EFA Presentation for SCALA - 24th October 2012

January 15, 2018 | Author: Anonymous | Category: Arts & Humanities, Architecture
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School premises regulations, wider guidance and baseline designs Chris Bissell Design Advisor EFA

Recent Changes 2012: School Premises Regulations simplified •Clearer and fewer •Less prescriptive, leaving detail in guidance

2011: funding reduced •gross area funded reduced by average 6% of BB99, 15% of BB98 •Cost per m2 reduced to £1450 total (£1113 building)

School Premises Regulations Capital Review recommended: • That the Department revises its school premises regulations and guidance to remove unnecessary burdens and ensure that a single, clear set of regulations apply to all schools. The Department should also seek to further reduce the bureaucracy and prescription surrounding BREEAM assessments • Consultation ran from 3 November to 26 January 2012 • Revised regulations signed off in July and will come into force 31 October 2012 and January 2013

Rationale • Three (well four) sets of DfE premises regulations, plus a substantial amount of other legislation that applies to all buildings including schools • Some school specific regulations required to ensure the needs of pupils are met, particularly on issues that could impact on welfare or education • Makes sense to have the same regulations for maintained and independent schools, including Academies and free schools • Clarify requirements and avoid duplication of other legislation

The ISSs refer to the SPRs in part and to the NMS, which in Turn refer to the SPRs for detail…..and then there’s the Statutory Framework for the Early Years Foundation Stage.

Regulations being removed • Duplication – requirements that are covered in other pieces of legislation. For example: • Weather protection • Drainage • Fire Safety • Unnecessary – requirements that do not need to be regulated and are best left to the School. For example: • Security (covered by H&S + Safeguarding) • Standard of decoration • Furniture and fittings

Regulations which are being removed Classroom Size

Independents/Academies

Classroom size should be appropriate to allow effective teaching and no area of school should compromise health or safety.

Staff Accommodation

Maintained

Covers provision of a head teacher’s room and separate accommodation for staff to use for work and social purposes

Ancillary – Storage & Circulation

Maintained

Provision of storage space for pupils’ belongings and to permit safe passage within buildings.

Food Preparation & Service

All Schools

Under ISRs, where food is served, there must be adequate facilities for hygienic preparation, serving and consumption. Under SPRs, schools must provide adequate facilities for the preparation and serving of food and drinks.

Security - generally - shared premises

Independents/Academies

Security arrangements are adequate for the grounds and buildings. Where premises are shared for non-school purposes, the health, safety and welfare of pupils are safeguarded and their education is not interrupted by other users.

Access to Buildings

Independents/Academies

Allowing safe entry and exit for all pupils, including those with disabilities and special educational needs.

Load Bearing Structures

All Schools

Load bearing structures should be capable of safely sustaining the loads and forces they are subjected to.

Weather Protection

All Schools

Requirement that schools should be able to resist penetration from rain, wind and snow and moisture arising from the ground.

Fire Safety

All Schools

Fire resistance of building elements and provision of adequate means of escape in case of fire.

Heating

All Schools

Minimum temperatures are set for different types of areas in schools that heating systems should be capable of maintaining.

Ventilation

All Schools

Ventilation in each room shall be controllable, and rates are set for the amount of fresh air for different types of room.

Drainage

All Schools

Drainage System shall be adequate for hygiene purposes and the disposal of waste water.

Cleanliness

Independents/Academies

Classrooms and other parts of the school shall be maintained in a clean, tidy and hygienic state.

Decoration

Independents/Academies

Satisfactory standard and adequate maintenance of decoration.

Furniture & Fittings

Independents/Academies

Furniture and fittings are appropriately designed for the age and needs of the pupils.

Flooring

Independents/Academies

There is appropriate flooring in good condition.

The rationale for their removal is that they either duplicate what is covered in other legislation or they are unnecessary

Regulations being retained • Seven areas that will apply to all schools • Toilet and washing facilities • Medical accommodation • Health, safety and welfare • Acoustics • Lighting • Water supplies. • Outdoor space • Six additional areas for boarding schools

What’s different? • Regulations have been written much more straightforwardly. • Focus on provision being suitable to meet the needs of pupils, having regard to their age, number and sex and any special requirements they may have • Removal of prescription – e.g. floor area in m2 for boarding schools, precise numbers of toilets and ratio of urinal/washbasin provision, lux levels • Guidance significantly reduced, but does include some advice where regulation has been removed. • See Standards for School Premises

Wider Guidance • We also consulted on our approach to guidance. • Over 5000 pages, much of which is out of date, has been superseded, or just very, very lengthy. • Proposals to streamline guidance cover • • • • • • •

Area guidelines for mainstream and special schools Acoustics, fire, ventilation, (BBs 93/100/101) Compendium for special schools and special units Compendium for mainstream schools Outdoor spaces (now to be integrated in compendia) Procurement mini-guides for schools Technical mini-guides for schools – e.g. fire safety

Current Design Guides - including guidance on compliance with the Building Regulations BB 101, Ventilation of school buildings, downloadable only, 2006 (62 pages) BB 100, Design for Fire Safety in Schools, NBS/RIBA 2007 (158 pages) BB 93, Acoustic Design of Schools, TSO 2003 (207 pages)

Current Design Guides - design and technical guidance BB 102, Designing for disabled children and children with special educational needs, TSO 2008 (199 pages) BB 99, Briefing Framework for Primary School Projects, TSO 2006 (64 pages) BB 98, Briefing Framework for Secondary School Projects, TSO 2004 (64 pages) BB 96, Meeting the educational needs of children and young people in hospital (DES/DOH) TSO 2003 (85 pages) BB 95, Schools for the Future, TSO 2002 (77 pages) BB 92, Modern Foreign Languages Accommodation, TSO 2000 (50 pages) BB 89, Art Accommodation in Secondary Schools, TSO 1998 (60 pages) BB 88, Fume Cupboards in Schools, TSO 1998 (56 pages) BB 81, Design and Technology Accommodation in Schools, TSO revised 2004 (185 pages) BB 80, Science Accommodation in Secondary Schools, revised 2004 (53 pages) BB 79, Passive Solar Schools: A Design Guide, TSO 1995 (99 pages)

Any questions so far?

 School premises regulations  Design guidance

Baseline designs Capital Review recommended: • That a suite of standardised drawings and specifications is prepared which could easily be applied across a wide range of educational facilities. Baseline designs: • Do use standardised dimensions and have suites of spaces, but are not templates that everyone must use. • Can be taken and developed into detailed schemes, or Contractors can propose alternative designs. • Will evolve further in response to feedback and further versions will be added.

Baseline designs  Aim to demonstrate what can be achieved within area and cost constraints and, initially, PSBP PFI FOS.  Will demonstrate how a wide range of school-specific requirements can be accommodated  Will match typical SoAs for a range of school sizes (so far for a 420 primary and 1200 secondary)

How we got to where we are Collate best practice in recent designs and guidance

Lessons Learnt from recent schools through POE

Test and agree reduced area standards

Identify best practice principles

Identify new OS requirements to resolve common problems

Agree criteria for different suites with expert panels

Test affordable solutions in baseline designs

Utilisation of space in primary Primary net capacity based on: 30 ‘basic’ workplaces in 49m2 classroom At least 70% of ‘basic’ workplaces must be used for classrooms Primary Schedule of Accommodation allows: 55m2 minimum size of classroom 62m2 in reception and nursery Optional specialist space Hall or studio for each FE

Primary: 420 5-11 + nursery

Flexibility

 Larger classrooms or  Specialist space

Lessons learned: early years  Nursery and reception in early years suite  Coats and toilets off classroom and playground for infants  62m2 classrooms

Lessons learned: entrance and admin  Public access only to lobby and interview room  Open reception desk  Facilities available to community without access to main school  Sick bay and MI/ therapy room

Utilisation of space in secondary Secondary net capacity based on: 67% to 75% of ‘basic’ workplaces utilised at any one time in 11-16 (less in sixth form) Secondary Schedule of Accommodation: As BB98: same number of rooms Teaching spaces at bottom end of acceptable range Circulation and dining within acceptable range Full-service kitchen sufficient for 1/3 pupils to eat hot meals and 2/3 to have cold or other options

Secondary 1200 11-16

Lessoned learned: performing arts  Movable bleacher seating rather than sliding/folding screen  Central access from dining/foyer space  Flexible performing area with control room at back  Drama space accessible from performance area as ‘back stage’ facility

Lessons learned: D&T • Prep/storage at end of workshops • Identity to a suite • Links to other subjects

Flexibility

Secondary ‘superblock’

Lessons learned: science     

Suite of spaces Central prep room Chemical store 83m2 general labs or 90m2 specialist labs and 69m2 science studio  Lift for easy deliveries

“Baseline designs represent a challenge for architects and contractors to improve upon”

Baseline designs – internal environment  Design uses natural  Simple to operate – users ventilation and daylight as can easily adjust the much as possible temperature and the ventilation  Comfortable to work in – tackles overheating

Daylighting

Daylight  Principles  Light from two sides  Tall spaces with windows right up to the soffit  Improved quantity and quality of light

Climate Based Daylight Modelling Daylight Factor replaced by two criteria: Daylight Autonomy- 50% of each space to be able to be lit by sunlight and daylight during the occupied hours of the day Useful Daylight Index- requires 80% of the space between 100-2000 lux

Floor to ceiling height is 3.3m where no external obstructions exist.

Daylight

Roof lights are placed over the corridor openings to maximise the internal daylight.

North Façade Glazing is 30% of the internal wall where no external obstructions exist.

Internal reflections must be 70/50/20 as a minimum.

The acoustic baffles are located away from the window openings.

South façade glazing requires a light shelf or light redirecting component.

Internal Glazing is 25% of the internal wall façade. This provides secondary light into the space.

Open / translucent balustrade design is required to allow light to distribute to the lower floors.

The ground floor opening is 1.2m wide to provide daylight to the ground floor spaces.

The first floor opening is 1.8m wide to allow daylight to the lower floors..

Acoustics

Sound absorption to circulation space

Concrete roof provides rain noise control

Suspended Class A absorbers

Class A absorbent wall panels

Attenuated high level ventilators either side of glazed panel

Acoustic performance standards for the Priority Schools Building Programme’ replaces BB93

Fire BS 9999:2008 Code of practice for fire safety in the design, management and use of buildings,

Floor to ceiling height is 3m and depth 7.8m.

Exposed concrete soffits with night purge.

The acoustic baffles and lighting raft obscure 40% of soffit

Acoustically treated air path to circulation space

Actuated insulated louvres in roof upstand.

Glazing is 30% of the internal wall , light shelf for shading and solar control glass Ventilation slots link the circulation spaces through the building..

Thermal Comfort

Ventilation Principles More demanding comfort criteria Cross ventilation Exposed concrete soffits Minimum openable areas Controllability Performance in use

Adaptive Thermal Comfort CIBSE Overheating Task Force Operative Temperature = Air temp + Radiant temp Design Summer Year not Test Reference Year Two of 3 Criteria: Overheating – duration above max outside < 40hrs Degree of overheating Upper limit

Thermal Comfort Criteria

BB101 revisions 5% Floor Area as Equivalent Area on Façade

BB101 Criterion 1 - 120 hours < 28°C Criterion 2 - Mean ΔT < 5°C Criterion 3 - Max 32°C Temperature BB101 Compliance CIBSE Adaptive Criterion 1 - 40 hours < Θmax Criterion 2 - 0 days < (We
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