IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING IID Architects | The - - PowerPoint PPT Presentation

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IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING

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School Estate Master Planning – for achieving efficiency, effectiveness and value for money in dealing with issues that all schools face

Introduction: We are here to share some of our experiences in master planning for schools and colleges. The objective of a master plan is:

To provide an overall vision for the future
To set logical educational objectives and identify budget constraints
To improve curriculum delivery and pastoral care
To break down future development into a series of manageable phases
To maintain a sense of direction no matter how long that journey might take
To provide overall coherence to the school’s estate
To provide planning departments, funding bodies, governors, parents and pupils with reassurance that works have been founded on sound principles to eliminate the risk of ad-hoc, piecemeal
r potentially futile development
To minimise objections to development proposals, ease planning and funding approvals and provide a greater sense of certainty and credibility for future development

Issues frequently encountered include:

Unsustainable estates - large heating and lighting bills
Piecemeal and unsatisfactory building development
Illogical layout and wayfinding
Run down and expensive to maintain building stock
Lack of flexibility
Wasted space
Local authority resistance to incremental development ‘creep’

In this presentation we will look at our typical approach to master planning and how we can start to address some of these issues.

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING - INTRODUCTION

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IID Architects

Founded in 1984
Based in Richmond upon Thames
4 Directors and 20 Staff including architects, architectural assistants, product designers and

administrators.

Emphasis on social/community based project work working collaboratively with end users
Have become educational specialists working with over 50 schools and colleges in both independent

and state sectors

Working on a broad range of education projects ranging from £250,000 to £20 million in value –

from Sure Start Centres to Oxbridge student residences

regularly working within the context of sensitive sites - Listed Buildings, Conservation Areas, Green

Belt, etc.

extensive experience in master planning for school sites
ur relationship with several schools extends beyond 20 years and the majority of our work comes

from repeat commissions and recommendations.

In the 33 years since its inception, IID Architects have received many awards – most recently being

shortlisted for Education Architect of the Year 2017 (Nursery to 6th Form) by BD Magazine

Tiffin School : The Dempsey Centre Library & IT Suite The London Oratory School : The Philip Neri Library Atrium

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – BACKGROUND TO IID ARCHITECTS

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St Helen’s School, Northwood – since 2013. Royal Grammar School, Guildford – since 2011. St George’s College & Junior School, Weybridge – since 2012. The London Oratory School, Fulham – since 2011. Tormead School, Guildford – since 2011. Sir William Perkins’s School, Chertsey – since 2000. Tiffin School, Kingston upon Thames – since 2000. Lady Margaret School, Parsons Green – since 2008.

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CURRENT SCHOOL & COLLEGE CLIENTS

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Farnborough Hill School, Farnborough – since 2011. Magdalen College School, Oxford – since 2016. Frensham Heights, Surrey – since 2011. Haberdashers’ Aske’s School for Girls, Elstree – since 1992. The Tiffin Girls’ School, Kingston upon Thames – since 2007. St Catherine’s School, Bramley –since 2004. Hampton & Denmead Schools, Hampton – since 1993. Reed’s School, Cobham – since 1999.

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CURRENT SCHOOL & COLLEGE CLIENTS

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IID’s involvement with master planning began in the early 1990s when we started working with state schools and colleges who had recently assumed responsibility for the management of their estates following devolvement from the Local Authority . We worked in close collaboration with a number of schools and colleges to develop Long Term Plans whereby the assets they held could be assessed and measured against their longer term requirements and a course could be set for a period, typically spanning 15 to 20 years, to meet the anticipated needs. Fundamentally, the assessment was based on:

The school’s ability to deliver the curriculum
The identification of accommodation shortfalls in terms of sufficiency & suitability
Consideration of the longer term energy demands
The identification of site and budgetary constraints
The identification of opportunities
the development of appropriate accommodation and services strategies which would

enable the school or college to remain a sustainable centre of learning It was always intended that such Long Term Plans should be ‘live’ and fluid documents capable of annual review and adaptation to meet changing needs. As architects, we are often approached by a new educational client to provide a building or to prepare a CIF bid to address their currently perceived shortfalls. Often the initial briefing has been formulated without any long term thought or assessment of the potential of existing facilities. At this stage, we advocate a short ‘pause for breath’ and a re-assessment of need against broader long term issues. From the energy perspective there will be relatively little benefit of pursuing renewable energy measures if the more fundamental issue of reducing energy demand in the first place is not addressed

r energy consumption remains unmonitored.

On the planning front, the availability of long term accommodation and servicing strategies is often a pre-requisite for the validation of applications; a position which will only be reinforced as we head towards ‘zero carbon’ targets and ever more demanding BREEAM standards. It is perhaps particularly pertinent that schools, as places of learning, encourage stewardship of a sustainable environment – is a new building necessary when it is possible to re-furbish or extend an existing ? .

Lady Margaret School : 3FE to 4FE Expansion St Helen’s School : the new Junior School

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – MASTER PLANNING BACKGROUND

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St Helen’s School, Northwood Haberdashers’ Aske’s School for Girls, Elstree St Catherine’s School, Bramley St George’s Junior School, Weybridge The London Oratory School, Fulham Reed’s School, Cobham Tormead School, Guildford Hampton School, Hampton Royal Grammar School, Guildford Sir William Perkins’s School, Chertsey Longacre School, Shamley Green Tiffin School, Kingston Woodlands School, Coventry Aldermoor District Centre, Coventry Swanswell Learning Quarter, Coventry Newham Primary Capital Programme The Tiffin Girls’ School, Kingston Lady Margaret School, Parsons Green

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – MASTER PLANNING EXPERIENCE

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The master plan needs to be a ‘living’ document which reflects and informs the school’s wider vision and development plan.
It needs to consider the practicalities of change within an operational school.
It needs to reflect realistic funding opportunities and longer term revenue implications.
It needs to address energy consumption and the broader sustainability of the estate.
It needs to have flexibility and ideally needs to be reviewed on an annual basis to reflect changes to the school’s needs and aspirations.
The master plan should provide a strategic review of the school estate including buildings, external site areas, landscape and site services.

A typical master plan would comprise :

Preparation of as existing estate drawings based on survey material
Preparation of a basic 3D developmental model
Detailed assessment of the existing accommodation and site, analysing what works, what does not and why.
Review of current servicing strategy and energy consumption.
Identification of principal development objectives based on curriculum, planning and long term sustainability considerations.
Identification of development opportunities for refreshing/refurbishing and adaptation of existing accommodation and for appropriate new-build elements to ensure a coherent, integrated

and flexible range of accommodation which meets the users’ requirements both now and into the future.

Development of a long term strategic and transformational vision for the estate to equip it for current and future generations of pupils.
Preparation of phased development options for the imaginative incremental transformation of the school over a 10-20 year period including 3D representations of the proposed strategic
ptions.
Outline high level costs for the proposed strategic options.

Master Plan Description

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – THE PROCESS

PHASE 1&2 PHASE 4 PHASE 5 PHASE 6 PHASE 7 PHASE 10 PHASE 3 PHASE 8b PHASE 9 PHASE 8a

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Each school we work with has different priorities and circumstances, and the programme for any Master Plan needs to be designed to suit the particular school. Typically, we would look to undertake a master plan over a 3 – 4 month period, culminating in a presentation to Governors. From our experience this period of time works well. It is not too drawn out – (the SMT particularly have a school to run) but is sufficient to allow the consideration needed for a foundational study of this type. The programme also needs to respond to the school’s own programme of activities, events and holidays. The overall programme is split into two principal phases 1. Fact Finding and Initial Concept/Options and 2. The development of more detailed Design Proposals and Demonstration of Ideas Both would be undertaken in close collaboration with the school, requiring regular project meetings and appropriate consultation sessions. The programme includes monthly Project Meetings with the school’s working party (typically, Head, Director of Finance and representatives of the Senior Management Team) throughout the process. It also includes anticipated presentations to the school’s Governors and selected groups (parents, staff, neighbours, etc); as well as early sessions with the Local Planning Authority generally as part of a pre-application process. Finally, we also recommend a period for reflection and review following the completion of the Initial Draft to allow comments to be sought from a wider range of relevant parties before the Master Plan is finalised.

Master Plan Programme

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – THE PROGRAMME

PHASE 1 PHASE 2

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A well structured process with progressive key milestones and regular project meetings and presentations
A highly consultative process with key stakeholders – SMT, staff in general, pupils, parents, Governors, planners, etc
A creative conversation with the school, applying imaginative thinking alongside listening to those who use and know the premises intimately.
Building a strong relationship with the School and getting to understand its ethos and character.

Key Issues

Integration with the Existing School :
Organisation :
Planning for Construction :
‘Live’ Environment / H&S Issues :
Budget :
Energy Strategy :
The Public Face of the School :
Collaborative Team Working :
Planning Certainty :

Master Plan Methodology/Approach

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – METHODOLOGY & APPROACH PROGRAMME

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MASTER PLAN CONTENTS

1. Introduction and Terms of Reference
Programme and Process
2. Analysis of Existing School
Planning Context
Existing Site Organisation / Shortcomings to be addressed
Existing Buildings - Shortcomings to be addressed
Existing Space Use
BB103 Areas Comparison
Analysis of Existing Buildings - Architectural Quality

3. Development Constraints and Opportunities 4. Development Objectives 5. Development Options:

Proposals
Phasing 3D Overview
Strategic Proposals - Phasing
Strategic Proposals - Proposed Layouts

7. M&E Services / Sustainability 8. Cost Studies 9. Conclusions and Recommendations

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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Introduction & Terms of Reference

master planning ‘team’ – Architects, MEP/Sustainability Consultants, Cost Consultants, Surveyors, etc

Appointment & Programme
Limitations of Study and the basis of Information upon which the Master Plan has been

prepared Background

School/College history – when founded, how long on current site, current status

(Academy, MAT) etc?

School Data – single sex, co-ed, forms of entry, student ages, Early Years, 6th Form, current

size, staff numbers, anticipated growth, etc

Location – surrounding areas, roads, public transport links, relationship with other

schools, on site parking, staff residences, etc

Site Area

Objectives & Purpose of Study

This Master Plan seeks to provide an imaginative and coherent framework for a

programme of future development over a 20 year period.

Externally, the objectives could include: improvement to the school’s boundary & safe

guarding, inter-relationship of site entrance and main school reception, separation of vehicular & pedestrian routes, improvements to the range and quality of exterior spaces; improved integration of teaching areas with the landscape and improved pupil drop off & collection arrangements, parking facilities, etc.

Internally, the objectives could include improvements to: general and specialist teaching

areas, circulation, accessibility, kitchen & dining facilities, sports facilities, environmental comfort (heating, ventilation, acoustic, etc). Process & Consultations/Engagements

Programme
Meetings/Workshops with SMT and possible ‘shadowing’ of pupils & staff
Presentation to Governors
External consultation possibly including a Pre-Application submission to local planning

authority.

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

Proposals & Phasing

The Master Plan proposes development phases which include remodelling and

refurbishment

the existing building stock alongside new-build replacement

accommodation. The interventions proposed address the existing shortcomings and

reflect the priorities identified through detailed dialogue with the School. Programme

A 20 year timescale for development is envisaged and the proposed phasing provides a

mixture of significant projects alongside more modest interventions allowing breathing space between phases as the programme progresses.

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Planning Policy Context and Key Considerations

Listed Buildings, Conservation Areas, Green Belt, Metropolitan Open Land, TPOs, etc.
Local Core Strategy, Neighbourhood Area Policy, The London Plan , UDPs, etc
Flood Risk
Ecology/Biodiversity
Archaeology
BREEAM
Community Infrastructure Levy (CIL)
Sunlight & Daylight
Party Walls/Fences
Site & Boundary Ownership
Environmental Impact
Noise Impact – flight paths, nearby roads, etc
Transport Assessment & Travel Plans, Cycle Parking, Parking Policy, etc
Waste Management, Bin Stores, Recycling, etc
Visual Impact
Affordable Housing Statement

Local area of special character (Policies CS8, DM12) School Open Space (Policies CS3, DM5, DM23) Additions to Strategic Cycle Network (Policies CS6, DM8) Borough Strategic Walking Network (Policies CS6, DM8) Neighbourhood Policy (Policy KT1) Local Development Framework Proposals Map (Extract from http://www6.kingston.gov.uk/maps/MapPage.aspx?map=ldf)

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IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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Shortcomings – Site & Grounds

1. Blind spot for vehicles and pupils. 2. Unsightly external storage containers and sheds. 3. Lack of adequate external covered spaces for pupil activities. 4. Main entrance to school is understated. Visual conflict between tower and atrium section of the Holdsworth wing. 5. Insufficient number of green soft areas around school. 6. Review appropriate location for community store shed. 7. School appears to be over provided for tennis courts. 8. Possible potential for re-development of caretaker’s house.

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IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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Shortcomings – Buildings & Accommodation

1. Science labs below BB103 minimum area for 30 pupils. 2. Drama room is rather ‘out on a limb’ and has limited A/V provision 3. Use of Drama Studio is limited as room is more often used for lectures with the retractable seating limiting dramatic activities. Support facilities (e.g. changing rooms, green room & storage) are inadequate. 4. Art rooms not sufficient in number or adequate in size. BB103 recommends 3 general art rooms and 2 3D art rooms, currently only 3 art rooms are available and only one of them has the recommended minimum area. Poor quality building construction. 5. Number of design and technology rooms adequate but size not compliant with minimum requirements for resistant materials workshop and food room under BB103. Poor quality building construction. 6. Main hall shape, size and height not best suited for performances, cannot accommodate the full school and stage sound and lighting systems are not readily controlled for drama teaching purposes. 7. Dining hall adequate in size but approximately 20% of space is taken up by pupils queuing for servery. 8. Size of sports hall and shape not meeting recommendations for sporting activities (4-court). Fitness studio not adequate in size. Poor quality of building construction. 9. Kitchen staff back of house facilities and kitchen in need of an upgrade with improved link between kitchen, servery and dining hall required.

10. Tired “Spartan” changing facilities and toilet accommodation. Poor quality
building. No specific facilities provided for staff.
11. Toilets in need of refurbishment.
12. Classrooms not adequate in size for minimum group numbers.
13. Room with redundant use following relocation of LRC. Poor quality building.
14. Circulation congestion.
15. Rationalisation required of office and admin spaces .
16. Sick room is inadequate and poorly located.

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KEY – SPACE CATEGORIES Non-Net Area (ancillaries) Basic Teaching Admin / Offices Learning Resources Large Spaces

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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Existing Space Use

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School Numbers (Current & Anticipated)

Pupils:
Staff:

Building Bulletin 103 Analysis

ANALYSIS OF EXISTING BUILDING AREAS (m2) AREAS CURRENT AREAS BB103 KS3/4 POST 16 TOTAL BB103 6FE (900 PUPILS) BB103 POST 16 (300 PUPILS) POST 16 (360 PUPILS) TOTAL (1200 PUPILS) TOTAL (1260 PUPILS) NET AREA basic teaching 3856.00 2.9*N 2610.00 3.2*N 960.00 1152.00 3570.00 3762.00 halls, dining and PE 1194.00 0.6*N 540.00 0.6*N 180.00 216.00 720.00 756.00 learning resources 759.00 0.15*N 135.00 0.4*N 120.00 144.00 255.00 279.00 staff & administration 682.00 0.2*N 180.00 0.2*N 60.00 72.00 240.00 252.00 storage 522.00 0.25*N 225.00 0.3*N 90.00 108.00 315.00 333.00 float 0.4*N 360.00 0.3*N 90.00 108.00 450.00 468.00 MINIMUM NET AREA 7028.00 4.5*N 4050.00 5*N 1500.00 1080.00 5550.00 5130.00 MAXIMUM NET AREA 4.9*N 4410.00 5.4*N 1620.00 1944.00 6030.00 6354.00 NON-NET AREA 2728.90 1.8*N 1620.00 2*N 600.00 720.00 2220.00 2340.00 Toilets and personal care 408.00 405 413 Kitchen facilities 145.00 126 131 Circulation 1526.00 1694 (@25.9%) 1783 (@25.9%) plant 189.00 120 (@1.6%) 125 (@1.6%) Area of internal walls 476.00 275 (@4.2%) 288 (@4.2%) MINIMUM GROSS INTERNAL AREA 9756.9 6.3*N 5670.00 7*N 2100.00 2520.00 7770.00 8190.00 MAXIMUM GROSS INTERNAL AREA 7.1*N 6390.00 7.85*N 2355.00 2826.00 8745.00 9216.00

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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Roof: Flat roof
Walls: Facing brick - Red
Windows/Doors: Aluminium -

Grey Design & Technology (proposed for replacement)

Roof: Flat roof with clearstory windows
Walls: Trespa cladding – Facing Brick - Red
Windows/Doors: Aluminium - White

Main Hall/Maths Block

Roof: Pitched roof
Walls: Facing brick - Brown
Windows/Doors: Aluminium -

White Music and Drama

Roof: Barrel aluminium roof
Walls: White render
Windows/Doors: Aluminium - White

Science Block

Roof: Pitched roof
Walls: Facing Brick – Red
Windows/Doors: Timber - White

Holdsworth Wing

Roof: standing seam metal roof
Walls: Facing brick – Red and Timber Clad
Windows/Doors: Aluminium - Grey

Sports Hall (proposed for replacement)

Roof: Flat roof
Walls: Facing brick – Brown
Windows/Doors: Aluminium - White

Dining Hall

Roof: Pitched roof
Walls: Facing brick – Brown
Windows/Doors: Aluminium - White

ROSLA (proposed for replacement)

Roof: Flat
Walls: Trespa cladding – White & blue and facing

brick – Red

Windows/Doors: Aluminium - white

Analysis of Existing Buildings

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

Opportunities

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IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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PHASE 1 – Demolition of Existing

ROSLA Building. Construction of New Teaching Block

PHASE 3 – Construction of New

Sports Hall, changing facilities and viewing gallery

PHASE 4* – Main Hall Extension

and Internal Refurbishment

* (PHASES 4 AND 5 COULD CHANGE ORDER IF SCHOOL’S PRIORITIES REQUIRE)

PHASE 5* – Demolition of

Existing Sports Hall. Construction of New Art Block

* (PHASES 5 AND 4 COULD CHANGE ORDER IF SCHOOL’S PRIORITIES REQUIRE)

PHASE 6 – Demolition of Existing

Building. Construction of New teaching

block

PHASE 2 – Refurbishment of

Dining hall and Kitchen. New Circulation and Storage

PHASE E – Refurbishments to

provide a sick and hygiene room

PHASE C – Construction of

New Circulation Core.

PHASE F – Extension to Science

Block. Refurbishment of existing Science

Lab.

PHASE B – Refurbishment of

Science Labs

PHASE J – Refurbishment of

Toilets.

PHASE G – Construction of new

circulation link to music and dining hall. PERI rooms to the back of drama. Conversion of drama in to conference room

PHASE H – Refurbishment of

Teaching Block and Admin Accommodation.

PHASE D – Improved Entrance. PHASE A – New Classroom and

Temporary Works to Staff Accommodation.

PHASE K – Improvements to drop-

ff area and visitor parking

PHASE L – New residential

unit

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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IID Architects | The Poppy Factory | 20 Petersham Road, Richmond, TW10 6UW | T 020 3274 1000 | info@iid.co.uk | www.iid.co.uk PHASE 3 – New sports hall and changing facilities PHASE 4 – Demolition of old sports hall and changing + relocation of drama and hall refurbishment and extension

DRAMA

PHASE B (can take place any time) – Refurbishment of science classrooms PHASE C (any time before phase H) – New circulation core

TEACHING TEACHING TEACHING SPORTS HALL STUDIO CHANGING SCIENCE SCIENCE

PHASE D (can take place any time) – Improved entrance PHASE 5 – New Art and D&T Block

PREP D&T GRAPHICS FOOD MATERIALS

PHASE 1 – Demolition of Rosla + New teaching block

TEACHING TEACHING TEACHING TEACHING

PHASE 2 – Circulation, dining hall and kitchen refurbishment PHASE J (can take place any time after phase 3) – Refurbishment of toilets and staff changing

ADM/OFF ADM/OFF BAR FAITH

PHASE E (can take place any time after phase 4) – Sick room / hygiene / SEN therapy PHASE G (cant take place at any time) – Linking corridor and PERI rooms

PERI PERI PERI ADM: CONFERENCE ADM/OFF

Ground Floor

DOUBLE HEIGHT ATRIUM SPACE

KEY – SPACE CATEGORIES Teaching Admin / Offices (staff) Learning Resources (pupils) Large Spaces Storage (teaching) Storage (non-teaching) Non-Net Area (ancillaries) Non-Net Area (circulation) KEY – SPACE CATEGORIES Teaching Admin / Offices (staff) Learning Resources (pupils) Large Spaces Storage (teaching) Storage (General) Non-Net Area (ancillaries) Non-Net Area (circulation) PHASE 6 – Demolition of old Art and D&T block and removal of PH1 temporary staircase + new teaching block and possible drama theatre (refer to section 7)

PLANT PLANT

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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IID Architects | The Poppy Factory | 20 Petersham Road, Richmond, TW10 6UW | T 020 3274 1000 | info@iid.co.uk | www.iid.co.uk Store converted in to Hygiene room Office converted in to sick room SEN Therapy room adjacent to Refurbished pupils WCs Possible alternative location for Hygiene room + Sick room. Tea prep and PA office relocated. Widening of hall access with glazed screens and

doors. Fire rated

Additional hall storage Tier seating Green room for hall and drama DRAMA HALL Refurbished staff WC Acc WC No works to rooms Possible location for Faith room following re-location

f finance office

Possible location for IT server room Admin: Finance Drama classroom relocated

Sick room + Hygiene room

Relocation of 1no store and 1no office

required

Pupils / Staff WCs Main Hall / Admin

Drama relocated. New Green room serving hall and drama.

MATERIALS STORE ADMIN RECEPT GREEN ROOM DRAMA STORE Community store

IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

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Existing Car Parking

Total - 77
Disabled - 4
Staff Only – 23
Staff/Visitor - 54

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Proposed Car Parking

Total – 82

(Total additional spaces will need to be agreed with the Local Planning Authority)

Disabled - 4
Staff Only - 33
Staff/Visitor – 49
Mini-Bus parking Opportunities – 3 ( )

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IID ARCHITECTS SCHOOL ESTATE MASTER PLANNING – CASE STUDY

ENERGY & SUSTAINABILITY STRATEGY

The proposed energy strategy for all school estates should be based on a simple three step strategy named the “Be Lean, Be Clean, Be Green” principle; A design that focuses on the lowest possible energy use will ensure that the cost of mechanical and electrical plant is reduced at design stage. A full master plan needs to consider the energy usage of the site from the outset to ensure that wastage is kept as low as possible. All aspects of the site must be identified on an energy usage basis to see where easy gains as well as long term benefits can be achieved. For each phase of work, building design will need to focus predominantly on building fabric, air tightness, thermal bridges and solar control, as well as taking into account the thermal mass of the areas being considered. This can be achieved by creating full 3D models of the site that can then be run through dynamic thermal modelling packages to highlight where improvements can be made to all these aspects of building design. For each phase of future work, once the building envelope has been considered and the energy requirements reduced to their absolute minimum then the efficiency of the systems needs to be considered. The master plan will consider all essential systems and where upgrades could affect major changes in the longer term and not just specific 'quick' gains. This will not solely look at the relatively simple design on an area basis but at the pulled back scope that incorporates the full movement of energy from delivery to site to delivery to the specific point required. Should a redesign occur for a building in the centre of the site then this could form a central efficient energy hub which would enable the maximum efficiencies to be passed around the full site. Of specific focus will be the heating, hot water and ventilation systems from the mechanical aspect and the cooling and lighting issues from an electrical angle. Overall a large focus will be on both the control and the metering & monitoring aspects as this alone could deliver savings of 20% or more if carefully planned. Once all aspects of the building have been considered and all delivery options and efficiency improvements appraised then the renewables aspect can be considered. This will focus on driving down the cost of supplying the energy and ensuring that the school has the ability to demonstrate its green credentials. It is likely that a PV array will be the easiest and most financially beneficial option although other forms of energy generation will need to be appraised. It is possible that CHP could be included if the heat requirement can be justified over the term, but with the swimming pool being relatively new this may not be possible. Other forms of energy such as the use of a biomass boiler will also be considered but this will need to be appraised alongside issues of space and delivery as well as running costs and carbon reductions. Sustainability Summary/BREEAM Overall by focusing the Master Plan on certain sustainability principles it will ensure that an excellent environment is created that not only benefits the health and wellbeing of the students of the school but also achieves this at the cheapest on-going running costs and maintenance requirements benefitting both short term and long term goals of the school. The sustainability strategy for the site will focus on 9 core areas:

Management
Energy
Water
Land Use & Ecology
Health & Wellbeing
Transport
Materials
Waste
Pollution

The reason for focusing on this is that a sustainable school will provide:

Improved Health
Greater Productivity
Lower Operating Costs
A reduced overall environmental impact

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