Valuation and Ethics

 

 

 

 

 

LO1 Critically evaluate valuation methodologies and their uses
LO2 Critically appraise aspects of ethics and regulation and provide reasoned solutions and
advice to ethical problems
LO3 Critically analyse comparable rents, yields and capital values, to evaluate the current
UK and international property markets in a range of sectors
LO4 Develop basic valuation reports and provide justified solutions to a range of real estate
valuation problems
Scenario
You are employed as a graduate surveyor by Castlebrook, a firm of general practice surveyors. A
well-established client, Cathedral Properties Ltd, owns a portfolio of different types of real estate.
Castlebrook have been asked for advice concerning two properties from their portfolio.
Property 1
The first property comprises a ground floor mid-parade lock-up shop, with the following internal
dimensions:
Internal width (at front): 7.65m
Shop depth: 26 m
At a depth of 15m the shop widens for the remainder of the shop by 3m giving an internal width of
10.65m. The shop provides an ‘L’ shape configuration.
Within the shop there are three columns spaced at 5m intervals from the frontage. These columns
measure 0.45 m by 0.45m. At the rear of the shop there are WCs measuring overall 1.8m by 1.8m.
Property 2
The second property is a vacant office building known as Belmont House, situated on Belmont
Business Park. Belmont Park was built in 2010 and comprises 10 modern office buildings, situated
on the edge of a large regional city. Basic details of the subject property are as follows:
Address: Belmont House, 1 Belmont Business Park.
Title: Freehold.
Three-storey open-plan office.
Total accommodation 1,950 square metres (20,990 sq ft) International Property Measurement
Standard 1 (IPMS 1) with 20 car parking spaces.
Freehold interest to be placed on the market imminently.
© University College of Estate Management 2020 Page 3 of 11
Table 1: Comparable Evidence – Belmont Business Park
Address Description Lease terms Floor areas Transaction/Ren
t p.a. (including

 

 

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  • Eliminate discrimination, harassment and victimisation
  • Advance equality of opportunity between people with disabilities and non-disabilities
  • Foster good relations between disabled and non-disabled people.

All staff, students, parents and users of the educational institutions have to comply with this general duty with regard to disabilities.

The specific duty requires schools to show how they are meeting the general duty. The specific duty is about how a school sets out to meet its general duty and how this evidence will be recorded to show what the school has done.

The specific duty requires schools:

  • To publish information to indicate how they are complying with the Public Sector Equality Duty.
  • To prepare and publish one or more specific and measurable equality objectives. These objectives must be achievable within the context of the school and available resources. (Hills 2012)

An example of a measurable objective would be;

By the end of 2014-2015 the % of SEN students at SA+ achieving GCSE Mathematics will increase from 36.4% to 40%.

Strategies will then need to be identified showing how the staff and school will aim to achieve this objective.

The Equality Act and effects on SEN provisions within schools

The EA has now strengthened the promotion of inclusion within mainstream schools through anti-discrimination procedures and reasonable adjustment requirements. This now

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