January 22, 2019

Borrodale School Working Group



Glendale Trust Directors

Elgar Finlay (Community Council)

Elizabeth Macleod (LDO The Glendale Trust)

Community volunteers


Sub-committee – Borrodale School Working Group

This sub-committee has been set up under the terms of the Glendale Trust Articles of Association, paragraph 16.



The Glendale Trust was established to support the development and regeneration of Glendale, a remote and fragile area on the extreme West of the Isle of Skye.  To help counter balance this fragility, Glendale Trust developed a Community Growth Plan in October 2012, driven by the views of the community, which sets out a vision for Glendale and a series of proposed projects and actions to achieve this vision.  The purchase and development of the disused Borrodale School buildings has been highlighted in this Community Growth Plan.

Borrodale School was a primary school which operated until 2007 after which it has become disused and increasingly derelict.  The Glendale Trust purchased the school in March 2015 from The Highland Council and now propose to undertake the development of this land and buildings for community benefit. 

Borrodale School – The story so far…

Borrodale Project History



The purpose of this sub-committee is to lead and guide the work required to create a detailed project plan and to oversee the execution of that project plan on behalf of the Glendale Trust Board of Directors.



The sub-committee will (initially) comprise of the following:

  • One or more Glendale Trust Directors;
  • One or more representatives of each of the following project stakeholders: The Glendale Community Council, local landowners and the wider community.
  • The Glendale Local Development Officer
  • Other members, as determined from time to time by the sub-committee chair.


Delegated powers

The following powers, held by The Glendale Trust under paragraph 4 of the Memorandum of Association, are delegated to this sub-committee subject to the conditions noted. In all cases these powers, as delegated to the sub-committee, refer specifically to the Borrodale School project and are subject in each case to approval from the Glendale Trust Board of Directors for any financial expenditure.

  • to improve, manage, develop, or otherwise deal with, all or any part of the property and rights of the company.
  • to engage such consultants and advisors as are considered appropriate from time to time.
  • to liaise with other voluntary sector bodies, local authorities, UK or Scottish government departments and agencies, and other bodies, all with a view to furthering the company’s objectives.
  • to enter into any arrangement with any organisation, government or authority which may be advantageous for the company’s purposes, and to enter into any arrangement for co-operation or mutual assistance with any charitable body.


Rules of procedure

The sub-committee will be expected to convene monthly. However, such meetings may happen as often or as and when required.

To achieve its purpose members of the sub-committee will be called upon to make decisions in order to solve problems. Decision making and problem solving are ongoing processes of evaluating situations or problems, considering alternatives, making choices, and following them up with the necessary actions.

The sub-committee will:

  • represent the interest and views of stakeholders which have vested interests in the results of the Borrodale School project.
  • report to the Glendale Trust Board at each board meeting, informing and guiding the Glendale Trust Board on the project
  • oversee the planning and design process, ensure ongoing consultation and involvement of the wider community
  • make recommendations to the Glendale Trust Board relating to the implementation of the project and the elements to be included.
  • have an ongoing role in ensuring that all parties are fully engaged in the project as it progresses and that the project is delivered to the quality required and will meet the needs of users.
  • liaise with the project manager and contractors while on site.
  • maintain and strengthen communication lines with all parties involved.
  • share what individual information, knowledge and expertise they possess on the project.
  • encourage community input and support, ensuring that the work meets the community’s vision for the future of the area.
  • regularly seek community feedback on the project.