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

Transcription

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

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

3 Priority School Building Programme Meeting the condition needs of 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

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 should inform energy modelling and describes more about energy monitoring and reporting. EFA Draft guide on specification of LED Lighting 2014 BB edition- new Acoustic performance standards 4

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 no major changes from FOS except less prescriptive, but updates guidance in BB101 5

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 of school sizes

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.

8 Secondaries overall adjacency diagram Suites of general, practical or performance spaces with storage and staff accommodation within each sports hall (community) library dining Admin.

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 sick room int recep wc Visitor entrance acc wc

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

11 And standard components

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

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?

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 outside, 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.

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

16 Daylight design Balanced daylight is best there is a benefit from using twosides/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.

17 Acoustics and noise control Acoustics standards to BB edition. Guidance to be published soon by IoA/ANC on how to achieve compliance with BB

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.

19 Ventilation Fresh air is critical for learning, health and hygiene The CO 2 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?

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 occupants 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

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 C is inadequate for mechanical and hybrid systems. FOS now requires design to CIBSE TM 52/European Standard EN 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.

22 Key points - cooling 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/m 2 for practical spaces and IT rooms and 15 W/m 2 for general teaching spaces. Where legacy loads are higher the performance in use criteria for overheating do not apply.

23 BB103: Room sizes Recommended areas for all teaching spaces SoA uses minimum Classroom for 30 55m 2 or 62m 2 Science lab for 30 83m 2 Workshop for up to m 2

24 Schedule of Accommodation 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 INTERACTIVE SCHEDULE FOR PRIMARY SCHOOLS DRAFT FEBRUARY 2011 BW date 6/7/11 age range 5-11 school name 2FE Primary school as a check: classes 2.5 FE reception places 75 3 net capacity type of school community net capacity classes of infant places for SoA below = 525 for recommended 30 junior places within a potential range of: site(s) sufficient on site SoA below: 525 Total Mainstream Places to 540 infant organisation specialist practical spaces 486 to 540 additional places for: nursery average junior organisation specialist practical spaces recommended SEN max. area of TOTAL TOTAL SUPP dining in specific dining area area of group space no. of AREA AREA space no. of SCHEDULE BY AREA CATEGORY size (m 2 ) spaces (m 2 ) (m 2 ) notes 162 over net 156 over gross (m 2 ) spaces Basic Teaching Area general teaching (for size of space chosen) (18) nursery playroom(s) reception classroom(s) m2 minimum recommended 62 3 infant classbases #N/A m2 minimum recommended 55 5 infant shared teaching area junior classbases #N/A m2 minimum recommended junior shared teaching area specialist practical food bay food/ science/ DT area ) m2 below typical basic teaching food/ science/ DT area #N/A ) 41 2 TOTAL AREA min 1050 max 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 % of pupils dining in 3 sittings studio dining area servery adjoining/ opening into dining area 9 1 TOTAL AREA min 258 max WARNING: total area for category is high 373 Learning Resource Areas library resource centre m 2 minimum recommended 48 1 SEN resource base small group room TOTAL AREA min 94 max OK: area within recommended range 96 Staff and Administration Areas staff room staff work/ prep rooms head s office/ meeting room senior management offices ICT technician/ data manager general office reprographics entrance/reception interview room (adjoining entrance) sick bay (adjacent to reception/ main office) SEN therapy/ MI room TOTAL AREA min 135 max OK: area within recommended range 156 Storage class storage (nursery) class storage (reception) class storage (infant and junior) teaching store(s) specialist PE store (adjacent to hall or studio) m 2 total recom'd 15 1 external store non-teaching storage central stock secure store(s) community 4 4 other store(s) appliances secure with power for charging 4 1 personal storage (cloakrooms) OK 3 45 cleaners' stores maintenance equipment stores TOTAL AREA min 135 max WARNING: total area for category is high 239 Float no float available 0 Total Net Area recommended over recommended net area 1998 Non-net Area kitchen (incl prepration, staff and stores) m 2 minimum recom'd 80 1 nursery toilets reception toilets other pupil toilets hygeine facilities accessible toilets for visitors and staff plant including ICT hubs 2.50% 50 at 2.5% minimum rec'd for total area % server room circulation 19.9% 395 under 20.0% minimum rec'd for total area % partitions 4.40% 87 at 4.4% minimum rec'd for total area % TOTAL AREA min 745 max ERROR: total area for category is too low Total Gross Area funded over funded gross area

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 of furniture & equipment Identifies use of legacy items

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