notice boards which are accessible to all users in the school
building and which contain signage that is visible and legible;
• Tactile signage should be provided for learners and educators with
impaired vision;
• Visual aids should be provided to communicate with learners and
educators who are deaf or hearing impaired; and
• All other aspects of Universal Design must be compliant with the
relevant requirements of the National Building Regulations and SA National Standards.
21 | Planning and delivery of Public School Infrastructure - Status Report January 2020
SPORTS FIELD
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