What do the new DfE school estates standards mean for facility managers?

The new DfE School Estate Management Standards signal a shift toward more structured, evidence-led and accountable estates management. For facility managers, this means being able to clearly show how compliance, maintenance planning, asset data and governance are being managed, not just doing the work, but proving control in a practical, defensible way.

Many schools are moving toward one system for managing estates information, rather than relying on disconnected documents and individual knowledge.

Table of contents

• What’s actually changed in the DfE standards?
• What do school FMs actually need to do now?
• Are schools expected to reach the highest maturity level?
• How much evidence is enough?
• What does 'good' estates management look like in practice?
• Is digital readiness really part of this?
• How does sustainability fit into the standards?
• What will governors and trust leaders start asking?
• How are schools managing this without adding admin?
• What should I do next?

What’s actually changed in the DfE school estates standards?

While the January 2026 DfE update wasn’t new legislation, it reinforced a clear direction of travel for education estates.

The standards bring together existing guidance and expectations into a clearer framework that focuses on:

• accountability
• planning and prioritisation
• evidence and documentation
• sustainability
• and digital readiness

In short, estate management is becoming more visible, more structured, and more accountable, especially at the leadership and governance level.

What do school facility managers actually need to do now?

For most schools, this isn’t about starting again. It’s about clarity.

That usually means:

• understanding which maturity level you’re currently operating at
• ensuring compliance records (fire, asbestos, water safety, inspections) are accessible and up to date
• balancing reactive work with clearer planned maintenance
• and being able to explain estate risks and priorities to senior leaders

The emphasis isn’t on perfection, it’s on being able to show control.

Are schools expected to reach the highest maturity level?

No.

The DfE has been clear that schools are not expected to jump straight to “advanced” estates management. The realistic target over time is Level 3: Fully Effective.

What matters most is:

• knowing where you are now
• understanding the gaps
• and having a plan to improve

Progression matters more than labels.

How much evidence do we realistically need?

This is one of the biggest shifts.

The expectation is no longer just doing the work, but being able to show it clearly, quickly and confidently.

That includes records for:

• fire safety
• asbestos management
• Legionella and water safety
• statutory inspections
• contractor activity
• building condition and asset knowledge

If you can produce this information without scrambling, you’re broadly aligned with the standards.

What does 'good' estates management look like in practice now?

The standards reinforce a move away from constant firefighting toward more control.

In practice, that looks like:

• forward maintenance planning
• basic lifecycle thinking
• prioritised investment decisions
• fewer surprises where possible

Most school FM teams already do elements of this. The difference now is joining it up and making it visible.

Is digital readiness really part of the new expectations?

Digital readiness means estates information is accessible, data supports decision-making, and systems reduce reliance on memory and spreadsheets, which is why many schools are moving toward a CAFM system designed for education estates.

Digital readiness looks like:

• estates information is accessible
• data supports decision-making
• systems reduce reliance on memory, inboxes and spreadsheets

The DfE has been clear that these standards are designed to simplify what many schools found overwhelming, not add more admin.

How does sustainability fit into the new standards?

Sustainability is no longer a side project.

Energy efficiency, carbon planning and climate readiness are becoming embedded expectations, even where budgets feel tight.

For most schools, this starts with:

• understanding where energy pressures sit
• linking estates decisions to sustainability goals
• aligning with existing guidance like GEMS

It’s about awareness and planning, not instant transformation.

What will governors and trust leaders start asking?

One of the quieter changes happening across education is that estates management is becoming more visible at the leadership level.

You may be asked:

• What level are we operating at?
• Where are the biggest risks?
• Do we have a plan for the next 2–3 years?
• Could we evidence compliance immediately if needed?

The standards give leadership teams a clearer framework, which means clearer questions for FMs.

How are schools managing all this without adding admin?

The strongest approaches we see are digital-first and centralised.

That usually means:

• one system for assets, inspections and compliance evidence
• clear access and version control
• information linked back to buildings, not people

The goal isn’t more work,  it’s less last-minute scrambling and more confidence.

You don’t need to solve everything this term. But you do need to know where you stand.

• The DfE estates standards aren’t about new rules, they’re about structure and evidence
• Schools aren’t expected to be perfect, but they are expected to show control
• Estates management is becoming more visible at governance level
• Digital, centralised information is becoming the norm
• The right systems make this easier, not harder