Priority School Building Programme SPACES Study Day 19 June 2015 - - PowerPoint PPT Presentation

SLIDE 1

Lessons from PSBP - Priority School Building Programme SPACES Study Day 19 June 2015

SLIDE 2

Pupils and staff’s educational needs

• Every child has the best start

to life by mastering the basics at a young age

• Through being taught core

knowledge so they have the experience they need to get on in life

• Priority design issue is the

function of the teaching space

SLIDE 3

• Meeting the condition needs
• f 261 schools in England
• 215 schools funded through

capital (‘old’ and ‘new’ FOS)

• 46 schools funded through

private finance

• 35% cheaper than BSF, with

better environmental spec

• Construction works complete

by end 2017 (2 years earlier than originally announced)

• 25 schools already open
• 98 schools under construction

Priority School Building Programme

SLIDE 4

EFA Guidance, tools and templates

Already available on gov.uk, and tested in PSBP:

• Facilities Output Specification (FOS)
• Baseline designs
• Building Bulletin 103 (Area Guidelines for Mainstream

Schools)

• Schedule of Accommodation tool (SoA) for mainstream

schools

• EFA Daylight Design Guide, January 2014
• EFA Energy Efficiency guide 2014 - should inform energy

modelling and describes more about energy monitoring and reporting.

• EFA Draft guide on specification of LED Lighting 2014
• BB93 2014 edition- new Acoustic performance standards

4

SLIDE 5

EFA Guidance, tools and templates

Coming soon, to be tested in PSBP2:

• Building Bulletin 104 (Area Guidelines for SEN)
• Area Data Sheets (ADS)
• Briefing guide (template)
• Refurbishment guidance
• Ventilation, thermal comfort and indoor air quality guide to

replace BB101 in 2015 - no major changes from FOS except less prescriptive, but updates guidance in BB101

5

SLIDE 6

Baseline designs

• Demonstrate one way that area within cost an be achieved
• Demonstrate how a wide range of school-specific

requirements can be accommodated

• Will match typical Schedules of Accommodation for a range
• f school sizes

SLIDE 7

Standardised Approach

We are looking for: Standardised approaches to plant and services, eg strategy for routing services, risers, service cores, etc Standardised solutions for the façade, ventilation systems, acoustics and lighting.

SLIDE 8

library sports hall (community) dining Admin.

Secondaries overall adjacency diagram

Suites of general, practical or performance spaces with storage and staff accommodation within each

SLIDE 9

Standardisation: entrance and admin

1. Draught lobby 2. Public access to reception, interview room and toilet only 3. Open reception desk 4. Pupil ‘reception’ from secure side 5. Sick room and toilet 6. Facilities available to community without access to main school

General office int recep acc wc wc sick room Visitor entrance 1. 2. 3. 4.

SLIDE 10

Standardisation: performing arts

• Movable bleacher seating

rather than sliding/folding screen

• Central access from

dining/foyer space

• Flexible performing area
• control room at back
• Drama space accessible from

performance area as ‘back stage’ facility

SLIDE 11

And standard components…

SLIDE 12

EFA Facilities Output Specification:

Introduced in 2013 to promote:

• well-integrated and simple

buildings that benefit from daylight and hybrid ventilation

• Buildings where the fabric is

the primary means of controlling the internal environment

• Buildings that perform better

than ones with complex M&E systems and bolt-on technological features

SLIDE 13

Design priorities

• Provide daylight into

circulation areas and rear of classrooms

• Meet the new adaptive thermal

comfort criteria to avoid summertime overheating

• Meet carbon dioxide

concentration criteria to provide adequate indoor air quality in classrooms

• Is indoor environment easily

controllable locally by building users?

SLIDE 14

Daylight: what’s the issue?

Daylight is essential to prevent the development of short sight in children. Recent research suggests that children should spend at least 3 hours in high levels of daylight, preferably

• utside, every day.

With good daylighting, the lighting energy use over a year can be reduced by 40%. High levels of daylight must be controlled to avoid disability glare to allow children to see their work clearly.

SLIDE 15

Daylight: what can go wrong?

• Daylight factor design can lead to too much glass at the

perimeter, which can cause glare and overheating, especially if uniformity is not achieved.

• Dark gloomy internal spaces can be devoid of daylight
• Halls with minimal daylight
• Blinds that can conflict with opening of windows
• Suspended ceilings, high cills and downstand beams can

reduce daylight

SLIDE 16

Daylight design

• Balanced daylight is best – there is a benefit from using two-

sides/directions where possible – light shelves, light wells and light slots,

• Rooflights and clerestories can provide good daylight quality.
• Halls must be well daylit.
• Acoustic panels in classrooms should not block the daylight

nor restrict the distribution of daylight to the rear of the room

• Carpet and floor reflectance should be as high as practicable

– Where do we want carpets in schools? Rugs to an area of rooms may be better than carpets.

SLIDE 17

Acoustics and noise control

Acoustics standards to BB93 2014 edition. Guidance to be published soon by IoA/ANC on how to achieve compliance with BB93 2014.

SLIDE 18

Acoustics and noise control

Key points

• Limits on noise from new equipment such as data projectors,

and contractor required to advise how to improve performance of legacy equipment.

• Maximum sound levels specified for window or ventilator

actuators.

• Hearing Impaired pupils usually have radio aids and do not

use induction loops so audio visual equipment, eg in halls and classrooms, should be compatible with radio aids.

• Any open plan or semi open plan teaching areas must have a

full Speech Transmission Calculation carried out.

SLIDE 19

Ventilation

Fresh air is critical for learning, health and hygiene The CO2 levels required of 1000ppm-1500ppm in classrooms can be exceeded within 20 minutes of the start of a lesson. What can go wrong?

• Levels in poorly ventilated classrooms of over 2500ppm

throughout the day are common in schools. At these levels concentration fades.

• Openable areas too small and single sided ventilation does

not provide adequate ventilation in summertime mode

• Lack of user/management control

Challenges Does the ventilation solution work under all weather conditions and is it robust, simple to operate and maintain, and is it energy efficient?

.

SLIDE 20

Key points – Ventilation

Cold draughts in wintertime Window and ventilation design needs to allow large volume flow for summertime ventilation and prevent dumping of cold air onto

• ccupants during winter

Blinds and restrictors Windows, vents and blinds need to be robust, easy to operate and supply the necessary air:

• Window ventilation openings should not be obstructed by

blinds or curtains when these are opened

• Blinds should not cut off all daylight and views out
• Where dim-out blinds are required, they should provide a

suitable daylight illuminance in the space and should not restrict ventilation

SLIDE 21

Thermal comfort: what’s the issue?

High temperatures affect student performance What can go wrong?

• Design to fixed temperature limits in BB101 e.g. max. 280C is

inadequate for mechanical and hybrid systems. – FOS now requires design to CIBSE TM 52/European Standard EN 15251 Adaptive thermal comfort criteria

• High solar gain due too much glass
• Lack of thermal mass and less openable area than needed for

summertime ventilation

• Ineffectiveness of single sided ventilation for summertime

ventilation.

SLIDE 22

• Mechanical cooling should not be provided to classrooms and

teaching spaces and minimised elsewhere, e.g. in server rooms.

• We are not designing for legacy equipment but for the loads

specified in the FOS of 25W/m2 for practical spaces and IT rooms and 15 W/m2 for general teaching spaces.

• Where legacy loads are higher the performance in use criteria

for overheating do not apply.

Key points - cooling

SLIDE 23

BB103: Room sizes

• Recommended

areas for all teaching spaces

• SoA uses minimum
• Classroom for 30

55m2 or 62m2

• Science lab for 30

83m2

• Workshop for up to

24 104m2

SLIDE 24

Schedule of Accommodation

INTERACTIVE SCHEDULE FOR PRIMARY SCHOOLS DRAFT FEBRUARY 2011 BW

date age range 5-11 school name as a check: classes FE reception places 75 3 net capacity type of school net capacity classes of infant places 150 5 for SoA below =

525

for recommended junior places 300 10 within a potential range of: site(s) SoA below: 525 Total Mainstream Places

525

18 486 to 540 infant organisation 486 to 540 additional places for: nursery junior organisation recommended SEN dining SCHEDULE BY AREA CATEGORY notes 162 over net 156 over gross

Basic Teaching Area general teaching

(18)

nursery playroom(s) reception classroom(s)

30 62 3 186 53 m2 minimum recommended 62 3 #N/A 55 5 275 55 m2 minimum recommended 55 5 #N/A 55 10 550 55 m2 minimum recommended 55 10

specialist practical food bay

• 2

4 4 19 41 1 41 ) 41 1 #N/A 41 2 82 ) 41 2 TOTAL AREA min 1050 max 1185 1103

1134

OK: area within recommended range 1134

Large spaces: halls, studios and dining

159 m

2 min. recom'd for dining in 3 sittings

main hall

290 150 1 150 83% of pupils dining in 3 sittings 150 1

studio

25 55 1 55 55 1 30 159 1 159 159 1

servery

9 1 9 adjoining/ opening into dining area 9 1 TOTAL AREA min 258 max 334

373

WARNING: total area for category is high 373

Learning Resource Areas library resource centre

29 48 1 48 36 m2 minimum recommended 48 1

SEN resource base

4 16 1 16 12 1 6 9 4 36 9 4

• TOTAL AREA

min 94 max 135

100

OK: area within recommended range 96

Staff and Administration Areas staff room

32 55 1 55 55 1

staff work/ prep rooms head’s office/ meeting room

16 1 16 16 1

senior management offices

9 1 9 9 1

general office

34 1 34 34 1

reprographics

13 1 13 13 1

entrance/reception

5 1 5 5 1

interview room (adjoining entrance)

7 1 7 7 1

sick bay (adjacent to reception/ main office)

4 1 4 4 1

SEN therapy/ MI room

13 1 13 13 1 TOTAL AREA min 135 max 218

156

OK: area within recommended range 156

Storage class storage (nursery)

4 4

class storage (reception)

3 3 9 3 3

class storage (infant and junior)

2 15 30 3 15 6 1 6 6 1

PE store (adjacent to hall or studio)

15 1 15 15 m

2 total recom'd

15 1

external store

4 1 4 4 1

non-teaching storage central stock

6 1 6 6 1

secure store(s)

4 4

• ther store(s)

4 1 4 secure with power for charging 4 1

personal storage (cloakrooms)

3 45 135 OK 3 45

cleaners' stores

1.5 6 9 1.5 6

maintenance equipment stores

6 1 6 6 1 TOTAL AREA min 135 max 218

224

WARNING: total area for category is high 239

Float

no float available

Total Net Area

recommended 1825

1987

162

• ver recommended net area

1998

Non-net Area kitchen (incl prepration, staff and stores)

80 1 80 53 m

2 minimum recom'd

80 1

nursery toilets

• 4

4

reception toilets

4 4 16 4 4

• ther pupil toilets

3 23 69 3 23

hygeine facilities

13 1 13 14 1

accessible toilets for visitors and staff

4 2 8 4 4

plant

including ICT hubs 2.50% 50 at minimum rec'd for total area 50 2.5%

server room

6 1 6 6 1

circulation

19.9% 395 under minimum rec'd for total area 397.4 19.9%

partitions

4.40% 87 at minimum rec'd for total area 88 4.4% TOTAL AREA min 745 max 894

724

ERROR: total area for category is too low 736.4

Total Gross Area

funded 2555

2711

156

• ver funded gross area

2734.4

specialist

SUPP AREA (m2) 30 max. group size

teaching store(s)

• no. of

spaces 2.5

ICT technician/ data manager

6/7/11 2FE Primary school community

food/ science/ DT area small group room infant shared teaching area

sufficient on site

food/ science/ DT area

specialist practical spaces

• 2.5%

20.0% 4.4%

appliances community dining area

average area of space (m2) TOTAL

• no. of

spaces TOTAL AREA (m2) in specific dining area specialist practical spaces

• 21 m2 below typical basic teaching

junior shared teaching area

(for size of space chosen)

infant classbases junior classbases

area of space (m2)

Schedule of Accommodation (SoA) identifies:

• List of all rooms, teaching

and non-teaching

• All rooms within

recommended area

• Exact requirements of

school within funded area

• Checked with a curriculum

analysis

• Checked with net capacity

SLIDE 25

Area Data Sheets

• Area Data Sheets for

every generic type of room

• Specifies dimensions,

doorset, finishes, acoustic and environmental requirements

• Linked to a generic layout
• f furniture & equipment
• Identifies use of legacy

items

SLIDE 26

Design Documentation you will be able to use

Facilities Output Specification (FOS):

• Generic brief
• School-specific brief

(template)

• Schedule of

Accommodation tool

• Area Data Sheets

Guidance and context documents to assist:

• Baseline designs
• Briefing guide/

refurbishment guide

• Building Bulletins 103

and 104

• Typical FF&E layouts